D.Ed. / The primary goal of this research is to describe a model for educational psychologists to guide the child in the informal housing community to deal constructively with anger. The rationale for the research is derived from changes in the South African society. In the struggle for survival, the child develops inappropriate ways of dealing with anger. The child's mental health is therefore endangered and through facilitative interaction the educational psychologist can support the child in developing skills in dealing constructively with anger. The study commences with a theoretical framework in which the suppositions of the research are discussed. The meta-theoretical suppositions, based on the theory of educational psychology for the whole person, phenomenology, educational philosophy and developmental psychology are discussed. Thereafter theoretical suppositions developed from the meta-theoretical suppositions are discussed. The theoretical suppositions are complemented by a chapter on the design of the research. A qualitative, exploratory, descriptive and contextual design and functional school of thought are followed. The principle of logic and justification for scientific research is answered from a postmodern perspective. The descriptive phenomenological method of Giorgi (1985:8-19) was used to conduct an in-depth exploration of the child's management of anger. Guba's model of trustworthiness (1985:201) - which was used and based on truth-value -applicability, consistency and neutrality is then discussed. Ethical precautions that were taken are discussed. The discussion of the research results is presented from the child's perspective - interviewing, observation and information are derived from documents during the course of twenty-one weeks. Eight children took part in exploring their management of anger. During the course of eleven weeks facilitative interaction supported by the Gestalt-therapeutical process of Oak!ander (1978:53-66; 2002:1-17) took place in a group context. Individual interviews were then conducted. The last six weeks were succeeded by informal sessions with soccer play as main activity. The children revealed how they experience difficulty in dealing with anger due to inadequate support and modelling in their interaction with the community in which they live. This was done by means of projective media. The child's predisposition in relation to anger is reflected in an external locus of control. It develops into a cycle of problematic management of anger. The research resulted in the development of a model for educational psychologists. The primary supposition of the model is that facilitative interaction supported by the Gestalttherapeutical process of Oaklander can aid the educational psychologist to guide the child between the age of eleven and twelve, to deal constructively with anger. In the process of facilitative interaction the child is supported to develop self-awareness, self-knowledge and self-regulation through which the child is enabled to deal with anger constructively. The development of the model is initiated by identification, definition and classification of central and associated concepts. The relationships between the concepts are drawn, involving the description of the model. This model is of particular significance to the child living in the informal housing community who has little access to mental health resources. A continued co-operative process involving the educational psychologist as interactive-facilitator consulting with community services and resources is brought about as the child's needs surrounding the issue of anger become apparent. This process not only benefits the child in question, but also serves as an educational opportunity involving the child's micro-, meso-, eco- and macro-systems in accepting the educative responsibility of supporting the child in dealing with anger, working towards self-regulation and mental health.

The aim of the study was to measure the presence of work engagement and wellbeing among Gestalt play therapists in South Africa. A literature study was undertaken to examine the concepts of work engagement and well-being, and a conceptual framework was given of the Gestalt play therapist and the work that they do with traumatized children within the South African context. This literature study forms the theoretical framework in which the study was done. After completion of the literature study, the empirical study was conducted. The researcher made use of a biographical questionnaire and four psychometric instruments to compile research data; it is the Utrecht Work Engagement Scale, Satisfaction with Life Scale, Subjective Happiness Scale and Scales of Psychological Well-being. The data obtained was quantatively analysed, research findings were discussed and recommendations were made. The empirical data indicated work engagement and well-being to be statistically significant present in Gestalt play therapists in South Africa. / M. Diac. (Play Therapy) / Social Work

Through literature and personal experience it became apparent that cerebral palsy is a condition that poses physical challenges to the everyday lives of children diagnosed with this condition. Negative feedback from society and significant others in the lives of these children may lead to an emotional imbalance in these children. Although various models for addressing emotional issues in children with cerebral palsy exist, their needs within a therapeutic setting are not addressed. The purpose of this study was to investigate the use of the Schoeman model in therapy with the child with cerebral palsy. The Schoeman model is a therapeutic model that is based on the Gestalt philosophy and is used in conjunction with Gestalt play therapy. Through applying the different aspects of this model the study sheds light on the usefulness of the Schoeman model in therapy with the child diagnosed with cerebral palsy. / Social Work / M. Diac. (Spelterapie)

The aim of the study was to measure the presence of work engagement and wellbeing among Gestalt play therapists in South Africa. A literature study was undertaken to examine the concepts of work engagement and well-being, and a conceptual framework was given of the Gestalt play therapist and the work that they do with traumatized children within the South African context. This literature study forms the theoretical framework in which the study was done. After completion of the literature study, the empirical study was conducted. The researcher made use of a biographical questionnaire and four psychometric instruments to compile research data; it is the Utrecht Work Engagement Scale, Satisfaction with Life Scale, Subjective Happiness Scale and Scales of Psychological Well-being. The data obtained was quantatively analysed, research findings were discussed and recommendations were made. The empirical data indicated work engagement and well-being to be statistically significant present in Gestalt play therapists in South Africa. / M. Diac. (Play Therapy) / Social Work

Through literature and personal experience it became apparent that cerebral palsy is a condition that poses physical challenges to the everyday lives of children diagnosed with this condition. Negative feedback from society and significant others in the lives of these children may lead to an emotional imbalance in these children. Although various models for addressing emotional issues in children with cerebral palsy exist, their needs within a therapeutic setting are not addressed. The purpose of this study was to investigate the use of the Schoeman model in therapy with the child with cerebral palsy. The Schoeman model is a therapeutic model that is based on the Gestalt philosophy and is used in conjunction with Gestalt play therapy. Through applying the different aspects of this model the study sheds light on the usefulness of the Schoeman model in therapy with the child diagnosed with cerebral palsy. / Social Work / M. Diac. (Spelterapie)

In South Africa the Center for Child Youth and Family Studies is training practitioners yearly to work as play therapists from a gestalt approach. Once these practitioners successfully complete their training and qualify they could begin practicing play therapy from a gestalt approach. Each of these recently qualified play therapists is then responsible for organising and committing to their own supervision. Therapists who do not attend supervision risk stagnation and burn out due to a lack of positive interaction in relation to receiving knowledge and support from those more experienced in gestalt play therapy and from their peers. At present there is a perceived lack of supervision resources based on a gestalt approach particularly for those recently qualified play therapists working from a gestalt approach that are geographically distant from the areas where training takes place. This study sought to answer the question of what supervision resources are currently available to recently qualified play therapists working from a gestalt approach in South Africa. In order to answer this question combined quantitative and qualitative research approaches were used. An internet survey questionnaire was completed by recently qualified play therapists working from a gestalt approach which formed part of the quantitative section of the research. Structured interviews were conducted via Skype with professionals experienced in the field of Gestalt therapy theory and supervision from a gestalt approach and this formed part of the qualitative section of the research. Overall the results from the merged data indicate a lack of supervisors qualified to give supervision based on a gestalt approach. This factor contributes to the overall lack of supervision resources based on a gestalt approach for recently qualified play therapists working from this approach. Geographical distance from supervision resources places financial and time constraints on recently qualified play therapists that prevent them from accessing supervision based on a gestalt approach. Despite this results indicate those recently qualified play therapists working from a gestalt approach are attempting to meet their responsibility and requirement for supervision. / Psychology / M. Diac. (Play Therapy)

In South Africa the Center for Child Youth and Family Studies is training practitioners yearly to work as play therapists from a gestalt approach. Once these practitioners successfully complete their training and qualify they could begin practicing play therapy from a gestalt approach. Each of these recently qualified play therapists is then responsible for organising and committing to their own supervision. Therapists who do not attend supervision risk stagnation and burn out due to a lack of positive interaction in relation to receiving knowledge and support from those more experienced in gestalt play therapy and from their peers. At present there is a perceived lack of supervision resources based on a gestalt approach particularly for those recently qualified play therapists working from a gestalt approach that are geographically distant from the areas where training takes place. This study sought to answer the question of what supervision resources are currently available to recently qualified play therapists working from a gestalt approach in South Africa. In order to answer this question combined quantitative and qualitative research approaches were used. An internet survey questionnaire was completed by recently qualified play therapists working from a gestalt approach which formed part of the quantitative section of the research. Structured interviews were conducted via Skype with professionals experienced in the field of Gestalt therapy theory and supervision from a gestalt approach and this formed part of the qualitative section of the research. Overall the results from the merged data indicate a lack of supervisors qualified to give supervision based on a gestalt approach. This factor contributes to the overall lack of supervision resources based on a gestalt approach for recently qualified play therapists working from this approach. Geographical distance from supervision resources places financial and time constraints on recently qualified play therapists that prevent them from accessing supervision based on a gestalt approach. Despite this results indicate those recently qualified play therapists working from a gestalt approach are attempting to meet their responsibility and requirement for supervision. / Psychology / M. Diac. (Play Therapy)

Text in Afrikaans / Die doel van hierdie studie was om deur die benutting van Gestaltspelterapie, adolessente wat gedragsprobleme openbaar, bewus te maak van hulself, ten einde hul toe te rus om hul lewenssituasie meer toereikend te hanteer. Daar is veral gefokus op die aspekte van die Gestaltterapeutiese proses wat die bewustheidsvlakke van die adolessente verhoog het. Ten einde hierdie doel te bereik is die navorsing kwalitatief benader, spesifiek deur ‘n deeglike literatuurstudie en die beskrywing van individuele en groepsgevallestudies. Die informasie is ontleed deur die data-spiraal analise. Vanuit die informasie wat verkry is, deur die integrasie van die literatuur en die empiriese ondersoek, kon die benutting van Gestaltspelterapie met adolessente wat gedragsprobleme openbaar, verken en in diepte beskryf word. / The main purpose of this study was to utilize Gestalt Play therapy with adolescents that display behavior problems, to make them aware of themselves, in order to equip them to handle their life situation more effectively. The focus were specifically on that aspects of the Gestalt therapeutic approach that increase the levels of awareness. In order to achieve this goal the research was approached qualitatively, specifically through a thorough literature study and the describing of individual and group case studies. The information was processed and analised by using the data-spiral analysis. From this information it was possible to explore and describe the utilization value of Gestalt Play therapy with adolescents that display behavior problems. / Social Work / M. Diac. (Spelterapie)

Text in Afrikaans / Die doel van hierdie studie was om deur die benutting van Gestaltspelterapie, adolessente wat gedragsprobleme openbaar, bewus te maak van hulself, ten einde hul toe te rus om hul lewenssituasie meer toereikend te hanteer. Daar is veral gefokus op die aspekte van die Gestaltterapeutiese proses wat die bewustheidsvlakke van die adolessente verhoog het. Ten einde hierdie doel te bereik is die navorsing kwalitatief benader, spesifiek deur ‘n deeglike literatuurstudie en die beskrywing van individuele en groepsgevallestudies. Die informasie is ontleed deur die data-spiraal analise. Vanuit die informasie wat verkry is, deur die integrasie van die literatuur en die empiriese ondersoek, kon die benutting van Gestaltspelterapie met adolessente wat gedragsprobleme openbaar, verken en in diepte beskryf word. / The main purpose of this study was to utilize Gestalt Play therapy with adolescents that display behavior problems, to make them aware of themselves, in order to equip them to handle their life situation more effectively. The focus were specifically on that aspects of the Gestalt therapeutic approach that increase the levels of awareness. In order to achieve this goal the research was approached qualitatively, specifically through a thorough literature study and the describing of individual and group case studies. The information was processed and analised by using the data-spiral analysis. From this information it was possible to explore and describe the utilization value of Gestalt Play therapy with adolescents that display behavior problems. / Social Work / M. Diac. (Spelterapie)

Text in Afrikaans / This study is about the provision of a prototype court preparation programme for the primary school child that had been sexually assaulted. The programme is developed from a Gestalt approach. Literature regarding several existing court preparation programmes was studied and compared in order to identify certain themes for the child's preparation. Knowledge regarding the court, procedures and the functions of the various role players was conveyed to the child with emphasis on the child's role as witness. The research strategy utilised in the study was that of the intervention research and specifically the D&D-model that comprises six phases. The study incorporates the first three phases plus the first step of the fourth phase. Semi-structured interviews and focus groups were utilised to establish which themes could be addressed to support the child towards being a credible witness. These themes are summarised in the court preparation programme and are addressed from the Gestalt approach. / Social Work / M.Diac. (Spelterapie)