The extensive amount of research conducted in the field of family violence internationally indicates that child abuse has a detrimental effect on both the physical and emotional development of children as well as having a profound effect on an individual’s psychological development and functioning in adult life. The aim of this research study was to describe the therapeutic process that unfolded with a seven year old allegedly abused female client within the framework of non-directive play therapy. The case was further contextualised utilising Erik Erikson’s theory of psychosocial development. This study served to broaden the body of psychotherapeutic knowledge by means of meaningful qualitative enquiry. The client was referred for therapy because of severe emotional and behavioural problems following the alleged sexual abuse. The client was seen over a period of eight months and this included 11 sessions of non-directive play therapy, three parent interviews and psychometric assessments conducted by a colleague. The case study method was utilised in this study. To achieve the aim of the research, the methodology of choice was the descriptive dialogic case study. A purposive sampling technique was used in the selection of the research subject for this study. The data collection and analysis were conducted according to Yin’s (1994) analytical generalisation, which consists of two main strategies: (a) using a theoretical framework as a guide to determine what data is relevant; and (b) developing a matrix as a descriptive framework for organising and integrating the data. Furthermore, the process of data analysis was aided by the use of guidelines proposed by Irving Alexander (1988) with Axline’s non-directive play therapy and Erikson’s theory of psychosocial development as the theoretical frameworks. The findings of this study suggest that plotting the play therapy sessions according to the framework of the four stages of play therapy was a particularly useful tool to monitor Michelle’s progression through the therapeutic process. This can be seen as a valuable application of a tool which can be used within the non-directive play therapy approach. Contextualising Michelle’s development according to the stages of Erikson’s theory of psychosocial development was also found to be a valuable endeavour. According to her chronological age, Michelle should have been in the fourth stage of industry versus inferiority, but in reality Michelle was still struggling to strike a healthy balance between the terms of conflict of trust versus mistrust issues of the first stage. From a therapeutic point, this was an important exercise as it helped to inform the therapist and consequently, the therapeutic process. This research undertaking can be recognised as a positive demonstration of the value of non-directive play therapy (Virginia Axline) and Erik Erikson’s theory of psychosocial development in the therapeutic process. In addition, this study has served to facilitate a more holistic understanding of the case study approach to research. Recommendations regarding future research undertakings that utilise the case study approach and methodology have been made. Key concepts: child abuse; family violence; non-directive play therapy; Erik Erikson’s theory of psychosocial development; analytical generalisation; case study research.

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)

In Suid-Afrika word kinders dikwels opgeneem in die Intensiewesorgeenheid na 'n traumatiese gebeurtenis. Die Kerk het die opdrag om vir hierdie kinders te sorg en wel in die vorm van pastoraat. In die praktyk ontvang kinders egter nie altyd die sorg waarop hulle geregtig is nie. Een van die faktore waarom dit nie altyd gebeur nie, is omdat daar gebruik gemaak word van 'n intervensie metode wat steun op verbale kommuniekasievaardighede. Die ses stappe van intervensienavorsing is gebruik om 'n pastorale praktykmodel in die vorm van 'n kursus te ontwikkel. Die aanvanklike praktykmodel is in gevallestudies getoets en later verfyn. Die klem van hierdie praktykmodel is die gebruik van spel as modus van intervensie vanuit 'n Gestalt benadering. Die kursus sal pastors en geestelike werkers in staat stel om effektief vir kinders te sorg. Die hoofkonsepte van die navorsing vorm die vertrekpunte van die kursus saam met praktiese oefeninge in spelterapietegnieke. / Many children in South-Africa are admitted in the Intensive Care Unit after a traumatic event. The Church is called to care for these children in the form of pastoral care. In practise children are often neglected and do not receive the care that they are entiteld to. One of the main reasons is because pastors and religious workers use an intervention method that depends mainly on the verbal skills of the child. The six steps of intervention research was used to develop a pastoral model in the form of course. The innitial intervention model was tested in case studies and refined. The focus of this model is to use play as a mode of intervention from a Gestalt approach. The course will enable pastors and religious workers to care for children more effectively. The main concepts of the research forms the basis of this model with practical excercises. / Social Work / D. Diac. (Spelterapie)

In Suid-Afrika word kinders dikwels opgeneem in die Intensiewesorgeenheid na 'n traumatiese gebeurtenis. Die Kerk het die opdrag om vir hierdie kinders te sorg en wel in die vorm van pastoraat. In die praktyk ontvang kinders egter nie altyd die sorg waarop hulle geregtig is nie. Een van die faktore waarom dit nie altyd gebeur nie, is omdat daar gebruik gemaak word van 'n intervensie metode wat steun op verbale kommuniekasievaardighede. Die ses stappe van intervensienavorsing is gebruik om 'n pastorale praktykmodel in die vorm van 'n kursus te ontwikkel. Die aanvanklike praktykmodel is in gevallestudies getoets en later verfyn. Die klem van hierdie praktykmodel is die gebruik van spel as modus van intervensie vanuit 'n Gestalt benadering. Die kursus sal pastors en geestelike werkers in staat stel om effektief vir kinders te sorg. Die hoofkonsepte van die navorsing vorm die vertrekpunte van die kursus saam met praktiese oefeninge in spelterapietegnieke. / Many children in South-Africa are admitted in the Intensive Care Unit after a traumatic event. The Church is called to care for these children in the form of pastoral care. In practise children are often neglected and do not receive the care that they are entiteld to. One of the main reasons is because pastors and religious workers use an intervention method that depends mainly on the verbal skills of the child. The six steps of intervention research was used to develop a pastoral model in the form of course. The innitial intervention model was tested in case studies and refined. The focus of this model is to use play as a mode of intervention from a Gestalt approach. The course will enable pastors and religious workers to care for children more effectively. The main concepts of the research forms the basis of this model with practical excercises. / Social Work / D. Diac. (Spelterapie)

This study is an investigation into the effective utilisation of Mmaskitlane, a psychotherapeutic African indigenous narrative play technique. The investigation was carried out with six primary school learners in the Tshwane North District of Education in Gauteng Province. The learners were referred for emotional problems and the play was used to enhance emotional healing. The technique was used in both its forms, namely, one which involves learners hitting one stone with another as they narrate their stories, and the other where learners draw symbols representing the characters in their stories. In order to render culturally appropriate services, therapy was carried out in the clients’ mother tongue which was mainly seTswana. The investigation adopted a constructivist interpretivist paradigm, involving the use of a qualitative research design that made use of multiple case studies. Because the research question explored a relatively new research area and there was the possibility of new literature coming up during the process of the study, case studies allowed for a certain flexibility. Qualitative analysis showed how Mmaskitlane helped participants to express global children’s beliefs, such as blaming themselves for dysfunctions occurring in their families and feeling guilty as a result. Through thematic analysis the clients were able to process and express their negative emotions and as a result catharsis was enhanced. The main focus of the study was on how Mmaskitlane could be best utilised in play therapy to achieve the above-mentioned effects. Ultimately, the findings were twofold, namely, that therapists could either be actively involved as participant players of the game during therapy, or secondly, that those who would rather not play along with the clients could be actively involved as participant observers, engaging only in the question and answer stage of the game. This investigation enabled me to effectively document guidelines for ways in which therapists can use Mmaskitlane effectively in play therapy. / Psychology of Education / D. Ed. (Psychology of Education)

In this study, guidelines were developed for used by social workers to provide emotional support to children in foster care. The child in foster care as well as the services rendered in respect of such a child have been discussed in a literature study. The principles of Gestalt therapy were also discussed as these were used as part of the empirical study and as basis for the guidelines for social workers. A qualitative research design was used to complete the empirical study and case studies were used. Children between six and twelve years who have been in foster care for less than two years and who needed emotional support were selected for the study by means of a purposeful test sample. The research results showed that children in foster care are in need of emotional support. To provide such emotional support to the child in foster care, guidelines have been developed for social workers which they can apply when providing services to the child. These guidelines also serve as the conclusions and recommendations of the study. / Social Work / (M. Diac. (Play Therapy))

In this study, guidelines were developed for used by social workers to provide emotional support to children in foster care. The child in foster care as well as the services rendered in respect of such a child have been discussed in a literature study. The principles of Gestalt therapy were also discussed as these were used as part of the empirical study and as basis for the guidelines for social workers. A qualitative research design was used to complete the empirical study and case studies were used. Children between six and twelve years who have been in foster care for less than two years and who needed emotional support were selected for the study by means of a purposeful test sample. The research results showed that children in foster care are in need of emotional support. To provide such emotional support to the child in foster care, guidelines have been developed for social workers which they can apply when providing services to the child. These guidelines also serve as the conclusions and recommendations of the study. / Social Work / (M. Diac. (Play Therapy))

Summary in Afrikaans and English / Although the rights of children in South Africa are being regulated by legislation, statistics prove that statutory services on behalf of children annually increase. Scientific accountable information regarding the child can be obtained by the assessment of the child. The purpose of this investigation was to identify the gaps in the existing assessment guidelines, as well as the needs of social workers regarding assessments. The sequential exploratory strategy was utilized, as quantitative data supported qualitative findings. The investigation showed that minimal assessment literature is available in South Africa and internationally, although assessment is the basis evidence of the social worker. The biggest gap in assessment guidelines is that assessment does not carry weight in the court. There is a need for social workers to be trained in relevant assessment skills based on a specific frame of reference. Gestalt therapy can provide a suitable theoretical frame of reference for assessment, and can serve as scientific foundation for social workers during the statutory process. A framework for an assessment guideline was thus proposed. / Ten spyte daarvan dat die regte van kinders in Suid-Afrika deur wette gereguleer word, bewys statistiek dat statutere dienste aan kinders jaarliks toeneem. Wetenskaplik verantwoordbare inligting ten opsigte van die kind kan bekom word deur die kind te assesseer. Die doel van hierdie ondersoek was om leemtes wat in bestaande assesseringsriglyne is vas te stel, asook die behoeftes wat by maatskaplike werkers ten opsigte van assessering bestaan. Die opeenvolgende verkennende strategie is tydens hierdie ondersoek gevolg, aangesien kwantitatiewe data gebruik is om die kwalitatiewe bevindings te ondersteun. Die ondersoek het getoon dat min literatuur ten opsigte van assessering in Suid-Afrika en internasionaal beskikbaar is, ten spyte daarvan dat assessering die basis van die getuienis van die maatskaplike werker vorm. Die grootste leemte wat in assesseringsriglyne ge'identifiseer is, is die feit dat assessering nie gewig in die hof dra nie. 'n Behoefte ten opsigte van opleiding in toepaslike assesseringsvaardighede vanuit 'n spesifieke teoretiese verwysingsraamwerk bestaan. Gestaltterapie kan 'n teoretiese verwysingsraamwerk vir assessering bied en kan dien as wetenskaplike fundering vir optrede van maatskaplike werkers tydens die statutere proses. 'n Raamwerk vir 'n assesseringsriglyn is voorgestel. / Social Work / M. Diac. (Play Therapy)

This single case study was undertaken to determine how the Gestalt approach can be used to guide the child to adjust in a children's home. The study dealt with two models of children's homes, namely the traditional setting and the family centered home setting, as well as adjustment and attachment of a single child's experience in the middle school years, in the family centered home setting. In addition, the trauma, loss and culture shock are highlighted to demonstrate the difficulty children experience in adjusting to a new environment such as a children's home. Data were captured around the participant's experience and process, entering the children's home and the facilitating through intervention. Through the intervention the participant's process was identified, helping him to cope with his new situation. Through Gestalt play therapy the participant's active involvement in his adjustment process was clear and his adjustment was increased. / Social work / MDIAC (PLAY THERAPY)