Text in Afrikaans / Die doel van hierdie studie was om deur die benutting van Gestaltspelterapie, adolessente wat gedragsprobleme openbaar, bewus te maak van hulself, ten einde hul toe te rus om hul lewenssituasie meer toereikend te hanteer. Daar is veral gefokus op die aspekte van die Gestaltterapeutiese proses wat die bewustheidsvlakke van die adolessente verhoog het. Ten einde hierdie doel te bereik is die navorsing kwalitatief benader, spesifiek deur ‘n deeglike literatuurstudie en die beskrywing van individuele en groepsgevallestudies. Die informasie is ontleed deur die data-spiraal analise. Vanuit die informasie wat verkry is, deur die integrasie van die literatuur en die empiriese ondersoek, kon die benutting van Gestaltspelterapie met adolessente wat gedragsprobleme openbaar, verken en in diepte beskryf word. / The main purpose of this study was to utilize Gestalt Play therapy with adolescents that display behavior problems, to make them aware of themselves, in order to equip them to handle their life situation more effectively. The focus were specifically on that aspects of the Gestalt therapeutic approach that increase the levels of awareness. In order to achieve this goal the research was approached qualitatively, specifically through a thorough literature study and the describing of individual and group case studies. The information was processed and analised by using the data-spiral analysis. From this information it was possible to explore and describe the utilization value of Gestalt Play therapy with adolescents that display behavior problems. / Social Work / M. Diac. (Spelterapie)

South African schools provide an enormous challenge for transformation towards inclusive and caring communities of learners, facilitators and caregivers. This qualitative study conducted at a primary school used narrative pastoral therapy-as-research and participatory action research-as-therapy to develop inclusive and caring practices. Co-authoring conversations with learners and caregivers from a diverse cultural and religious traditions and collaborating with facilitators challenged me to develop pastoral care as political care. This paved a way for future transformation of a school as a multi-religious community of care and respect. I engaged with participants in finding alternative ways of dealing with loss due to death of loved ones or separartion from caregivers. Children with chronic illness challenged their experiences of rejection and marginalisation at school by writing and producing a play while those whose voices were silenced chose other ways to inform learners and facilitators about their illness. / Practical Theology / M. Th. (Practical Theology with specialisation in Pastoral Therapy)

The main objective of this study is to construct a profile on the child with Fetal alcohol syndrome that can assist individuals working with these children. The focus of the study is the recognition of the emotional needs of the child with Fetal alcohol syndrome. Most studies done previously suggest that children with Fetal alcohol syndrome show behaviour similar to children with Attention Deficit Hyperactive Disorder. Although a child with Fetal alcohol syndrome shows the same characteristics as a child with Attention Deficit Hyperactive Disorder, the manifestation of their emotional needs differ. The Child with Attention Deficit Hyperactive Disorder does not necessarily show symptoms of cognitive developmental delay where the child with Fetal alcohol syndrome show symptoms of cognitive developmental delays. A Gestalt play therapy model has been used to show that through play therapy the child with Fetal alcohol syndrome can be guided to emotional awareness. These techniques are easy to use and applicable in class situations where the childcare worker, teachers or counselor work with the child with Fetal alcohol syndrome. The empirical research was done by means of quantitative research with was done by using the Conner symptom checklist to determine if the child with Fetal alcohol syndrome is hyperactive and impulsive and qualitative research with was done by means of participating observation Gestalt play therapy with the child with Fetal alcohol syndrome. The results show that the child with Fetal alcohol syndrome is hyperactive, impulsive and inattentional. These guidelines provided in the study will help the teacher and the child with Fetal alcohol syndrome cope better in the classroom environment and the child will learn how to cope with his emotional behaviours. / Social Work / M. Diac. (Play Therapy)

Many of the sources indicated in this work are classical and not updated due to the fact that the origins of Gestalt Philosophy are found in classical works / Verskeie van die geraadpleegde bronne in die literatuurhoofstukke verteenwoordig klassieke werke wat nie binne die erkende periode vir relevante wetenskaplike navorsing val nie. Die oorsprong van die Gestalt Filosofie wat in hierdie studie benut is, word in hierdie klassieke werke gevind en is ook in hierdie werke geraadpleeg / The Gestalt approach was used as the contextual framework to explore how music can be used as a therapeutic medium in the treatment of the emotionally traumatized child. Music as a sensory experience was used during the therapeutic process with each case study, to facilitate the child's process towards healing. The conceptual framework of music as a therapeutic medium was researched in depth to bring clarity to the influence it has on the emotional well-being of the child. The child who entered into therapy was selected according to specific criteria, with the experience of emotional trauma being priority. The researcher also studied the concept of emotional trauma in depth and the consequences it has on a child's overall functional ability. Music was used as an expressive technique during the therapeutic process with each child. The conclusion drawn from this study indicated that the gestalt approach can be applied effectively in using music as a therapeutic medium in the treatment of the emotionally traumatized child. / Die Gestalt benadering is gebruik in hierdie navorsing ten einde 'n kontekstuele raamwerk daar te stel waarbinne musiek as terapeutiese medium in die behandeling van emosionele trauma in kinders gebruik kon word. Musiek kan beskryf word as 'n sensoriese ervaring. Hierdie sensoriese ervaring is binne die terapeutiese proses toegepas ten einde die kind se herstelproses te fasiliteer. Die studie is binne die navorsingskonteks van gevallestudieprosedures gedoen. Musiek is binne die konseptuele raamwerk bestudeer en nagevors ten einde die terapeutiese waarde daarvan in diepte te ondersoek. Hierdie in-diepte ondersoek het aan die navorser 'n duidelike beeld gegee hoe dit toegepas kon word in terapie. Deur dit toe te pas in terapie is die invloed van musiek op die emosionele welsyn van die getraumatiseerde kind gedokumenteer. Die navorsingskriteria vir insluiting in die ondersoek was gegrond op die literatuurondersoek en het onder meer die belewing van trauma ingesluit. Die belewing van emosionele trauma en invloed op die kind se geheelfunksionering was dus 'n verdere eenheid van ontleding en is in diepte deur die navorser bestudeer. Musiek is dus gebruik as 'n ekspressiewe tegniek tydens die terapeutiese proses met elke gevallestudie. Die gevolgtrekking waartoe in hierdie studie gekom kon word is dat musiek binne die konteks van die gestalt benadering suksesvol in die hantering van emosionele trauma by die kind gebruik kan word. / Practical Theology / M.Diac. (Play Therapy)

The researcher wanted to explore the experiences of children who removal by a social worker either to an institution or to foster homes. The researcher wanted to find out if the behaviour of absconding could be explained by using systems theory, contructivism, cybernetics and person- centered theory. The researcher hypothesized that children abscond from alternative care as a means of communicating with the social worker involved as well as any other person significant in their lives. The study wanted to explore how these children perceived their involvement in the decision making process of their removal. The researcher only interviewed children who had absconded from the alternative care placements. The study found that all the children interviewed perceived that they were not involved in any way in the process of removal. They all saw their removal as a form of punishment for something they did wrong, but they did not get an opportunity to discuss with their parents or significant others. They also perceived their absconding as an effort to rectify the situation. A lot of anger and suspicion towards social workers was encountered during the study. In terms of the theories mentioned above, these perceptions are the children’s own reality, which might differ from the realities as created or perceived by social workers. It is hypothesized that social workers who use the Child Care Act 74/83 and its regulations in the removal of children, do it to protect the children from risky situations as their job responsibility requires. This study indicates that the children did not experience removal as protection. Instead of children feeling protected in the alternative care, they felt blamed, judged and unhappy about their removal and excluded from the process. The researcher made a few suggestions that could be considered when social workers removing children to alternative care. It is recommended that social workers involve the children and their parents or significant others in the entire process of deciding the future of any children in their (parents’) care. However, if removal is deemed necessary, just telling or informing children that they will be removed for their own safety is not enough. Children might not perceive the situation as dangerous. Instead, they might see the social worker as posing a danger to them and their families and thus try to shut the social worker and what s/he says out of their minds. Findings safe ways to involve children and families in the decisions about their future may require of social workers to revive their academically acquired knowledge in this respect. / Social Work / M.A. (Social Sciences (Mental Health))

Text in Afrikaans / Deur hierdie ondersoek is gepoog om aan te toon dat die inkkladmetode as uitvloeisel van die Rorschach, as projeksietegniek, gebruik kan word vir diagnose en terapie. Proj~ksie is 'n belangrike aspek in kinderterapie. Herhaalde gebruik van projeksietegnieke verminder die effektiwiteit daarvan. In haar werk met kinders van verskillende kulture, is gevind dat bulle instaat is om projeksies vanuit inkkladde te maak. Dit het aanleiding gegee tot huidige navorsing. Dit word aanvaar dat deur die gebruik van die inkkladmetode: * inligting wat versamel is deur ander projeksietegnieke, en wat moontlik verlore gegaan het, weer versamel kan word; * inligting aangaande psigiese struktuur van die kind vir diagnose en terapie versamel kan word. Bevindings word geverifieer deur die gebruik van bestaande projeksietegnieke. Twintig leerlinge is gebruik tydens die navorsing. Twee idiografiese studies en eksemplariese snitte is ingesluit. Dit is bevind dat die inkkladmetode as bykomende projeksietegniek effektief in kinderterapie en diagnose gebruik kan word. / This research is aimed at showing that the inkblot method with reference to the Rorschach method - as projective technique, can be applied for diagnosis and therapy. Projection is important in child therapy. Repetative use of projective techniques prejudices the effectivity thereof. In her work with children of different cultures, the researcher found that they were inclined to do projections from their inkblots. This resulted in the present research. Through the use of the inkblot method; * information which was gathered through the use of other projective techniques, and possibly lost, can be gained; * information regarding the psychological structure of the child for diagnosis and therapy, can be gathered. These findings were verified by means of including existing projective techniques. Twenty pupils were involved in two idiographic studies and illustrative examples. It was found that the inkblot method as additional projective technique can be used effectively in child therapy and diagnosis. / Psychology of Education / M. Ed. (Spesialisering in Voorligting)

With the maturation of the child custody investigative process, the role of investigators and the process of these investigations have come under increasing scrutiny. The investigators are expected to be objective, neutral, and professional while following procedures that conform to model standards. However, this assumption of a lack of bias has been largely overlooked in the literature regarding the investigative process. It is assumed that investigators should self-monitor to ensure that their stance is objective and neutral. Furthermore, this position of neutrality and objectivity is assumed to be intuitive and natural. By using a case study, this thesis investigates and describes the process of a child custody investigation predicated on a constructivist epistemology. It highlights the impossibility of any investigator to be objective and neutral in any investigation automatically, regardless of the procedures and methods employed. The thesis highlights the participant observer status of investigators. An aim of the thesis is thus to sensitise investigators to this inevitable vulnerability with the expectation that such an awareness may allow investigators to establish processes to render investigations consciously more balanced, considered, and transparent. A further aim is to describe a child custody evaluation from an eco-systemic perspective by contextualising the investigation in the larger ecosystem to which it belongs. This description includes the investigation as part of an evolving problem-determined system. An awareness of this wider and evolving context may enable investigators to approximate a position of objectivity and neutrality more effectively. It may also act as an inoculation against the ‘contamination’ of the investigator by the investigative system. With the maturation of the child custody investigative process, the role of investigators and the process of these investigations have come under increasing scrutiny. The investigators are expected to be objective, neutral, and professional while following procedures that conform to model standards. However, this assumption of a lack of bias has been largely overlooked in the literature regarding the investigative process. It is assumed that investigators should self-monitor to ensure that their stance is objective and neutral. Furthermore, this position of neutrality and objectivity is assumed to be intuitive and natural. By using a case study, this thesis investigates and describes the process of a child custody investigation predicated on a constructivist epistemology. It highlights the impossibility of any investigator to be objective and neutral in any investigation automatically, regardless of the procedures and methods employed. The thesis highlights the participant observer status of investigators. An aim of the thesis is thus to sensitise investigators to this inevitable vulnerability with the expectation that such an awareness may allow investigators to establish processes to render investigations consciously more balanced, considered, and transparent. A further aim is to describe a child custody evaluation from an eco-systemic perspective by contextualising the investigation in the larger ecosystem to which it belongs. This description includes the investigation as part of an evolving problem-determined system. An awareness of this wider and evolving context may enable investigators to approximate a position of objectivity and neutrality more effectively. It may also act as an inoculation against the ‘contamination’ of the investigator by the investigative system. xviii In South Africa, we have yet to formulate a document that establishes a model standard of practice or specific, dedicated training in this area. This thesis identifies what could be included in both areas (in addition to the expected protocols and procedures) by describing the investigator’s position as an expert learner, rather than just an ‘expert’. In line with current literature, it highlights the benefits of thinking consciously and in a considered manner. Furthermore, it indicates the benefits of a team approach to investigations, which could be considered an area for further investigation. In South Africa, we have yet to formulate a document that establishes a model standard of practice or specific, dedicated training in this area. This thesis identifies what could be included in both areas (in addition to the expected protocols and procedures) by describing the investigator’s position as an expert learner, rather than just an ‘expert’. In line with current literature, it highlights the benefits of thinking consciously and in a considered manner. Furthermore, it indicates the benefits of a team approach to investigations, which could be considered an area for further investigation. / Psychology / D. Litt. et Phil. ( Psychology)

Many of the sources indicated in this work are classical and not updated due to the fact that the origins of Gestalt Philosophy are found in classical works / Verskeie van die geraadpleegde bronne in die literatuurhoofstukke verteenwoordig klassieke werke wat nie binne die erkende periode vir relevante wetenskaplike navorsing val nie. Die oorsprong van die Gestalt Filosofie wat in hierdie studie benut is, word in hierdie klassieke werke gevind en is ook in hierdie werke geraadpleeg / The Gestalt approach was used as the contextual framework to explore how music can be used as a therapeutic medium in the treatment of the emotionally traumatized child. Music as a sensory experience was used during the therapeutic process with each case study, to facilitate the child's process towards healing. The conceptual framework of music as a therapeutic medium was researched in depth to bring clarity to the influence it has on the emotional well-being of the child. The child who entered into therapy was selected according to specific criteria, with the experience of emotional trauma being priority. The researcher also studied the concept of emotional trauma in depth and the consequences it has on a child's overall functional ability. Music was used as an expressive technique during the therapeutic process with each child. The conclusion drawn from this study indicated that the gestalt approach can be applied effectively in using music as a therapeutic medium in the treatment of the emotionally traumatized child. / Die Gestalt benadering is gebruik in hierdie navorsing ten einde 'n kontekstuele raamwerk daar te stel waarbinne musiek as terapeutiese medium in die behandeling van emosionele trauma in kinders gebruik kon word. Musiek kan beskryf word as 'n sensoriese ervaring. Hierdie sensoriese ervaring is binne die terapeutiese proses toegepas ten einde die kind se herstelproses te fasiliteer. Die studie is binne die navorsingskonteks van gevallestudieprosedures gedoen. Musiek is binne die konseptuele raamwerk bestudeer en nagevors ten einde die terapeutiese waarde daarvan in diepte te ondersoek. Hierdie in-diepte ondersoek het aan die navorser 'n duidelike beeld gegee hoe dit toegepas kon word in terapie. Deur dit toe te pas in terapie is die invloed van musiek op die emosionele welsyn van die getraumatiseerde kind gedokumenteer. Die navorsingskriteria vir insluiting in die ondersoek was gegrond op die literatuurondersoek en het onder meer die belewing van trauma ingesluit. Die belewing van emosionele trauma en invloed op die kind se geheelfunksionering was dus 'n verdere eenheid van ontleding en is in diepte deur die navorser bestudeer. Musiek is dus gebruik as 'n ekspressiewe tegniek tydens die terapeutiese proses met elke gevallestudie. Die gevolgtrekking waartoe in hierdie studie gekom kon word is dat musiek binne die konteks van die gestalt benadering suksesvol in die hantering van emosionele trauma by die kind gebruik kan word. / Philosophy, Practical and Systematic Theology / M.Diac. (Play Therapy)

South African schools provide an enormous challenge for transformation towards inclusive and caring communities of learners, facilitators and caregivers. This qualitative study conducted at a primary school used narrative pastoral therapy-as-research and participatory action research-as-therapy to develop inclusive and caring practices. Co-authoring conversations with learners and caregivers from a diverse cultural and religious traditions and collaborating with facilitators challenged me to develop pastoral care as political care. This paved a way for future transformation of a school as a multi-religious community of care and respect. I engaged with participants in finding alternative ways of dealing with loss due to death of loved ones or separartion from caregivers. Children with chronic illness challenged their experiences of rejection and marginalisation at school by writing and producing a play while those whose voices were silenced chose other ways to inform learners and facilitators about their illness. / Philosophy, Practical and Systematic Theology / M. Th. (Practical Theology with specialisation in Pastoral Therapy)

The main objective of this study is to construct a profile on the child with Fetal alcohol syndrome that can assist individuals working with these children. The focus of the study is the recognition of the emotional needs of the child with Fetal alcohol syndrome. Most studies done previously suggest that children with Fetal alcohol syndrome show behaviour similar to children with Attention Deficit Hyperactive Disorder. Although a child with Fetal alcohol syndrome shows the same characteristics as a child with Attention Deficit Hyperactive Disorder, the manifestation of their emotional needs differ. The Child with Attention Deficit Hyperactive Disorder does not necessarily show symptoms of cognitive developmental delay where the child with Fetal alcohol syndrome show symptoms of cognitive developmental delays. A Gestalt play therapy model has been used to show that through play therapy the child with Fetal alcohol syndrome can be guided to emotional awareness. These techniques are easy to use and applicable in class situations where the childcare worker, teachers or counselor work with the child with Fetal alcohol syndrome. The empirical research was done by means of quantitative research with was done by using the Conner symptom checklist to determine if the child with Fetal alcohol syndrome is hyperactive and impulsive and qualitative research with was done by means of participating observation Gestalt play therapy with the child with Fetal alcohol syndrome. The results show that the child with Fetal alcohol syndrome is hyperactive, impulsive and inattentional. These guidelines provided in the study will help the teacher and the child with Fetal alcohol syndrome cope better in the classroom environment and the child will learn how to cope with his emotional behaviours. / Social Work / M. Diac. (Play Therapy)