Under de senaste årtiondena har förståelsen ökat för att förmågan till självreglering är central för barns utveckling. Den ses som grundläggande för att kunna relatera och kommunicera med andra och också hur vi klarar av den stress och de påfrestningar som livet ibland innebär. Syftet med den här uppsatsen har varit att försöka förstå om, och i så fall hur, man kan koppla förändringar av förmågan till självreglering hos barn till interventioner under en Theraplaybaserad behandling och om förändringarna är märkbara i vardagen.  Undersökningen är gjord i tre delar. I den första har jag följt tre behandlingar genom film under de första fem respektive sex sessionerna och i den andra delen har jag intervjuat behandlarna. Fokus har legat på om man kan se att barnets förmåga till självreglering ökar och vad behandlaren gör som åstadkommer detta. Den tredje delen består av enkäter som föräldrarna fått fylla i före behandlingens början och sedan efter fem respektive sex behandlingssessioner. Detta för att jag ska få en bild av om förändringen är märkbar även utanför behandlingsrummet. Resultatet visar att det skett förändringar framför allt i barnets förmåga till känslomässig reglering och i förmåga att relatera. Den förändring som är mest påtaglig är att förmågan till ögonkontakt har ökat för alla tre barnen både med behandlaren i rummet och med föräldrarna hemma.

Studiens syfte är att undersöka pedagogers syn på samspel mellan lek och anknytning. För att genomföra vår studie har vi använt oss av våra frågeställningar: Vad anser pedagogerna om sambandet mellan leken och barnens anknytning till sekundära anknytningspersoner? På vilket sätt anser pedagogerna att de kan använda leken för att stärka barnets anknytning till sekundära anknytningspersoner? Anknytningsteorin av John Bowlby och Mary Ainsworth har varit den teoretiska referensramen som vi förhållit oss till. För att få svar på våra frågeställningar utfördes en kvalitativ studie genom att använda metoden semistrukturerade intervjuer. Efter intervjuerna så transkriberade vi vårt insamlade material och strukturerade upp det i två rubriker. Utifrån frågeställningarna visar resultatet av studien att pedagoger anser sig kunna använda sig av leken för att skapa en trygg anknytning[ML1]  och pedagogerna ansåg att barn som inte har någon trygg anknytning inte leker. Vår studie visar också att pedagogerna i verksamheten tycker att trygg anknytning är viktigare när barnet är litet. Slutsatserna av studien är att pedagoger kan stärka barnets anknytning med hjälp av lek.

Attachment theory is a fundamental framework established to understand mental health and emotion regulation in children and adults. Studies have indicated that disruptions to attachment within caregiver-child relationships can result in several psychological and behavioural challenges in children. As a result, various attachment-based interventions have been developed to remediate these relational challenges within caregiver-child dyads. Theraplay® is one such therapeutic modality that is play-based and involves the caregiver and child within the therapeutic process. Despite its popularity among practitioners, Theraplay® has not received much attention in literature with limited consideration given to its implementation in contexts outside of the United States of America (USA). Therefore, the aim of this study is to explore therapists’ perceptions on the implementation of Theraplay® in the South African context. An exploratory qualitative research design situated within an interpretive paradigm was adopted to explore the perceptions of research participants regarding implementing Theraplay® in South Africa. Through purposive sampling, and secondary snowball sampling, six participants—trained in Theraplay®—were selected to take part in the study. Individual semi-structured interviews were conducted with each participant and transcripts were analysed via inductive thematic analysis. The following salient themes emerged across the data set: 1) overall potential of Theraplay® as a therapeutic modality, 2) applicability of Theraplay® in South Africa, 3) impact of resource availability on Theraplay® in South Africa, and 4) role of caregiver accessibility and influence on Theraplay®. Overall, participants valued Theraplay® as an attachment-based modality but considered administrative challenges as requiring further deliberation pertaining to contextual and cultural aspects of this therapeutic intervention for South Africa. This may stimulate further research on possible context-specific adaptations or additions to Theraplay® in order to respond more efficiently through psychological treatment of children’s problems within the South African population. It also indicates the need to continue expanding research regarding caregiving practices within diverse cultural contexts such as South Africa. / Mini Dissertation (MA (Clinical Psychology))--University of Pretoria, 2020. / Psychology / MA (Clinical Psychology) / Unrestricted

Master of Science / Department of Family Studies and Human Services / Joyce Baptist / Theraplay is a technique used to replicate healthy parent-child interactions in order to build healthy attachments. Theraplay is a short-term therapeutic approach that is intimate, physical, personal and enjoyable. The goal of Theraplay is to improve attachments, self-esteem and trust in the relationship. The use of Theraplay has been shown to be beneficial for people of all ages including infants up to geriatric clients. This report offers an overview of Theraplay, provides clinical issues in which Theraplay can be implemented, describes the Theraplay process, and gives implications for further research. Because Theraplay is a highly specialized field, this report also gives information on how to become certified in Theraplay. This report was written for Masters' and Doctoral students in the mental health field that have an interest in working with clientele with attachment injuries.

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The impact of the diagnosis and the reality of being hearing impaired could trigger uncomfortable feelings at different times in the client's life. With the cochlear implant, these feelings will still be a reality, as the implant does not heal the hearing impairment. Psychological interventions could assist the client during this healing process. The process of cochlear implants could also bring other challenges into the client's life. Expectations of quick healing play a major role and should be addressed throughout the process of implantation and rehabilitation. This is another opportunity for the psychologist to intervene. This research shows that the role of the psychologist could be expanded not only to evaluate but also to bring about change. The treatment model gives a logical and workable explanation of how and where the psychologist may intervene in the process of cochlear implantation. This model was tested and adapted by the cochlear implant team at the University of Pretoria over a period of ten years. The model may be used as a template for new teams. Intervening as described in the model presents the opportunity to address various different needs as they occur. The qualitative research design proved to be a fitting method to explore the experiences of the participants from their own viewpoints. The qualitative research is also congruent with a systemic perspective and emphasises social context, multiple perspectives, complexity, recursion and holism. This study aims to develop a complementary psychological treatment programme and create awareness within professionals working with hearing impairment of the complexity of systems. The study shows that one can only understand the behaviour of any given system by tracking changes that occur within that system and its subsystems and by tracking changes between that system and the larger whole. In this study three different therapeutic interventions are used on three different case studies, two children from different age groups and an adult, to accommodate the multiple realities of the different systems. The aim of the study with cochlear implantees and their families is to stimulate new leads and avenues of enquiry that may be used as a basis for further research. / Psychology / Thesis (D.Litt. et Phil. (Psychology))

The impact of the diagnosis and the reality of being hearing impaired could trigger uncomfortable feelings at different times in the client's life. With the cochlear implant, these feelings will still be a reality, as the implant does not heal the hearing impairment. Psychological interventions could assist the client during this healing process. The process of cochlear implants could also bring other challenges into the client's life. Expectations of quick healing play a major role and should be addressed throughout the process of implantation and rehabilitation. This is another opportunity for the psychologist to intervene. This research shows that the role of the psychologist could be expanded not only to evaluate but also to bring about change. The treatment model gives a logical and workable explanation of how and where the psychologist may intervene in the process of cochlear implantation. This model was tested and adapted by the cochlear implant team at the University of Pretoria over a period of ten years. The model may be used as a template for new teams. Intervening as described in the model presents the opportunity to address various different needs as they occur. The qualitative research design proved to be a fitting method to explore the experiences of the participants from their own viewpoints. The qualitative research is also congruent with a systemic perspective and emphasises social context, multiple perspectives, complexity, recursion and holism. This study aims to develop a complementary psychological treatment programme and create awareness within professionals working with hearing impairment of the complexity of systems. The study shows that one can only understand the behaviour of any given system by tracking changes that occur within that system and its subsystems and by tracking changes between that system and the larger whole. In this study three different therapeutic interventions are used on three different case studies, two children from different age groups and an adult, to accommodate the multiple realities of the different systems. The aim of the study with cochlear implantees and their families is to stimulate new leads and avenues of enquiry that may be used as a basis for further research. / Psychology / Thesis (D.Litt. et Phil. (Psychology))