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

This study focuses on the use of a bridging technique to overcome contact–making barriers in adolescents. Contact is regarded as an integral part of all human experiences, but barriers (also called contact boundary disturbances) often hinder effective contact–making with the environment. To overcome contact boundary disturbances, several model bridges were constructed prior to the study and these were used as a metaphor during the intervention phase with adolescents. The goal of the research was to determine whether a technique called “bridging” could overcome contact boundary disturbances in adolescents in therapy. The research was conducted from an existential–phenomenological Gestalt approach. Combined quantitative and qualitative approaches were followed and a single system experimental design, A–B–A–A, was applied. A total of 14 adolescent participants between the ages of 11 and 14 were purposefully selected from three different schools in the Gauteng Province, South Africa, as well as their parents and teachers. Quantitative data were collected from the pre–intervention assessment, the post–intervention assessment and a follow–up assessment where questionnaires were completed by the researcher for each of the adolescent participants. The follow–up assessment was done four weeks after the postassessment in order to determine the consistency of the intervention. These questionnaires were analysed according to the semantic differential scale, and raw scores were plotted on line and bar graphs in order to assess the contact skills and contact boundary disturbances in the participating adolescents. Qualitative data were collected through semi–structured interviews with parents and teachers and through therapeutic interventions with adolescents. The data were analysed using the Creswell spiral and the a priori and inductive coding approaches. Three main themes were identified which were contact boundary disturbances, personal emotional factors and behavioural factors. Quantitative and qualitative data results and findings were discussed in context, to the relevant literature. The findings of the data indicated that the bridging technique can be useful in working with adolescents in therapy to overcome contact–making barriers. / Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2012.

The aim of this study was to explore and describe the experiences of professionals utilizing sensory-motor play (SMP) with young children (YC) in Gestalt play therapy in order to provide recommendations for professionals and to create an awareness of the value of SMP in Gestalt play therapy. Coming from an occupational therapy background, the researcher became aware of the potential value of utilizing sensorymotor play in Gestalt play therapy with YC. SMP, being a vital part of the sensory integration developmental process of YC, promotes body awareness through muscle movement and control. Awareness is one of the major aims of Gestalt play therapy. All the senses contribute to YC's awareness, including the frequently unacknowledged vestibu lar and proprioceptive senses. In order to treat YC holistically, the developmental importance of SMP should be acknowledged and integrated in the therapy process. Professionals young children working in this field, coming from diverse educational backgrounds, do not necessarily have the knowledge or experience of the utilization of SMPwith YC. A qualitative research approach with a case study research design was adopted in order to explore and describe the experiences of professionals regarding the utilization of SMP with YC in Gestalt play therapy, through applied research. The empirical data was collected by conducting two focus group discussions with professionals from diverse educational backgrounds. Two main themes with different sub-themes and categories were identified by analysing the data. The main themes are that participants are of the opinion that SMP enhances the therapeutic relationship and that SMP has a self-regulatory function. The researcher concludes that professionals gained a new awareness regarding the subject of discussion and experienced that uti lizing SMP in Gestalt play therapy with YC can promote and facilitate whole body/mind awareness and integrated healing. / Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2012.

This study focuses on the use of a bridging technique to overcome contact–making barriers in adolescents. Contact is regarded as an integral part of all human experiences, but barriers (also called contact boundary disturbances) often hinder effective contact–making with the environment. To overcome contact boundary disturbances, several model bridges were constructed prior to the study and these were used as a metaphor during the intervention phase with adolescents. The goal of the research was to determine whether a technique called “bridging” could overcome contact boundary disturbances in adolescents in therapy. The research was conducted from an existential–phenomenological Gestalt approach. Combined quantitative and qualitative approaches were followed and a single system experimental design, A–B–A–A, was applied. A total of 14 adolescent participants between the ages of 11 and 14 were purposefully selected from three different schools in the Gauteng Province, South Africa, as well as their parents and teachers. Quantitative data were collected from the pre–intervention assessment, the post–intervention assessment and a follow–up assessment where questionnaires were completed by the researcher for each of the adolescent participants. The follow–up assessment was done four weeks after the postassessment in order to determine the consistency of the intervention. These questionnaires were analysed according to the semantic differential scale, and raw scores were plotted on line and bar graphs in order to assess the contact skills and contact boundary disturbances in the participating adolescents. Qualitative data were collected through semi–structured interviews with parents and teachers and through therapeutic interventions with adolescents. The data were analysed using the Creswell spiral and the a priori and inductive coding approaches. Three main themes were identified which were contact boundary disturbances, personal emotional factors and behavioural factors. Quantitative and qualitative data results and findings were discussed in context, to the relevant literature. The findings of the data indicated that the bridging technique can be useful in working with adolescents in therapy to overcome contact–making barriers. / Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2012.

The aim of this study was to explore and describe the experiences of professionals utilizing sensory-motor play (SMP) with young children (YC) in Gestalt play therapy in order to provide recommendations for professionals and to create an awareness of the value of SMP in Gestalt play therapy. Coming from an occupational therapy background, the researcher became aware of the potential value of utilizing sensorymotor play in Gestalt play therapy with YC. SMP, being a vital part of the sensory integration developmental process of YC, promotes body awareness through muscle movement and control. Awareness is one of the major aims of Gestalt play therapy. All the senses contribute to YC's awareness, including the frequently unacknowledged vestibu lar and proprioceptive senses. In order to treat YC holistically, the developmental importance of SMP should be acknowledged and integrated in the therapy process. Professionals young children working in this field, coming from diverse educational backgrounds, do not necessarily have the knowledge or experience of the utilization of SMPwith YC. A qualitative research approach with a case study research design was adopted in order to explore and describe the experiences of professionals regarding the utilization of SMP with YC in Gestalt play therapy, through applied research. The empirical data was collected by conducting two focus group discussions with professionals from diverse educational backgrounds. Two main themes with different sub-themes and categories were identified by analysing the data. The main themes are that participants are of the opinion that SMP enhances the therapeutic relationship and that SMP has a self-regulatory function. The researcher concludes that professionals gained a new awareness regarding the subject of discussion and experienced that uti lizing SMP in Gestalt play therapy with YC can promote and facilitate whole body/mind awareness and integrated healing. / Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2012.

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

The general aim for this research was to explore and describe the risk and protective variables in the bio–psychosocial field of adolescents with Cystic Fibrosis (CF) and to describe how these variables impact multi–dimensionally on such adolescents. From the literature search it seemed as if interventions regarding CF focus mainly on the medical condition. No literature could be found on the experiences of adolescents with CF. It is clear that there is a dearth of research on adolescents with CF in general but also specifically on the bio–psychosocial impact of this illness on adolescents in this challenging time of maturing. The research design was a case study and focused on exploration and description of risk and protective factors in the bio–psychosocial fields of adolescents with CF. Semi–structured interviews were used as a data collecting method. Questions were open–ended, but focused on the experience of adolescents having CF. Thematic analysis was used for data analysis based on the following steps, which entailed among others transcribing data, reading, re–reading, translation, coding, identifying and describing themes. Facing a chronic illness and the intensive medical treatment required is a harsh reality that influences the entire field of adolescents with CF. This research results expanded knowledge of CF in adolescents within a Gestalt field perspective. Themes identified outline risk and protective factors related to faith, daily routines and especially the effect of medical procedures on time management, emotions, health and body–related aspects, frequent hospitalisation, social support and future concerns. If the risk and protective variables in the field of adolescents with CF is better understood from their own perspective, it is assumed that trans–disciplinary interventions with a multi–dimensional focus will be targeted more accurately in intervention strategies for this vulnerable group. / Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2012.

The general aim for this research was to explore and describe the risk and protective variables in the bio–psychosocial field of adolescents with Cystic Fibrosis (CF) and to describe how these variables impact multi–dimensionally on such adolescents. From the literature search it seemed as if interventions regarding CF focus mainly on the medical condition. No literature could be found on the experiences of adolescents with CF. It is clear that there is a dearth of research on adolescents with CF in general but also specifically on the bio–psychosocial impact of this illness on adolescents in this challenging time of maturing. The research design was a case study and focused on exploration and description of risk and protective factors in the bio–psychosocial fields of adolescents with CF. Semi–structured interviews were used as a data collecting method. Questions were open–ended, but focused on the experience of adolescents having CF. Thematic analysis was used for data analysis based on the following steps, which entailed among others transcribing data, reading, re–reading, translation, coding, identifying and describing themes. Facing a chronic illness and the intensive medical treatment required is a harsh reality that influences the entire field of adolescents with CF. This research results expanded knowledge of CF in adolescents within a Gestalt field perspective. Themes identified outline risk and protective factors related to faith, daily routines and especially the effect of medical procedures on time management, emotions, health and body–related aspects, frequent hospitalisation, social support and future concerns. If the risk and protective variables in the field of adolescents with CF is better understood from their own perspective, it is assumed that trans–disciplinary interventions with a multi–dimensional focus will be targeted more accurately in intervention strategies for this vulnerable group. / Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2012.