Thesis (M. Nurs.)--University of Hong Kong, 2009. / Includes bibliographical references (p. 118-126).

No description available.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2007. / Includes bibliographical references.

Thesis (Ph. D.)--Oregon State University, 2009. / Printout. Includes bibliographical references (leaves 214-219). Also available on the World Wide Web.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2008. / Includes bibliographical references.

Thesis (M.S.)--University of Michigan, 1981. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 50-52).

Thesis (Ph. D.)--University of Texas at Austin, 2009. / Title from PDF title page (University of Texas Digital Repository, viewed on Aug. 12, 2009). Vita. Includes bibliographical references (leaves 87-100).

Thesis (Ph. D.)--University of North Texas, May, 2009. / Title from title page display. Includes bibliographical references.

Thesis (M.A.)--University of Wisconsin--Madison. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 50-51).

Hearing impairment is a major impairment that disrupts one of the most important functions and needs of the human being, namely, to communicate. Due to elusive understanding of the phenomenon, hearing impairment is seen as one of the serious anomalies, next to visual impairment. Hearing loss has adverse effects on speech, language, cognitive and psychosocial development, and subsequently affects educational and vocational attainment. There is also an effect of hearing loss on behavioural and social functions, as well as general quality of life. The effects of hearing loss are different for everyone, but most hearingimpaired adolescents suffer some social, psychological and physical problems as a result of their hearing loss. It is against this background that the study sought to explore whether the communication between the adolescent with a hearing impairment and a social worker or a counsellor could be improved. The researcher therefore implemented the use of Gestalt play techniques with adolescents who live with a hearing impairment with the aim of exploring their experiences of communication by means of these techniques. Gestalt play techniques were utilised in order to gain insight into the experiences of adolescents when making use of these techniques for communication. The research was conducted by means of a qualitative research approach. The study was exploratory and descriptive in nature and the type of research was applied. The vii researcher made use of an instrumental case study as a research design. Non-probability sampling methods were used, as the sample was not randomly selected. Specific criteria were specified for selection of five participants. Data collection by means of semistructured interviews was conducted after group sessions were held to explore the experiences of adolescents with a hearing impairment of communicating through Gestalt play techniques. During the research, play techniques were used to enhance communication and the ‘sense of self’. There was, however, no exploration of specific issues and therapy was not provided. Data was analysed by making use of thematic analysis by identifying themes or patterns in the data. The empirical findings confirmed different experiences by participants in terms of communication by means of play techniques. Techniques selected were non-threatening, easy to understand and not for therapeutic purposes. The use of contact functions enhanced the sense of self, which allowed participants to express their emotions. The participants indicated drawing, clay and drawing a safe place as useful and positive experiences. The use of play techniques and activities that were abstract in nature were not generally experienced in a positive manner. The participants were supportive in the group setting as they had shared experiences and understandings, which enabled them to talk freely and openly. Their need to connect with peers, especially having a hearing impairment in common, bonded them. Therefore, play techniques to enhance communication had a positive emotional effect on participants as heightened awareness of emotions were experienced. Recommendations for practice can be highlighted as social workers or counsellors should be knowledgeable regarding adolescent development and hearing impairment as a phenomenon, about various communication forms and should be able to adjust their communication style when communicating with hearing-impaired children/adolescents. It is also important that time is spend on the establishment of a therapeutic relationship with the child/adolescent. / Mini Dissertation (MSW (Play-based Intervention))--University of Pretoria, 2020. / Social Work and Criminology / MSW (Play-based Intervention) / Restricted