Child centred play therapy theory explains that the facilitative environment of the relationship between child and play therapist allows the child the opportunity to confront emotional pain imbedded in lived, relational experiences, and in so doing process and gain mastery over it. However very little research exists into how the child, through his use of repetitive, symbolic play, as a therapeutic process, achieves this resolution. This research project aims to address this gap in research by exploring and describing repetitive symbolic play as a therapeutic process within child centred play therapy that facilitates change in the child‟s sense of self, assisting him towards healthy adjustment. The research project uses a young boys‟ therapeutic process as a case study, employing a qualitative research design that draws from interpretative research. Fourteen repetitive play sequence themes were analysed within the context of the case formulation and follow-up feedback meetings that took place throughout the therapy process. Using a hermeneutic enquiry the researcher illustrates how the child‟s sense of self, dependent on his perceptions of his external environment, became far more congruent, as evident through his behaviour, when his environment, first in play therapy, then at home and at school became more consistent, supportive and nurturing. Within this facilitative environment the researcher then describes how the child used repetitive symbolic play to address and process emotional issues relating to earlier experiences within his external environment. Hermeneutic analysis suggests that the child‟s use of repetitive symbolic play within the facilitative relationship between him and his therapist became a therapeutic process in and of itself that contributed towards self-directed healing, and change within his sense of self, that promoted healthier adjustment within his environment.

One potent, yet little recognized tool in therapy is humour. As the desire to be entertained through humour is near universal the establishment and return of a positive sense of humour may be considered a goal of therapy. The goal of Gestalt exploration is awareness. From its origin Gestalt theory includes addressing body experiences such as laughter and emotional expression through humour. In Gestalt Theory a contact boundary disturbance such as deflection refers to the ways in which individuals may refuse contact with their environment in order to avoid aware¬ness. The goal of this study was to explore the implementation of humour as a deflective technique where contact boundary disturbances occur, to bring about change. Aspects of humour, namely the ability to perceive the comic as well as the ability to produce it, aid therapy and relationship building, and help the client to deflect in a way that enhances emotional well-being. / Humor, geringskat in terapie, is 'n uiters sterk hulpmiddel. Aangesien die behoefte om vermaak te word deur humor universeel is, is die terugkeer van 'n positiewe sin vir humor 'n deurdagte doel vir terapie. Die doel van die Gestalt eksplorasie is bewuswording. Van die begin af sluit Gestalt teorie liggaamservaringe soos lag en emosioneie uitdrukking deur humor in. In Gestalt Teorie verwys 'n kontakgrens versteuring soos defleksie, na die wyse waarop individue kontak met die omgewing vermy, om sodoende bewuswording te vermy. Die doel van die studie was om die implementering van humor as deflektiewe tegniek, waar kontak grens versteuringe en weerstande voorkom, as verandering teweeg kan bring. Aspekte van humor, naamlik die moontlikheid om die komiese waar te neem, sowel as om dit te produseer, versterk terapie and vehoudingsbou, beide aspekte help die klient om te deflekteer op so 'n wyse dat emosioneie goedvoel bevorder word. / Social Work / M. Diac. (Play Therapy)

M.Ed. / This study looked at the experiences of School Counsellors while using sand tray techniques to assist learners with emotional and behavioural problems. A phenomenological design with a social constructivist perspective was used to conduct this study. A qualitative approach was used and aimed to look at 12 school counsellors (the study participants) experiences when using sand tray techniques with 37 primary school learners between the ages of 6 and 14 years, who have emotional and behavioural problems in the northern suburbs of Johannesburg. The data was collected by means of individual interviews, a focus group interview and observations. The study was conducted in two phases. In the first phase the school counsellors experience was collected, recorded and analysed. In the second phase the data from phase one was used to design a manual for school counsellors using sand tray techniques to assist learners who have emotional and behavioural problems. Content analysis was used in order to collect data which was sorted into codes, categories and themes, which developed a description of the experience of school counsellors. The themes that emerged were the school counsellors' personal experience, the school counsellors' experience with the learners, the sand and sand trays, sand tray symbols, administrative aspects, and diversity of learners' problems, therapeutic approaches, symbols, cultural orientations, socio economic status, language barriers and the stages of the sand tray process. The finding indicated that future school counsellors would benefit from a manual to assist them when using sand tray techniques with learners who have emotional and behavioural problems. As such a manual was designed based on the findings of the study

M.Ed. (Educational Psychology) / The study is qualitative and entitled “Exploring how Masekitlane can be used as a narrative therapeutic tool with children in grade four". It focuses on investigating the indigenous game Masekitlane as a narrative therapeutic tool with children in grade 4, at a South African primary school. This tool seems to be relevant since South Africa is a multilingual and multicultural society and there is a need for indigenous therapeutic tools for children experiencing emotional difficulties at school. Kekae-Moletsane (2008) used Masekitlane as a therapeutic tool; Odendaal (2009) used it as an assessment tool and Modikoe (2010) supported the findings of Kekae-Moletsane and Odendaal. The game can be played by distressed children or children who are excited.The participants for the study were children who were referred in our unit (Inclusion & Special Schools) and were purposefully selected with the help of their educators. The participants were experiencing learning barriers but interaction with them revealed they were showing symptoms of emotional problems. Other participants in the study included two educators - the participant’s class educators and three family members of the participants. The theoretical approach adopted in the study was based on constructivism. Techniques from White and Epston's (1990) narrative therapy approach were used during the course of the interventions. Data were collected through interviews, open-ended questionnaires, observations and field notes. Analysis of the data was done through content analysis and the two major themes which emerged were narratives around the preparation of food and narratives about interactions in the family.. The findings from the study were that the use of Masekitlane as a therapeutic tool during narrative therapy allowed the participants to reflect their experiences with ease on urgent and less urgent issues, their past experiences and how they could use these to cope in future. Masekitlane can be used to obtain information about the context in which the children live, about their relationships and socialisation with family members in a way which enables the children not to be burdened by the intervention.

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

Please read the abstract (Summary) in the section, 00front, of this document / Dissertation (MA (Play Therapy))--University of Pretoria, 2008. / Social Work and Criminology / MA / unrestricted

Aggressive behaviour in children has been a problem for decades in the society we live in and it is a phenomenon which continues in children today in spite of the negative impact it has on the socialisation of the child and the parent-child bonding. Aggression is regarded as a normal feeling, but the way in which the child vents his anger must be determined according to boundaries. Children in their middle childhood years yearn for a feeling of belonging to. If the child is pushed at or even rejected by friends, they are inclined to protect themselves often by aggressive behaviour. It is the parent’s responsibility to build optimal relationships with the child. The child in the middle childhood years is still dependent on his parents for love and security. There is a connection between a child’s aggressive behaviour and the type of parent-child bonding. The research hypothesis, namely if the child in the middle childhood years gets support and advice by means of the play therapeutic intervention programme, the child should become aware of his aggression, and the parent-child bonding will be strengthened. The aim of the study was to make the aggressive child more aware of his aggression in order to support the child in improving his relationship with his parents. To achieve this goal a literature as well as an empirical study were carried at. Literature on the aggressive child in the middle childhood years, the parent-child bond and playtherapy using the gestalt approach enabled the researcher to complete the study successfully and to develop insight. The empirical research involved that six junior-primary school children who exhibited aggressive behaviour, were involved in the intervention programme which consisted of ten sessions. The parents of the relevant children were also involved during the first and last three sessions of the intervention programme. Intervention research in the form of a combination of qualitative and quantifying research was conducted. Quasi-experimental research in the form of the single system design was conducted to determine to what degree the independent variable influenced the dependent variable. Standardised scales were used as the measuring instrument during the pre and post testing. The research hypothesis could thus be established and the effectiveness of the programme could be determined. Conclusions and recommendations could be made from the study. From the study it seems that the intervention programme can be applied successfully with the aggressive child and his parents. The parent and the child could learn now behavioural patterns and thus accept responsibility for their behaviour and were enabled to make decisions. / Thesis (DPhil (Social Work))--University of Pretoria, 2006. / Social Work and Criminology / Unrestricted

This qualitative case study research chronicles the process of change during play therapy of two children who experienced maternal loss and maltreatment during the first two years of life. At the outset of this study both children presented with evidence of insecure attachment as well as symptoms and behaviour consistent with maltreatment. Over the course of a year of therapy, both demonstrated profound change and healing. The study concludes that the children were able to utilize the safety, consistency, and affirmation of the therapeutic relationship to discard old models of relating, and to construct new internal representational models of self and of self in relation to others. Once old models were discarded, the children returned to the earliest stage of damage and reworked attachment salient developmental tasks while in relation with the therapist. The projective materials of the play therapy space provided the medium through which the children externalized selected trauma and critical incidents that shaped their maladaptive models. As the therapist gave voice to the previously unacknowledged experiences, the child's authentic self was able to disentangle from the trauma. The pattern by which the self emerged and developed over the course of therapy approximated developmental pathways described by prominent self theorists (Bretherton & Beeghly, 1982; Mahler et.al, 1975; Stern, 1985). Change was exhibited in the classroom approximately 10 to 14 weeks after the children were initially seen in therapy. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

The purpose of this study was to develop a parent report form instrument congruent with the philosophy of child-centered play therapy. The study sought to develop an instrument with acceptable levels of construct validity, reliability, sensitivity to clinical attitudes and relationships, and responsiveness to intervention. The Child Interpersonal Relationships and Attitudes Assessment (CIRAA) and the Child Behavior Checklist (CBC) and the Parenting Stress Index (PSI) were administered to 136 parents of children aged 3 to 10. The children of the parents sample consisted of 90 males and 46 females. Exploratory factor analysis was conducted for construct validity. Parallel analysis was conducted to determine the number of factors to retain. The factor solution explained 53.86% of the variance, which is an acceptable amount of the variance. Cronbach's alpha was conducted for total scale and all subscales. Reliability scores for the total score and subscales were acceptable, with an overall reliability coefficient of .93. A Pearson's r was conducted for concurrent validity between the instrument, the CBC, and the PSI, with Pearsons' r of .75 and .74 respectively. Paired-sample t-tests using the pretest and posttest scores of the instrument in development examined the responsiveness of the instrument to play therapy intervention at the same level as the CBC and PSI. ROC curve analysis, indicated acceptable discrimination of clinical scores and adaptive scores, with a clinical score being generated from the analysis. It is the first parent-report form developed for child-centered play therapy, and provides an efficient and philosophically consistent instrument for child centered play therapists to use in clinical and research settings.

In this study an attempt was firstly made to theoretically conceptualize autism as a phenomenon in Middle Childhood and the impact thereof on the family, as well as play techniques in the context of autism. The characteristics, behaviour and statistics of autism were looked at as well as the expectations of development of a child (with autism) in middle childhood. The impact of the diagnosis of autism, particularly on the family, was also discussed as well as play techniques in the context of autism. Secondly the researcher focused on exploring the nature of existing play technique programmes on a national and international level. The focus then was placed on developing a play technique programme for autistic children in middle childhood (between the ages of six and 12 years). This programme was then implemented with 12 autistic children in middle childhood at The Key School for Specialized Education in Parktown West, Johannesburg. Each of the 12 respondents were seen for six sessions, with each session lasting 30 minutes. The empirical results were then given through evaluating the play technique programme to assess the effectiveness of the play technique programme. Finally the researcher came to conclusions and recommendations, based on the research findings, regarding the effectiveness of the play technique programme for autistic children in order to enhance the impact of the play technique programme. The broad aim of the study was to develop and evaluate the effectiveness of a play technique programme to enhance the social behaviour of autistic children between the ages of six and 12. The following hypothesis was developed: if autistic children are involved in the play technique programme, then their social behaviour will improve. Consequently, the following sub hypotheses were developed: (1) If autistic children are involved in the play technique programme then their verbal communication skills will improve; (2) If autistic children are involved in a play technique programme then their non-verbal communication skills will improve; (3) If autistic children are involved in a play technique programme then their social interaction skills will improve; (4) If autistic children are involved in a play technique programme then their challenging behaviours will decrease. In the context of applied research, intervention research was the most appropriate type of research for this particular study. This is due to the fact that the researcher aimed to conduct an intervention, namely a play technique programme, which was attempting to impact a particular problem within society, namely the lack of support provided for parents and/or professionals dealing with autistic children in middle childhood. The research approach used in the study was quantitative. The researcher utilized the one-group pretest-posttest design (i.e. quasi-experimental/associative design). In this particular design there is a measurement (pre-test) of a dependent variable (the autistic children’s social behaviour) when no independent variable (play technique programme) is present. Subsequently the independent variable is introduced, followed by a repeated measurement (posttest) of the dependent variable. The 12 respondents were selected through probability sampling, more specifically stratified and systematic sampling. A self-constructed measuring instrument was used, within structured observation, to evaluate the respondents’ changes in social behaviour, due to exposure to the various play techniques. The specific behaviours focused on included verbal communication, non-verbal communication, social interaction and challenging behaviours. The findings confirmed that the play technique programme had a highly significant effect on all four areas measured (verbal communication, non-verbal communication, social interaction and challenging behaviour). The respondents (the autistic children) therefore showed a marked improvement in their social behaviour due to being involved in the play technique programme and the conclusion that can be reached is that the play technique programme can be perceived as having had the impact that was hoped for. / Thesis (PhD)--University of Pretoria, 2008. / Social Work and Criminology / unrestricted