This qualitative study aimed to explore the male adolescent’s sense of belonging in his family, in order to arrive at a Gestalt understanding of this concept. In order to achieve the aim, a conceptual framework was outlined focusing on concepts central to this topic, including belonging, adolescence and Gestalt theory. Semi-structured interviews were conducted with eleven adolescents in order to obtain rich data. The data collected during these interviews was subsequently analysed and several themes and categories were identified and explored by the use of a literature control. Conclusions, recommendations and a Gestalt understanding of belonging were then presented. / Play Therapy / M. Diac. (Play Therapy)

No abstract available / Social Work / M. Diac. (Play Therapy)

Thesis (M Social Work (Social Work))--University of Stellenbosch, 2009. / Goal: The aim of this study is to use the Gestalt approach to explore, and to make use of sandplay to describe and observe the world of the adolescent client, in order to lead the social worker to gain insight and understanding to the world of the adolescent. This study was done because the researcher observed that sandplay achieved very positive effects with children, adolescents and adults. This study was motivated by the desire to provide recommendations to the social workers in practice about the value and use of sandplay in the exploration of the world of the adolescent The literature study focussed on a) the adolescent life-phase in order to determine the specific developmental aspects and characteristics of the adolescent, b) to define the possibilities of sandplay as an exploration medium, as well as c) assessing the Gestalt approach as orientation theory and as practice theory with sandplay. In this research, a qualitative methodology was used combined with a case-study research design. Sandplay was used as a medium for exploration with three adolescent participants. They were selected by means of a non-probability sampling. The researcher used detailed, in-depth, data gathering methods which included six measuring instruments. These instruments included: a standardised questionnaire to give an indication of personality-traits of the participants; two questionnaires to determine the behaviour, thought patterns and domestic circumstances of the participants; semi-structured interview-schedules to explore the sandtrays of the participants; photographs to accurately capture and record the sandtrays; as well as observations recording the behaviour and non-verbal communication of the participants. The researcher concludes that, according to the Gestalt-approach, exploration with sandplay is an effective method to explore the world of the adolescent. This method provides adequate information to the social worker to understand the world of the adolescent client. Sandplay, according to the Gestalt approach, contributes value to social work practice, because it enhances the effectiveness of exploration and intervention. Sandplay provides the social worker with comprehensive information about the adolescent, and enables the social worker to identify the core problem of the adolescent expeditiously. Sandplay involves the adolescent in a sensory, cognitive and emotional manner, which contributes to more information being exposed that leads to more effective interventions. This method is also novel, interesting and challenging to the social worker and the adolescent. The researcher recommends sandplay for the exploration of the world of the adolescent be preceded by establishing a therapeutic relationship with the adolescent. Once a relationship is established a number of sandtrays can be built, and thoroughly explored. The first sandtray should be non-directive. Directive sandtrays are subsequently recommended to explore specific themes and to handle trauma and/or issues which the adolescent may experience. It is also recommended that the social worker utilizes hypotheses, which can be postulated from the symbolic meanings of miniatures, as well as interpretations from other sandplay research in his/her exploration of sandtrays. The social worker, who uses sandplay to explore the world of the adolescent according to the Gestalt approach, should be knowledgeable about sandplay, the symbolic meaning of miniatures, sandplay research and the Gestalt approach as orientation theory and practice theory. This study was done with three Afrikaans-speaking adolescent foster children, and the findings may not apply to other populations. Additional research needs to be done with a wider sample of adolescents, that covers different cultures, language and domestic backgrounds.

Thesis (M. Ed.(Educational psychology))-University of Pretoria, 2007. / Includes bibliographical references. Available on the Internet via the World Wide Web.

Thesis (MSD (Play Therapy))--Universiteit van Pretoria, 2003. / Includes bibliographical references.

One in five children are born highly sensitive (HS), with nervous systems that are more sensitive to sensory subtleties. The highly sensitive child (HSC) presents with behaviour that is often a way of coping with sensory overload from their environment. The symptoms of HS are often mistaken for shyness, introversion, timidity and a low sensory threshold. Because of their lack of understanding, teachers mislabel and misdiagnose these children as being mentally ill, or as suffering from, inter alia, ADHD or learning problems. When such children (HSC) are misunderstood, they begin to feel ‘different’ and ‘flawed’, which can lead to low self–esteem. The purpose of this study is to explore perceptions by HS children in middle childhood, to explore how aware they are of HS, and to discover the extent to which they have been affected by negative labelling often caused by being misunderstood, misdiagnosed and misinterpreted. The structured interviews conducted with HSC comprised of an interactive story, which had been written and illustrated to create explicit awareness of HS. After the storybook had been read, an interview schedule on HS was applied. Next, a focus group interview was conducted with the teachers to gather more rich data, thereby ensuring its trustworthiness. The aim was to explore the teachers’ perceptions of HSC in middle childhood. This exploration was necessary for making effective recommendations for managing and supporting HSC, so that the children can reach their full potential. Many HSC are gifted, and often become visionaries and pioneers in their particular fields. / Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2012.

One in five children are born highly sensitive (HS), with nervous systems that are more sensitive to sensory subtleties. The highly sensitive child (HSC) presents with behaviour that is often a way of coping with sensory overload from their environment. The symptoms of HS are often mistaken for shyness, introversion, timidity and a low sensory threshold. Because of their lack of understanding, teachers mislabel and misdiagnose these children as being mentally ill, or as suffering from, inter alia, ADHD or learning problems. When such children (HSC) are misunderstood, they begin to feel ‘different’ and ‘flawed’, which can lead to low self–esteem. The purpose of this study is to explore perceptions by HS children in middle childhood, to explore how aware they are of HS, and to discover the extent to which they have been affected by negative labelling often caused by being misunderstood, misdiagnosed and misinterpreted. The structured interviews conducted with HSC comprised of an interactive story, which had been written and illustrated to create explicit awareness of HS. After the storybook had been read, an interview schedule on HS was applied. Next, a focus group interview was conducted with the teachers to gather more rich data, thereby ensuring its trustworthiness. The aim was to explore the teachers’ perceptions of HSC in middle childhood. This exploration was necessary for making effective recommendations for managing and supporting HSC, so that the children can reach their full potential. Many HSC are gifted, and often become visionaries and pioneers in their particular fields. / Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2012.

Thesis (Ph. D.)--University of Texas at Austin, 2005. / Supervisors: Kristin D. Neff and Stephanie S. Rude. Vita. Includes bibliographical references.

Social Work / M.Diac. (Play Therapy)

This qualitative study aimed to explore the male adolescent’s sense of belonging in his family, in order to arrive at a Gestalt understanding of this concept. In order to achieve the aim, a conceptual framework was outlined focusing on concepts central to this topic, including belonging, adolescence and Gestalt theory. Semi-structured interviews were conducted with eleven adolescents in order to obtain rich data. The data collected during these interviews was subsequently analysed and several themes and categories were identified and explored by the use of a literature control. Conclusions, recommendations and a Gestalt understanding of belonging were then presented. / Play Therapy / M. Diac. (Play Therapy)