Moenie oplaai nie - ons speel hiermeeThis study focuses on using sand play as play medium within the framework of gestalt therapy. The researcher explored the effectiveness of this medium with the aim to assist children in their toddler phase, to vent their experiences of family violence and to furthermore teach them coping skills. During the research process, the researcher involved three toddlers who are victims of family violence, in therapeutic sessions. Sand play was utilized as play medium during these sessions. As theoretical basis for the research, aspects of the phenomenon of family violence, the emotional impact of family violence on the child (specifically the toddler), the impact of family violence on the behavioural characteristics and developmental skills of the toddler, the theoretical principles and process of gestalt therapy, the therapeutic process with the toddler as victim of family violence as well as the use of sand play as play medium, were investigated. The researcher used applied research for this study and trusts that the findings regarding the use of sand play, will improve service delivery in the field of social work, with toddler victims of family violence. / Dissertation (MSD (Play Therapy))--University of Pretoria, 2005. / Social Work and Criminology / Unrestricted

Submitted by Maike Costa (maiksebas@gmail.com) on 2016-01-26T14:30:07Z No. of bitstreams: 1 arquivototal.pdf: 7635328 bytes, checksum: 601389ed48763c07defd12af1a3c37b8 (MD5) / Made available in DSpace on 2016-01-26T14:30:07Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 7635328 bytes, checksum: 601389ed48763c07defd12af1a3c37b8 (MD5) Previous issue date: 2014-11-27 / The assumptions that underlie this study are: that through ecoexperiences felt by the participants, from the everyday life, it is promoted the learning by stimulating the decision making and the responsibility, under an emancipatory perspective; that love is the emotion that constitutes the domain of actions and the emotions which define our relationship with the world and determine how we live our lives. The object of study is the Ecoexperiential Pedagogy while self-ecoteaching instrument. From this concept we defend the following thesis: "through Ecoexperiential Pedagogy, based on affective bases, it is possible to materialize an Emancipatory Environmental Education". The research had the aim to establish the epistemological and praxeological bases of the Ecoexperience Pedagogy, united with thirteen subjects, eight who was living in rural areas and five who was living in urban areas, all of them were students at Human, Social and Agrarian Sciences of UFPB, located at Bananeiras-PB, where they attended the Pedagogy, Agroecology Bachelor, Agricultural Poust High Scholl Degree and Agricultural Technical Course. The field study was developed during October 2011 and extended up to May 2013. As theoretical sources we anchored in Gutierrez & Prado’s Ecopedagogy (2008), in the Maturana’s teachings and his Biology of Love theory (2001, 2008, 2009, 2010, 2011) and in the emancipatory conception of Freire (2011a, 2011b, 2012a, 2012b, 2013 e 2014). As this work is a social sphere research, the methodological route it was identified with the descriptive and the interpretive concept, having as support the Merleau-Ponty’s anthropological phenomenology or embodiment conception. For the obtainment data, we applied the semi-opened questionnaire in the initial and final diagnosis, the Sand Play was executed in three different moments (at the beginning, during the study and at the end). We applied nine ecoexperiences with pedagogical intervention; we developed the participative observation of the periphery type, and the field diary and photographs and audio recorder too. To the obtained dates treatment we resorted to Tamaio (2002), Sauvé (2005) and Bardin (2011), using the content analysis methodology. In view of the analyzed elements, it is formulated the synthesis: i) the Ecoexperiential Pedagogy promoted a conceptual improvement of the subjects with the emergence of one integrative and systemic vision about the elements water (an endogenous component) and earth (an exogenous element), directly involved with the making and the living in the countryside, reflecting in the change of their habits and attitudes in respect to the environment where they live; ii) the Ecoexperiential Pedagogy possibilited the identification of the “the countryside kids” with a rugged and rustic profile face of the adversities, reaffirming the idea of the live in the countryside viability through the sustainability, having as background the education, the knowledge, the academic knowledge and the knowledge of the earth, signaling to the conception of libertarian education; iii) the Ecoexperiential Pedagogy, by means of its loving spaces, stimulated the subjects to flow in front of ecoexperiences proposals, in a self-reflective and self-ecoformative process, bringing to the research an historical moment that they live, the emerging voice of struggle on earth, to the preservation its culture and source of sustenance and life. All these findings are significant to validate our proposal Ecoexperiential Pedagogy as a teaching strategy for Emancipatory Environmental Education. / São pressupostos que fundamentaram este estudo: que por meio de ecovivências sentidas pelos participantes, a partir da vida cotidiana, promove-se a aprendizagem estimulando a tomada de decisão e de responsabilidade, numa perspectiva emancipatória; que o amor é a emoção que constitui o domínio das ações e as emoções é que definem nossa relação com o mundo e determinam a forma como vivemos nossa vida. O objeto de estudo é a Pedagogia Ecovivencial enquanto recurso auto-ecoformador. A partir dele defendemos a seguinte tese: “Por meio da Pedagogia Ecovivencial, fundamentada em bases afetivas, é possível materializar uma Educação Ambiental Emancipatória”. A pesquisa teve como objetivo estabelecer as bases epistemológicas e praxiólogicas da Pedagogia Ecovivencial, junto a 13 sujeitos, sendo oito moradores da área rural e cinco moradores da área urbana, todos estudantes dos cursos de Pedagogia, Bacharelado em Agroecologia, Pós-Médio em Agropecuária e Ensino Médio/Técnico em Agropecuária do Centro de Ciências Humanas, Sociais e Agrárias Universidade Federal da Paraíba, em Bananeiras-PB, durante o mês de outubro de 2011, estendendo-se até maio de 2013. Como fontes teóricas nos ancoramos na Ecopedagogia de Gutiérrez e Prado, nos ensinamentos de Maturana e sua Biologia do Amor e na concepção emancipatória de Freire. Sendo uma pesquisa de âmbito social, o percurso metodológico se identificou com a concepção descritiva e interpretativa, tendo como sustentação a Fenomenologia antropológica ou da corporificação de Merleau-Ponty. Para a criação de dados aplicamos o questionário semi-aberto na diagnose inicial e na diagnose final; realizamos o Jogo de Areia em três momentos distintos (início, durante e final); aplicamos 09 ecovivências como intervenção pedagógica; desenvolvemos a observação participante do tipo periférica, o diário de campo e fotografias e gravações em áudio. Para análise dos dados, recorremos a Tamaio (2002), Sauvé (2005) e Bardin (2011), com a análise de conteúdo. À vista dos elementos analisados, formula-se a síntese: i – a Pedagogia Ecovivencial promoveu um crescimento conceitual dos sujeitos com a emergência da uma visão integradora e sistêmica sobre os elementos água (um componente endógeno) e terra (um elemento exógeno), diretamente implicado no fazer e no viver do campo, refletindo na mudança de hábitos e atitudes com relação ao meio em que vivem; ii – a Pedagogia Ecovivencial possibilitou a identificação dos ‘meninos do campo’ com um perfil resistente frente às adversidades, reafirmando a ideia da viabilidade da vida no campo por meio da sustentabilidade, tendo como pano de fundo a educação, os saberes acadêmicos e os saberes da terra, sinalizando para a concepção da educação libertária; iii – a Pedagogia Ecovivencial por meio de seus espaços amorosos, estimulou a fluição dos sujeitos diante das ecovivências propostas, num processo auto-reflexivo e auto-ecoformativo, trazendo para a pesquisa o momento histórico que vivem, a voz emergente de luta na terra, pela preservação da sua cultura e fonte de sustento e de vida. Todos esses achados são significativos para convalidar nossa proposta da Pedagogia Ecovivencial como estratégia pedagógica para uma Educação Ambiental Emancipatória.

The motivation for the study had its origin in the fact that sexual abuse in South Africa seems to be a formidable problem which has a detrimental effect on the adolescent’s development and functioning. Social workers have to deal with sexual abuse often and do not always have the necessary programmes and skills acquired to follow through therapeutic intervention with these victims. Therefore this study focused on the development, implementation and evaluation of a narrative social work intervention programme where sand play techniques were integrated in the narrative process. The research problem formulated was that many adolescents suffer from the effects of sexual abuse and therefore the aim of the study was to develop and evaluate a narrative social work intervention programme for adolescent survivors of sexual abuse. The study served to broaden the body of social work knowledge by means of meaningful quantitative and qualitative enquiry. Quantitative data were obtained through the use of questionnaires and qualitative data through the use of combined sand play and narratives as approaches. Four (4) participants were included in a series of 10–15 sand play sessions. Only the data of one (1) participant was used for data–analysis. Two (2) sessions were used for general assessment and building of therapeutic relationship and an additional session was used for an interview with the parent(s). The researcher undertook mixed method research where the quantitative and qualitative approaches were combined into the research methodology of the single study. Intervention research was used as basic methodology. Purposive sampling was used in the selection of the research subject for this study. Collected data was analyzed according to Tesch’s approach to qualitative data analysis (Creswell, 1994). The researcher applied the developed social work intervention programme with four (4) adolescent participants who had allegedly been sexually abused. The sand play sessions were audio recorded and evaluated by means of data analysis. The findings of this study emphasized the psycho–social impact of sexual abuse on survivors of sexual abuse. This thesis reflects the contribution and impact that the social work intervention programme had on the adolescent survivor of sexual abuse. This programme was found to be a valuable tool that can be used in intervention with adolescents and could add to the knowledge of social workers and other professionals working with the survivors of sexual abuse. The research can be recognized as a positive demonstration of the value of a narrative social work intervention programme. Recommendations regarding future implementation of the narrative social intervention programme have been made. / Thesis (Ph.D. (Social Work))--North-West University, Potchefstroom Campus, 2012.

The motivation for the study had its origin in the fact that sexual abuse in South Africa seems to be a formidable problem which has a detrimental effect on the adolescent’s development and functioning. Social workers have to deal with sexual abuse often and do not always have the necessary programmes and skills acquired to follow through therapeutic intervention with these victims. Therefore this study focused on the development, implementation and evaluation of a narrative social work intervention programme where sand play techniques were integrated in the narrative process. The research problem formulated was that many adolescents suffer from the effects of sexual abuse and therefore the aim of the study was to develop and evaluate a narrative social work intervention programme for adolescent survivors of sexual abuse. The study served to broaden the body of social work knowledge by means of meaningful quantitative and qualitative enquiry. Quantitative data were obtained through the use of questionnaires and qualitative data through the use of combined sand play and narratives as approaches. Four (4) participants were included in a series of 10–15 sand play sessions. Only the data of one (1) participant was used for data–analysis. Two (2) sessions were used for general assessment and building of therapeutic relationship and an additional session was used for an interview with the parent(s). The researcher undertook mixed method research where the quantitative and qualitative approaches were combined into the research methodology of the single study. Intervention research was used as basic methodology. Purposive sampling was used in the selection of the research subject for this study. Collected data was analyzed according to Tesch’s approach to qualitative data analysis (Creswell, 1994). The researcher applied the developed social work intervention programme with four (4) adolescent participants who had allegedly been sexually abused. The sand play sessions were audio recorded and evaluated by means of data analysis. The findings of this study emphasized the psycho–social impact of sexual abuse on survivors of sexual abuse. This thesis reflects the contribution and impact that the social work intervention programme had on the adolescent survivor of sexual abuse. This programme was found to be a valuable tool that can be used in intervention with adolescents and could add to the knowledge of social workers and other professionals working with the survivors of sexual abuse. The research can be recognized as a positive demonstration of the value of a narrative social work intervention programme. Recommendations regarding future implementation of the narrative social intervention programme have been made. / Thesis (Ph.D. (Social Work))--North-West University, Potchefstroom Campus, 2012.