D.Diac. (Play Therapy) / Teachers in South Africa experience strain and tension, unique to their specific work description, which is evident in the career-related stress symptoms experienced by the individual teachers, the high rate of absenteeism amongst teachers, as well as the high attrition rate. Although factors causing teacher-stress, and the consequences thereof, have been extensively researched, a limited number of empirical evaluations of the effectiveness and accessibility of stress-management programmes have been conducted. Due to the holistic nature of Gestalt therapy, its emphasis on the here-and-now and the Gestalt principles of awareness, dialogue and process, a Gestalt therapeutic process model was developed to empower teachers to regain homeostasis. The aim and objectives of the research were the design, development, presentation and evaluation of a Gestalt therapeutic process model for teachers suffering from career-related stress, in their quest to regain homeostasis. The model was developed to be implemented within the school environment by a trained member of the school management team. The process of intervention research was used for the research study. A functional Gestalt therapeutic programme, based on the theoretical Gestalt therapeutic model, was developed and presented to ten teachers, selected through purposive sampling, and again to five different teachers, selected through theoretical sampling. The teachers identified were representative regarding age, gender, race and years in education. Triangulation was used and qualitative and quantitative data were collected simultaneously. The hypothesis stated for the research was that if teachers, suffering from career-related stress, were exposed to a Gestalt therapeutic model, they would regain homeostasis. Both the qualitative and quantitative data supported the hypothesis. The effect of the variables on each other was compared to confirm the reliability, applicability and neutrality of the research data. At the end of the three month research period the teachers who were exposed to the said model experienced less stress-related symptoms, as well as growth towards maturity and self-support, which would ultimately result in the regaining of homeostasis. A further objective of the research was to determine the feasibility of a trained school management team member implementing the Gestalt therapeutic process model at school. The qualitative data collected, indicated the feasibility thereof on condition that the school management team member did receive the necessary Gestalt therapeutic training. / 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)

Caregivers in children’s homes are the front-end workers who care for looked-after children daily. Looked-after children in children’s homes constitute a particularly vulnerable group, who are known to reveal mental health problems, which complicate the care-giving role. In conjunction with the lack of training and support, caregivers experience great challenges. This research study explores and describes the training and holistic care-giving needs of caregivers, by applying qualitative needs assessment design, where the responses of 12caregivers are explored and described. Data from the literature and semi-structured interviews and questionnaires was categorised into themes. Overarching findings include altruistic needs, the need for support and to be valued, with the researcher making recommendations and providing a convincing argument for immediate therapeutic support for caregivers. / Social Work / M.Diac. (Play Therapy)

The research was directed at developing guidelines for counsellors who work with retained middle childhood learners. The supposition of the study was that retained middle childhood learners require support in accepting the retention. For the purpose of this study a qualitative research approach with an exploratory and descriptive nature was used. The intervention research model of Rothman and Thomas (1994) was applied. A combination of Gestalt philosophical principles, existing literature and semi-structured interviews with educators, educational psychologists and middle childhood learners with experience of grade retention were used to develop guidelines. The researcher concluded that retained middle childhood learners require support in the process of accepting the grade retention. Counsellors who work with retained middle childhood learners lack knowledge on how to support the retained child. Guidelines for counsellors who work with retained middle childhood learners were developed to successfully address the lack of knowledge in the field. / Social Work / (M.Diac.(Play Therapy))

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 study was aimed at exploring and describing the role of music as a medium in the Gestalt play therapy process with children who experience emotional distress and therefore suffer loss of healthy contact. The case study method was used as research strategy. A literature study of the Gestalt approach and Gestalt play therapy was carried out as well as a study of the child in middle childhood, the child experiencing emotional distress in the form of loss, and music as a medium. In implementing of this research study three case studies were described. The sampling method was based on a non-probability purposive sampling technique. The criteria for inclusion in this study were children who experience emotional distress in the form of loss and who, subsequently, do not make effective contact. Between seven and eight therapeutic sessions per child were conducted. The role of music was evident in all three cases. / SOCIAL WORK / MDIAC (PLAY THERAPY)

D.Diac. (Play Therapy) / Teachers in South Africa experience strain and tension, unique to their specific work description, which is evident in the career-related stress symptoms experienced by the individual teachers, the high rate of absenteeism amongst teachers, as well as the high attrition rate. Although factors causing teacher-stress, and the consequences thereof, have been extensively researched, a limited number of empirical evaluations of the effectiveness and accessibility of stress-management programmes have been conducted. Due to the holistic nature of Gestalt therapy, its emphasis on the here-and-now and the Gestalt principles of awareness, dialogue and process, a Gestalt therapeutic process model was developed to empower teachers to regain homeostasis. The aim and objectives of the research were the design, development, presentation and evaluation of a Gestalt therapeutic process model for teachers suffering from career-related stress, in their quest to regain homeostasis. The model was developed to be implemented within the school environment by a trained member of the school management team. The process of intervention research was used for the research study. A functional Gestalt therapeutic programme, based on the theoretical Gestalt therapeutic model, was developed and presented to ten teachers, selected through purposive sampling, and again to five different teachers, selected through theoretical sampling. The teachers identified were representative regarding age, gender, race and years in education. Triangulation was used and qualitative and quantitative data were collected simultaneously. The hypothesis stated for the research was that if teachers, suffering from career-related stress, were exposed to a Gestalt therapeutic model, they would regain homeostasis. Both the qualitative and quantitative data supported the hypothesis. The effect of the variables on each other was compared to confirm the reliability, applicability and neutrality of the research data. At the end of the three month research period the teachers who were exposed to the said model experienced less stress-related symptoms, as well as growth towards maturity and self-support, which would ultimately result in the regaining of homeostasis. A further objective of the research was to determine the feasibility of a trained school management team member implementing the Gestalt therapeutic process model at school. The qualitative data collected, indicated the feasibility thereof on condition that the school management team member did receive the necessary Gestalt therapeutic training. / 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)

Caregivers in children’s homes are the front-end workers who care for looked-after children daily. Looked-after children in children’s homes constitute a particularly vulnerable group, who are known to reveal mental health problems, which complicate the care-giving role. In conjunction with the lack of training and support, caregivers experience great challenges. This research study explores and describes the training and holistic care-giving needs of caregivers, by applying qualitative needs assessment design, where the responses of 12caregivers are explored and described. Data from the literature and semi-structured interviews and questionnaires was categorised into themes. Overarching findings include altruistic needs, the need for support and to be valued, with the researcher making recommendations and providing a convincing argument for immediate therapeutic support for caregivers. / Social Work / M.Diac. (Play Therapy)

Social Work / M.Diac. (Play Therapy)