Summaries in Afrikaans and English / A primary school child finds him or herself in the middle childhood years and it is considered to be a rich phase of life, since children have already reached important milestones. These children have the ability not only to act with empathy but also to maintain independent behaviour. As a result of the development in the cognitive and moral stage of development, these children can also distinguish between right and wrong and they show insight that social rules can be changed. As a result of this development, it is believed that this child will accept learners with different skills more confidently when the required awareness is provided. One group of learners with special skills, which I focused on during this research, are those who have been deformed by burn wounds. Statistics show that a growing number of children in South Africa are deformed by burn wounds. As a result of the changing policy on inclusive education, these children cannot be denied into the mainstream education system because of deformity or disability anymore. It is therefore believed that an increasing number of deformed or disabled children will be entering the mainstream education system. Information is gathered through various methods by using triangulation. The literature study, semi-structured interviews with children as well as teachers for experimental subjects, who completed an incomplete sentence test and open questions, added valuable information. Research indicated that children in this phase of life are indeed equipped with certain life skills, which place them in a privileged position to handle interaction with the deformed child, if they receive the required awareness. The information also indicated that the gestalt approach could be used as theoretical perspective for the compilation of the guideline. This approach recognises that play is the child's natural communication medium but also recognises that awareness is created through means of experimentation. To my knowledge, there is no program or guideline from the gestalt approach that enables education staff to address children's awareness in respect of their inherent skills in the middle childhood years. The researcher made a breakthrough in the integration of the gestalt approach with the education environment by constructing a practical guideline from the gestalt approach for education staff. Education staff should, however, receive training with regards to the gestalt approach in order to use this guideline effectively. / Laerskoolkind bevind hom- of haarself in die middelkinderjare en dit word as ryk lewensfase beskou, aangesien kinders reeds belangrike mylpale bereik het. Hierdie kinders beskik oor die vermoe om nie slegs empaties op te tree nie, maar om ook selfstandige gedrag te handhaaf. As gevolg van die ontwikkeling in die kognitiewe en morele ontwikkelingsterrein, kan hulle ook tussen reg en verkeerd onderskei en toon hulle insig dat sosiale reels verander kan word. As gevolg van hierdie ontwikkeling word daar verwag dat hierdie kind met die nodige bewusmaking, leerders wat oor verskillende bekwaamhede beskik, met meer selfvertroue sal kan aanvaar. Een groep leerders, waarop daar tydens hierdie navorsing gefokus sal word, wat oor spesiale bekwaamheid beskik, is diegene wat deur brandwonde geskend is. Statistieke toon dat toenemende aantal kinders jaarliks in Suid-Afrika, weens brandwonde geskend word. As gevolg van die veranderende beleid op insluitende onderwys, kan kinders weens geskend- of gestremdheid nie meer tot die hoofstroomonderwysstelsel geweier word nie. Die verwagting is dus dat toenemende aantal geskende of gestremde kinders die hoofstroomonderwysstelsel sal betree. Inligting is deur verskeie metodes ingesamel deur die benutting van triangulering. Die literatuurstudie, semi-gestruktureerde onderhoude met kinders asook onderwysers as proefpersone wat 'n onvoltooide sinnetoets en oop vrae voltooi het, het bruikbare inligting tot gevolg gehad. Daar is gevind dat kinders in hierdie lewensfase wei oor bepaalde lewensvaardighede beskik, wat hulle in 'n bevoorregte posisie plaas om, indien hulle die nodige bewusmaking ontvang, interaksie met die geskende kind sal kan behartig. Die inligting het verder ook daarop gedui dat die gestaltspelbenadering as teoretiese perspektief vir die samestelling van die riglyn benut kan word. Hierdie benadering erken dat spel die kind se natuurlike kommunikasiemedium is, maar ook dat bewuswording geskied deur middel van eksperimentasie. Sover bekend is daar geen program of riglyn vanuit die gestaltbenadering, wat opvoedkundige personeel in staat stel om kinders in die middelkinderjare se bewustheid ten opsigte van hulle inherente vaardighede aan te spreek nie. Die navorser het 'n deurbraak in die integrering van die gestaltbenadering met die opvoedkundige omgewing gemaak deurdat 'n praktiese riglyn vanuit die gestaltspelbenadering vir opvoedkundige personeel saamgestel is. Opvoedkundige personeel behoort egter opleiding met betrekking tot die gestaltspelbenadering te ontvang ten einde hierdie riglyn effektief te kan benut. / Social Work / M. Diac. (Play Therapy)

Summaries in Afrikaans and English / A primary school child finds him or herself in the middle childhood years and it is considered to be a rich phase of life, since children have already reached important milestones. These children have the ability not only to act with empathy but also to maintain independent behaviour. As a result of the development in the cognitive and moral stage of development, these children can also distinguish between right and wrong and they show insight that social rules can be changed. As a result of this development, it is believed that this child will accept learners with different skills more confidently when the required awareness is provided. One group of learners with special skills, which I focused on during this research, are those who have been deformed by burn wounds. Statistics show that a growing number of children in South Africa are deformed by burn wounds. As a result of the changing policy on inclusive education, these children cannot be denied into the mainstream education system because of deformity or disability anymore. It is therefore believed that an increasing number of deformed or disabled children will be entering the mainstream education system. Information is gathered through various methods by using triangulation. The literature study, semi-structured interviews with children as well as teachers for experimental subjects, who completed an incomplete sentence test and open questions, added valuable information. Research indicated that children in this phase of life are indeed equipped with certain life skills, which place them in a privileged position to handle interaction with the deformed child, if they receive the required awareness. The information also indicated that the gestalt approach could be used as theoretical perspective for the compilation of the guideline. This approach recognises that play is the child's natural communication medium but also recognises that awareness is created through means of experimentation. To my knowledge, there is no program or guideline from the gestalt approach that enables education staff to address children's awareness in respect of their inherent skills in the middle childhood years. The researcher made a breakthrough in the integration of the gestalt approach with the education environment by constructing a practical guideline from the gestalt approach for education staff. Education staff should, however, receive training with regards to the gestalt approach in order to use this guideline effectively. / Laerskoolkind bevind hom- of haarself in die middelkinderjare en dit word as ryk lewensfase beskou, aangesien kinders reeds belangrike mylpale bereik het. Hierdie kinders beskik oor die vermoe om nie slegs empaties op te tree nie, maar om ook selfstandige gedrag te handhaaf. As gevolg van die ontwikkeling in die kognitiewe en morele ontwikkelingsterrein, kan hulle ook tussen reg en verkeerd onderskei en toon hulle insig dat sosiale reels verander kan word. As gevolg van hierdie ontwikkeling word daar verwag dat hierdie kind met die nodige bewusmaking, leerders wat oor verskillende bekwaamhede beskik, met meer selfvertroue sal kan aanvaar. Een groep leerders, waarop daar tydens hierdie navorsing gefokus sal word, wat oor spesiale bekwaamheid beskik, is diegene wat deur brandwonde geskend is. Statistieke toon dat toenemende aantal kinders jaarliks in Suid-Afrika, weens brandwonde geskend word. As gevolg van die veranderende beleid op insluitende onderwys, kan kinders weens geskend- of gestremdheid nie meer tot die hoofstroomonderwysstelsel geweier word nie. Die verwagting is dus dat toenemende aantal geskende of gestremde kinders die hoofstroomonderwysstelsel sal betree. Inligting is deur verskeie metodes ingesamel deur die benutting van triangulering. Die literatuurstudie, semi-gestruktureerde onderhoude met kinders asook onderwysers as proefpersone wat 'n onvoltooide sinnetoets en oop vrae voltooi het, het bruikbare inligting tot gevolg gehad. Daar is gevind dat kinders in hierdie lewensfase wei oor bepaalde lewensvaardighede beskik, wat hulle in 'n bevoorregte posisie plaas om, indien hulle die nodige bewusmaking ontvang, interaksie met die geskende kind sal kan behartig. Die inligting het verder ook daarop gedui dat die gestaltspelbenadering as teoretiese perspektief vir die samestelling van die riglyn benut kan word. Hierdie benadering erken dat spel die kind se natuurlike kommunikasiemedium is, maar ook dat bewuswording geskied deur middel van eksperimentasie. Sover bekend is daar geen program of riglyn vanuit die gestaltbenadering, wat opvoedkundige personeel in staat stel om kinders in die middelkinderjare se bewustheid ten opsigte van hulle inherente vaardighede aan te spreek nie. Die navorser het 'n deurbraak in die integrering van die gestaltbenadering met die opvoedkundige omgewing gemaak deurdat 'n praktiese riglyn vanuit die gestaltspelbenadering vir opvoedkundige personeel saamgestel is. Opvoedkundige personeel behoort egter opleiding met betrekking tot die gestaltspelbenadering te ontvang ten einde hierdie riglyn effektief te kan benut. / Social Work / M. Diac. (Play Therapy)

Made available in DSpace on 2017-06-01T18:08:44Z (GMT). No. of bitstreams: 1 Patricia Gomes.pdf: 269827 bytes, checksum: f3abf72c3aa162638a4b9954b9a2d539 (MD5) Previous issue date: 2001-02-22 / This paper researches on the possible reasons which made the Gestalt-therapy show a fragile approach image, with no theoretical basis, and therefore easier to be dealt with since it wouldn´t demand a deep knowledge from the professional Gestalt-therapist. The author, here defining herself as heiress to this approach, rescues the Gestalt-therapy´s origin and concepts pointing out to the importance of its founders, Fritz and Laura Perls . She considers their beliefs, myths and personal values as well as their direct or indirect influence on the Gestalt-therapy´s destiny. This study, wich focus on the Gestalt-therapy very beginning, aims to clearly understand the social-cultural aspect and its demands, with the purpose of analysing the Gestalt-therapy and its concepts in a much broader context that makes it meaningful. This research is made up of interviews with three current Brazilian Gestalttherapists, who are also considered heirs, hence this autor´s brothers. The main goal for interviewing those therapists was not only to analyse their individual comprehension about Gestalt-therapy itself as theory but also to have their own opinion about the possible causes for today´s superficial approach of this therapy. This study highlits that a Gestalt-therapist needs theoretical and practical pillars that reveal and consider not only the influence undertaken by such a light Gestalttherapy approach but also that clarifies the concepts which this therapy makes use of. It is still paramount that one distinguishes between what Gestalt-therapy actually is from something that merely makes up its father s (Fritz Perls) way of being / Este trabalho investiga e discute as possíveis razões que levaram a Gestalt-terapia a ter a imagem de uma abordagem frágil, sem consistência teórica e, portanto, mais fácil de ser exercida, vez que não exigiria do profissional uma capacitação teórica ou a necessidade de estudos mais aprofundados. A autora, definindo-se como herdeira desta abordagem, resgata sua origem e concepção, apontando a importância dos pais, Fritz e Laura Perls, considerando suas crenças, mitos e valores pessoais e a influência, direta ou indireta, destes nos seus legados. Tal busca, referendada e constituída junto ao contexto da época da criação da Gestalt-terapia, objetiva compreender o cenário social e cultural e suas respectivas exigências, com vistas a inserí-la e aos seus conceitos num panorama maior que lhes conceda sentido. A pesquisa contou com entrevistas de três gestalt- terapeutas brasileiros da atualidade, considerados também herdeiros, e, por esta referência, irmãos da autora. Seus depoimentos foram registrados, tendo-se o intuito de, com esse diálogo, observar a compreensão que têm da Gestalt-terapia enquanto corpo teórico, como também suas percepções sobre as possíveis causas para a mal-dição desta abordagem, qual seja sua carência de fundamentação teórica. O estudo aponta ser necessário à formação do gestalt- terapeuta um referencial teórico-prático que revele e considere as influências sofridas pela abordagem, e explicite os construtos e conceitos por ela utilizados. É ainda de fundamental importância que se faça a distinção do que é a Gestalt-terapia daquilo que se constitui como o jeito de ser do seu pai, Fritz Perls

Au cours du XXe siècle, le geste est progressivement devenu un paramètre de composition musicale dans les répertoires de tradition savante occidentale. Les avant-gardes (Dada, futurisme, Bauhaus, expressionnisme, etc.) sont à l’origine du concept de performance tandis que le bruitisme élargit le domaine des sons esthétiquement audibles. Rejetant le grand opéra romantique et tous ses attributs (technique de chant lyrique, suprématie du texte dramatique sur la musique, fosse d’orchestre, illusion de la réalité, opulence orchestrale, entractes, etc.) les compositeurs ressentent le besoin de s’exprimer autrement, tandis que la capacité de renouvellement du système tonal s’étiole. Ils définissent de nouvelles formes musicales scéniques dans un cadre dicté par la performance et selon une nouvelle conscience de l’écoute issue de nombreuses expérimentations réalisées en studio. C’est au lendemain de la seconde guerre, c’est-à-dire lors de l’avènement de la musique concrète, que la voix s’impose non plus seulement comme le vecteur de la parole mais également comme un générateur de sons, que l’espace scénique se vide de l’interprète et que, en retour, certains compositeurs (Mauricio Kagel, Dieter Schnebel, Luciano Berio, John Cage, pour ne citer qu’eux) proposent des pièces hybrides où la musique côtoie la diction d’un récitant, la pantomime ou l’action théâtrale sans que l’une des composantes ne prenne constamment le dessus sur les autres. Selon une approche empirique du corps médiatisé par le truchement de la captation vidéo (sur un corpus s’étalant de 1960 à 2016), il est possible de mettre en lumière des contrepoints d’informations provenant de plusieurs éléments des performances enregistrées (musique, gestes, déplacements, lumière, etc.), qui construisent en fin de compte une réalité signifiante pour l’auditeur-spectateur. En analysant directement les oeuvres performées, il apparait que le geste est en effet un élément structurel de caractère spectaculaire qui participe à la création de formes discursives et, par-là, il constitue un élément indispensable de la réception. En se focalisant sur la paramétrisation du geste, le présent travail apporte un premier élément de réponse à la question suivante : comment la performance musicale, dans son aspect vivant, intègre le geste et comment celui-ci influe-t-il la forme ? Il espère ainsi ouvrir la voie à une musicologie du théâtre musical contemporain. / Over the course of the 20th century, gesture gradually became a parameter of musical composition in the repertoires of the Western classical tradition. The avant-garde (Dada, futurism, Bauhaus, expressionism, etc.) is at the origin of performance concept while noise music broadens the field of aesthetically audible sounds. Rejecting the romantic opera and all its attributes (lyrical singing technique, supremacy of the dramatic text over music, orchestra pit, the illusion of the reality, orchestral opulence, intermissions, etc.), composers feel the need to express themselves differently, while the capacity for renewal of the tonal system wanes. They define new scenic musical forms in a framework dictated by performance and in accordance with a new awareness of listening resulting from numerous experiments carried out in the musical studios. After World War II, with the advent of concrete music, the voice became not only the vector of speech but also a generator of sound, the scenic space was rid of the performer and, in return, some composers (Mauricio Kagel, Dieter Schnebel, Luciano Berio, John Cage, to name but a few) offered hybrid pieces where music is combined with the diction of a narrator, pantomime or theatrical action, without one component constantly getting the upper hand. According to an empirical approach to the body mediated through video recording (based on a corpus stretching from 1960 to 2016), it is possible to highlight counterpoints of information from several elements of the recorded performances (music, gestures, movements, light, etc.), which ultimately construct a meaningful reality for the listener-spectator. By directly analysing the performative works, it appears that the gesture is indeed a structural element of a spectacular nature that participates in the creation of discursive forms and, consequently constituting an indispensable element of reception. By focusing on the parameterisation of the gesture, this work provides a first element of answer to the following question: how does musical performance, in its living aspect, integrate the gesture and how does it influence the form? In this way, it hopes to pave the way for a musicology of contemporary music theatre.

The relationship that exists between the educator and the ]earners is very important. A positive relationship will contribute to the learners' feeling safe to explore their potentiaL A positive relationship will lead to educators feeling motivated towards teaching. Educators do, however, bring unfinished business to the classroom that affects their relationship with their learners. The learners also bring unfinished business to the classroom that affects their relationship with their educators. The resulting educatorlearner relationship is characterized by a contact making process of exclusion. 'I11is often leads to disciplinary problems and learners being referred to the school psychologist for counseling. The first research objective, therefore, was to develop a Gestalt program that wiiJ assist in creating a safe environment in which the learners and educators can share their feelings and emotions. The second objective was to establish a contact making process of inclusion between learners and educators in the foundation phase. After reviewing literature on the research problem. the researcher consulted experts on the subject. Thorough research was done on existing literature relating to the research problem. Using as a base the information gathered from consulting experts, the literature search and the preliminary exploratory studies, the researcher developed the program. The program was first pilot tested at school A. After completion of the pilot study, the program was tested under field conditions at school B. Qualitative and quantitative data analysis procedures were used to analyze the data. The results from both the pilot test and the field test indicated that the program increased the awareness of the educators who formed part of the experimental group. The awareness of the educators who formed part of the control group, who did not receive the intervention, stayed the same. The results of the research project allowed the researcher to continue developing a product for dissemination. The research study contributed to the development of a Gestalt program that assisted in creating a safe environment where the learners and educators could share their feelings and emotions. The program also contributed lo creating a contact making process of inclusion between educators and learners in the foundation phase. Finally the research study provided a program that can be used to assist professionals and other individuals in the fields of education, psychology or social work. / Social work / M. Diac.

This research aims to attain insight into the role a person's processing style (process) have on decision-making from a career developmental and gestalt perspective because it appears as if the adolescent's proses with regard to career choice is not being acknowledged. Semi-structured interviews were used to generate data from which coded themes were identified. These coded themes served as the core research of this study. The subjective experience of respondents' career development are presented, supported by a literature control. From this research it is clear that the adolescent's process is dynamic with regard to field and phenomenology and that structures such as family and school plays an important career developmental role as environmental influences. Intra psychic constructs such as introjects, assimilation and process play an important role in decision-making. / Sociology / M. Diac. (Play Therapy)

Procuramos mostrar como a primeira das teses doutorais de Merleau-Ponty, A Estrutura do Comportamento, torna possível o retorno ao problema clássico da união do corpo e da alma, uma vez que, ao mesmo tempo em que faz a crítica do empirismo mecanicista que embasa as tentativas científicas (da neurofisiologia e da psicologia) de dar conta da vida orgânica e do comportamento, descobre nas descrições destes fenômenos um meio original em relação ao para-si suposto pelo criticismo como explicação e fundamentação última do conhecimento e limite para o que se pode dizer sobre o ser. Procuramos ademais sugerir as limitações do quadro conceitual em que o corpo e suas realizações, dentre as quais especialmente a percepção, podem voltar a desempenhar um papel decisivo na interrogação filosófica, em especial pela ênfase, a nosso ver excessiva, que o autor faz recair sobre a articulação entre símbolo e verdade e pela falta de descrição positiva da articulação entre as formas chamadas inferiores do comportamento ligadas ao instinto, à vida orgânica e a uma temporalidade circular - e o nível simbólico remetido à verdade, à liberdade e à História / We try to show how Merleau-Ponty\'s first doctoral thesis, The Structure of Behavior, allows for a comeback of the classical problem of the union of body and soul, once it criticizes the mechanicist empirism founding the scientific attempts (from neurophysiology and psychology) to explain the organic life and behavior, while unearthing in those fenomena a milieu that differs from the transcendental self embedded in criticism as a final explanation and foundation of knowledge, and as the limit to what one can say about being. We also try to point out to the limits of such conceptual framework, in which body and its performances, specially perception, may again play a crucial role in philosophical investigation, in particular because of excessive emphasis placed upon the connection between symbol and truth, and for a lack of positive description of the articulation between the so-called inferior forms of behavior connected to instincts, organic life and circular time and the symbolic level related to truth, freedom and History

This study aims at explaining the significance of the &ldquo / field&rdquo / concept in contemporary architecture and urbanism, in reference to the technical definitions of the term in different disciplines. In this context, it investigates the concepts of &ldquo / field&rdquo / in physics, psychology, art theory and criticism. It highlights the reinterpretation of the &ldquo / field&rdquo / concept in physics by eminent Gestalt psychologists, and its consequences for architecture and urbanism. Starting from the definitions of the concept of &ldquo / field&rdquo / by Kurt Koffka and Kurt Lewin, and from the Gestalt Theory that constitutes the basis of these definitions, it brings into discussion a group of related notions that have been employed in art and architectural theory and criticism: &ldquo / psychophysical field,&rdquo / &ldquo / psychological life space,&rdquo / &ldquo / figure-ground,&rdquo / &ldquo / figure-field,&rdquo / and &ldquo / field-field.&rdquo

Made available in DSpace on 2015-05-14T12:52:33Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 7923107 bytes, checksum: bde4204dd3d768dc6537b4104666ebd6 (MD5) Previous issue date: 2009-03-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The present research aims to insert sound objects, independent musical entities, in the context of a complex compositional system, here called Object-Timbre System. This system was divided in three different components, sonorous unit, syntagm and envelop, in which the sound object concept elapses. The sintagm and the envelope form the two levels of contextual connection. Although focusing each component as an autonomous mean, this autonomy is not an absolute one, because in order to form syntagm and envelop it is necessary the amalgamation of the sonorous units and the syntagm. Therefore the connection is an important transport of the Object-Timbre System, and will be focus from the perspective of the Gestalt psychology, specifically from the Gestalt laws. The major or minor presence of the Gestalt laws in the construction of the component forms what we call vector of contextual connection. This vector was divided in high, average and low degree. Timbre was the musical agent from which these connections have been establisched. In this way the model constructed here inserts between the atomistic thinking, as it deals with the sonorous object, and the holistic or ecological thinking, due to the necessary connections to create components in a superior hierarchic level. For such reason we used the concept of near-decomposability created by Herbert Simon in a complex systems context. Five pieces was composed for strings: Tractus Mobilis I.a/b (for solo violin), Ideoplastie II (for violin and violoncello), Vortex Diagonal (for violin, viola and violoncello), Interceptação (string quartet) and Araneae (string quintet). / A presente pesquisa buscou inserir objetos sonoros, entidades musicais autônomas, no contexto de um sistema composicional complexo, denominado Sistema Objeto-Timbre (SOT). Esse sistema é dividido em três componentes, nos quais perpassa o conceito de objeto sonoro, que são: a unidade sonora, o sintagma e o envelope. O sintagma e o envelope formam os dois graus de conexão contextual. Apesar de enfocar cada componente como autônomo, essa autonomia é relativa, pois, para formar o sintagma e o envelope, é necessário que haja a união das unidades sonoras e sintagmas, respectivamente. As conexões são partes importantes do SOT, e são abordadas a partir da psicologia da Gestalt, em particular a partir das leis da Gestalt. O timbre foi o agente musical a partir do qual se buscou estabelecer essas conexões. Dessa forma, a abordagem aqui utilizada se insere num meio-termo entre o pensamento atomístico, pois parte do objeto sonoro, e a abordagem holística ou ecológica, pelas conexões necessárias à criação de componentes de nível hierárquico superior. Por tal motivo, utilizou-se o conceito de quase decomponibilidade, criado por Herbert Simon e aplicado a sistemas complexos. Como resultado, foram compostas cinco peças para cordas, a saber: Tractus Mobilis I.a/b (para violino solo e viola solo), Ideoplastie II (para violino e violoncelo), Diagonal Vortex (para violino, viola e violoncelo), Interceptação (quarteto de cordas) e Araneae (quinteto de cordas).

The relationship that exists between the educator and the ]earners is very important. A positive relationship will contribute to the learners' feeling safe to explore their potentiaL A positive relationship will lead to educators feeling motivated towards teaching. Educators do, however, bring unfinished business to the classroom that affects their relationship with their learners. The learners also bring unfinished business to the classroom that affects their relationship with their educators. The resulting educatorlearner relationship is characterized by a contact making process of exclusion. 'I11is often leads to disciplinary problems and learners being referred to the school psychologist for counseling. The first research objective, therefore, was to develop a Gestalt program that wiiJ assist in creating a safe environment in which the learners and educators can share their feelings and emotions. The second objective was to establish a contact making process of inclusion between learners and educators in the foundation phase. After reviewing literature on the research problem. the researcher consulted experts on the subject. Thorough research was done on existing literature relating to the research problem. Using as a base the information gathered from consulting experts, the literature search and the preliminary exploratory studies, the researcher developed the program. The program was first pilot tested at school A. After completion of the pilot study, the program was tested under field conditions at school B. Qualitative and quantitative data analysis procedures were used to analyze the data. The results from both the pilot test and the field test indicated that the program increased the awareness of the educators who formed part of the experimental group. The awareness of the educators who formed part of the control group, who did not receive the intervention, stayed the same. The results of the research project allowed the researcher to continue developing a product for dissemination. The research study contributed to the development of a Gestalt program that assisted in creating a safe environment where the learners and educators could share their feelings and emotions. The program also contributed lo creating a contact making process of inclusion between educators and learners in the foundation phase. Finally the research study provided a program that can be used to assist professionals and other individuals in the fields of education, psychology or social work. / Social work / M. Diac.