Thesis (Ph. D.)--Michigan State University. Dept. of Sociology, 2008. / Title from PDF t.p. (viewed on July 7, 2009) Includes bibliographical references (p. 97-100). Also issued in print.

Thesis (Ph. D.)--University of Texas at Austin, 1998. / Vita. Includes bibliographical references (leaves 281-292). Available also in a digital version from Dissertation Abstracts.

Thesis (Psy. D.)--Wheaton College Graduate School, Wheaton, IL, 2002. / Abstract. Includes bibliographical references (leaves 38-45).

Thesis (Psy. D.)--Wheaton College Graduate School, Wheaton, IL, 2002. / Abstract. Includes bibliographical references (leaves 38-45).

Thesis (M.A.)--Miami University, Dept. of Psychology, 2006. / Title from first page of PDF document. Includes bibliographical references (p. 37-40).

Thesis (Ed.D.)--Duquesne University, 2006. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p.93-101) and index.

Play is one of the effective ways of assisting children to deal with their emotional problems in therapy. There are many methods and techniques that are scientifically proven that are used in play therapy. There are some indigenous types of play that have not yet been scientifically proven to be therapeutically effective. Mmaskitlane is one of these indigenous plays. The motivation of this study was firstly, to make a literature study against which Mmaskitlane was compared to commonly used play techniques. Then an empirical study was done to explore the therapeutic effects of the play. It was used in combination with the Children Apperception Test (CAT), Draw a Person (DAP) and the Rational Emotive Therapy (RET), during play therapy with learners experiencing emotional problems. The findings from this study indicate that the use of Mmaskitlane may be a valuable therapeutic tool in supporting learners with emotional problems. / Psychology / M. Ed. (Guidance and Counselling)

Made available in DSpace on 2016-06-07T17:12:32Z (GMT). No. of bitstreams: 0 Previous issue date: 2015-12-10. Added 1 bitstream(s) on 2016-06-07T17:17:17Z : No. of bitstreams: 1 000865123_20171210.pdf: 165047 bytes, checksum: b3aaef432a6eef2c211cf22354ab740e (MD5) Bitstreams deleted on 2017-12-15T12:43:38Z: 000865123_20171210.pdf,. Added 1 bitstream(s) on 2017-12-15T12:44:27Z : No. of bitstreams: 1 000865123.pdf: 1065798 bytes, checksum: 90824d4ecffdb8c0c3e840ad3232e78f (MD5) / A Psicanálise com Crianças inicia seu percurso na Europa no início do século XX, marcado pelas contribuições pioneiras de Melanie Klein e Anna Freud. No Brasil, essa modalidade de atendimento psicanalítico começou a ser difundida a partir da década de 1930 e acabou se disseminando em práticas institucionais bem estruturadas, culminando em produção teórica expressiva. E, sob os auspícios das Sociedades de Psicanálise, esse ramo da ciência psicanalítica encontrou maior ressonância para sua aplicação, divulgação, formação de analistas infantis e produção teórica que, apesar de não vultosa, tem se mostrado altamente expressiva. De forma análoga, o meio universitário, por intermédio de sua produção científica, vem devotando maior atenção à compreensão das influências que a psicanálise exerce sobre a maneira de abordamos esse tema, já presente nos cursos de Psicologia desde que foram inaugurados, na década de 1960. A partir dos anos 1980, podemos observar um fenômeno alvissareiro, a acolhida da psicanálise pelos cursos de pós-graduação em diversas universidades brasileiras. Dessa forma, a universidade fomentou a produção teórica sobre o tema, por não visar à formação analítica stricto sensu e representar um ambiente mais neutro, mais apto a estimular e a aceitar a miríade de pontos de vista, do que a instituição psicanalítica. Por meio da análise de dissertações e teses produzidas em cursos de pós-graduação em psicologia na última década, a presente pesquisa tem por objetivo investigar a produção teórica psicanalítica com crianças no século XXI, a partir da produção científica acadêmica. Tomando como referência o método histórico contextual, a pesquisa consistiu inicialmente em um levantamento bibliográfico sobre o tema em dissertações e teses nacionais, no período de 2000 a 2010. A partir dos resultados, foram definidas quatro... / Child Psychoanalysis starts its journey in Europe in the early twentieth century, marked by the pioneering contributions of Melanie Klein and Anna Freud. In Brazil, this type of psychoanalytic service began to be widespread from the 1930s and ended up spreading in well-structured institutional practices, culminating in significant theoretical production. Futhermore, under the auspices of Psychoanalysis Societies, this branch of psychoanalytic science has found greater resonance to its implementation, dissemination, training of child analysts and theoretical work which, though not bulky, has been highly significant. Similarly, academia, through its scientific production, is devoting greater attention to understanding the influences that psychoanalysis has on the way we approach the subject, which has been present in Psychology courses since they were inaugurated in 1960. Since the 1980s, we can observe an auspicious phenomenon, the reception of psychoanalysis by graduate courses in various universities. Therefore, the university encouraged the growth of theoretical literature on the topic, for it didn't aim at a strict analytic training, but at representing a more neutral environment, better able to stimulate and to accept the myriad of points of view than the psychoanalytic institution. Through the analysis of theses and dissertations produced in graduate courses in psychology over the past decade, this research aims at investigating the psychoanalytic theoretical work on children in the twenty-first century, basing on the academic scientific production of that period. Taking the contextual historical method as a reference, the research initially consisted of a bibliographical survey on the topic in national dissertations and theses, from 2000 to 2010. Basing on the results, four categories have been defined, considering the nature of the work: conceptual, psychoanalysis with children...

The extensive amount of research conducted internationally in the field of John Bowlby's attachment theory indicates that an insecure attachment between a child and the primary caregiver has a detrimental effect on both social and emotional development in childhood, as well as having a profound effect on psychological development and functioning in adulthood. The present study aimed to explore and describe the therapeutic process of a nine year old with an insecure attachment style within a therapeutic framework, namely Theraplay. The therapeutic process was embedded within Ann Jernberg's Theraplay framework and the case was further contextualized within Bowlby's attachment theory. The case study method was utilized with a purposive sampling technique employed to select the participant. Irving Alexander's content-analytic framework in conjunction with Guba's model of trustworthiness was employed for data analysis. Two needs emerged during the therapeutic process namely the need for nurturance and affection as well as the need for power, control and safety.

D.Ed. / The primary goal of this research is to describe a model for educational psychologists to guide the child in the informal housing community to deal constructively with anger. The rationale for the research is derived from changes in the South African society. In the struggle for survival, the child develops inappropriate ways of dealing with anger. The child's mental health is therefore endangered and through facilitative interaction the educational psychologist can support the child in developing skills in dealing constructively with anger. The study commences with a theoretical framework in which the suppositions of the research are discussed. The meta-theoretical suppositions, based on the theory of educational psychology for the whole person, phenomenology, educational philosophy and developmental psychology are discussed. Thereafter theoretical suppositions developed from the meta-theoretical suppositions are discussed. The theoretical suppositions are complemented by a chapter on the design of the research. A qualitative, exploratory, descriptive and contextual design and functional school of thought are followed. The principle of logic and justification for scientific research is answered from a postmodern perspective. The descriptive phenomenological method of Giorgi (1985:8-19) was used to conduct an in-depth exploration of the child's management of anger. Guba's model of trustworthiness (1985:201) - which was used and based on truth-value -applicability, consistency and neutrality is then discussed. Ethical precautions that were taken are discussed. The discussion of the research results is presented from the child's perspective - interviewing, observation and information are derived from documents during the course of twenty-one weeks. Eight children took part in exploring their management of anger. During the course of eleven weeks facilitative interaction supported by the Gestalt-therapeutical process of Oak!ander (1978:53-66; 2002:1-17) took place in a group context. Individual interviews were then conducted. The last six weeks were succeeded by informal sessions with soccer play as main activity. The children revealed how they experience difficulty in dealing with anger due to inadequate support and modelling in their interaction with the community in which they live. This was done by means of projective media. The child's predisposition in relation to anger is reflected in an external locus of control. It develops into a cycle of problematic management of anger. The research resulted in the development of a model for educational psychologists. The primary supposition of the model is that facilitative interaction supported by the Gestalttherapeutical process of Oaklander can aid the educational psychologist to guide the child between the age of eleven and twelve, to deal constructively with anger. In the process of facilitative interaction the child is supported to develop self-awareness, self-knowledge and self-regulation through which the child is enabled to deal with anger constructively. The development of the model is initiated by identification, definition and classification of central and associated concepts. The relationships between the concepts are drawn, involving the description of the model. This model is of particular significance to the child living in the informal housing community who has little access to mental health resources. A continued co-operative process involving the educational psychologist as interactive-facilitator consulting with community services and resources is brought about as the child's needs surrounding the issue of anger become apparent. This process not only benefits the child in question, but also serves as an educational opportunity involving the child's micro-, meso-, eco- and macro-systems in accepting the educative responsibility of supporting the child in dealing with anger, working towards self-regulation and mental health.