The current study is the first to explore the role of cultural humility, cultural comfort, and the therapeutic relationship in play therapy. Participants consisted of 69 parent-therapist dyads recruited from university clinics, private practices, and a non-profit counseling center in the southwestern United States. Parents completed a demographic questionnaire, Cultural Humility Scale, Therapist Cultural Comfort Scale, and Barrett-Lennard Relationship Inventory – Other to Self 40 (BLRI OS – 40). Play therapists completed a demographic questionnaire and BLRI MO – 40. A multiple regression analysis indicated that after controlling for the race/ethnicity of both play therapist and parent, parents' perceptions of play therapists' cultural humility and cultural comfort predicted parents' perception of their therapeutic relationship with their child's play therapist. Additionally, exploratory analyses suggested that when therapists report the occurrence of cultural conversation in parent consultations there may be an increase in parent-reported therapeutic relationship scores. However, when also controlling for the child's race/ethnicity, cultural humility and cultural comfort did not have a statistically significant impact on the play therapist's perception of the therapeutic relationship with their child client. These findings underscore the significance of play therapists' cultural humility and cultural comfort on the development of a strong therapeutic relationship with parents of children in play therapy. Limitations and implications for practice and future research are discussed.

In this study, I examined the impact of child-centered play therapy (CCPT) on the social and emotional functioning and mindful expressions of preschoolers in Head Start preschool programs. Participants were 23 children from two Head Start preschool programs in the southwestern U.S. who qualified for free or reduced lunch and were referred by school personnel for behavioral or academic concerns (18 males, 5 females; ages 3-5, mean age = 3.74). The sample consisted of 1 (4.3%) African American, 5 (21.7%) Caucasian, 14 (60.9%) Latino, and 3 (13%) multiracial children. Participants were randomly assigned to eight weeks of twice-weekly CCPT experimental groups (n = 11) or a waitlist control group (n = 12). Results of the independent samples t-tests revealed statistically significant improvement in preschool children's empathy and responsibility for children who participated in CCPT on the Social Emotional Assets and Resiliency Scale for Preschool. Practically significant findings revealed that CCPT may influence specific mindful expressions including curiosity and openness as well as overall social-emotional competence, emotional knowledge and expression, and empathy and responsibility in Head Start preschool children. Results of this study support the effectiveness of CCPT with disadvantaged preschool children.

The shortage of bilingual counselors is one barrier to young Latina/o children receiving mental health services. Child-centered play therapy (CCPT) is a developmentally responsive intervention based on the premise that play is children's natural means of communication across cultures. This randomized controlled study examined the effects of CCPT with young Spanish-speaking Latina/o children exhibiting clinical levels of school behavior problems. Participants were 57 pre-K to kindergarten Latina/o children (72% male; mean age = 4.0) randomly assigned to three treatment groups: CCPT with Spanish-speaking, bilingual counselors; CCPT with English-speaking, monolingual counselors; or active control (bilingual mentoring). Monolingual counselors participated in cultural competency training and supervision with bilingual counselors and supervisors. According to independent observers and teachers blinded to children's group assignment, both the bilingual CCPT group and the monolingual CCPT group demonstrated moderate treatment effects over bilingual mentoring, yet between-group differences were not statistically significant. Analysis of within-group change over time indicated that children in both CCPT interventions demonstrated statistically significant improvement, while the mentoring group did not. The percentage of children in each treatment group who improved from clinical to normal behavioral functioning suggests the clinical significance of the findings: 80% bilingual CCPT, 70% monolingual CCPT, 15% bilingual mentoring. Overall, findings indicate that CCPT, whether delivered by bilingual counselors or culturally-competent, monolingual counselors, is a promising intervention for young Latina/o children exhibiting behavior problems.

This phenomenological study examined the experiences and perceptions of child-centered play therapists who deliver shortened sessions in the clinic setting. Using the phenomenological analysis procedures based on Moustakas' modified Stevick-Colaizzi-Keen method, a coding team of three doctoral students found 10 themes related to child-centered play therapists' (N = 5) experiences delivering shortened session lengths. Each theme is defined and further described using verbatim transcript examples. This study has practical and clinical implications for child-centered play therapist development and training. The results of this study point to the need for further research in child-centered play therapists' experiences delivering play therapy-as-usual. Finally, future research regarding the change process in child-centered play therapy theory is also implicated.

The researcher proposes guidelines in a model for pastoral counselling through the use of play with children. There is a new awareness of the place of the child in the church. The researcher has done pioneering work through the study in this area. An approach to the healing effects through play has been investigated with the direction of the Osmer model for practical theology.An Empirical study using the “mixed research method” was conducted and all results recorded. The appearances of child play and cultural practices surrounding the child in the Mediterranian world were examined. Jesus Christ’s approach, how He received the children and spoke out over them was investigated. The narratives, metaphors (parables) and projections of Scripture are of value. Play therapy developed from every physchological viewpoint and the researcher summarised major schools of psychology and showed the development of play therapy. The use of play therapy, resources and theories were discussed. A child first starts abstract reasoning at the age of eleven years, and until then their words are toys and language play. The researcher addresses issues of child theology. The history and background of pastoral counseling as a subdivision in practical theology was addressed. Incidences of pastoral moments occur naturally during the time of play. Prayer is an integral part of the planning and interpretation of events in the play room. Questions from the child about God, Jesus Christ, and the Holy Spirit are treated honestly and Scripturally. The counselor needs to be sensitve to the child’s search for God and to transfer Scriptural truth to the child. Human- and Scriptural views of the reformatory tradition is included in the appendix. / PhD (Pastoral studies), North-West University, Potchefstroom Campus, 2014

The researcher proposes guidelines in a model for pastoral counselling through the use of play with children. There is a new awareness of the place of the child in the church. The researcher has done pioneering work through the study in this area. An approach to the healing effects through play has been investigated with the direction of the Osmer model for practical theology.An Empirical study using the “mixed research method” was conducted and all results recorded. The appearances of child play and cultural practices surrounding the child in the Mediterranian world were examined. Jesus Christ’s approach, how He received the children and spoke out over them was investigated. The narratives, metaphors (parables) and projections of Scripture are of value. Play therapy developed from every physchological viewpoint and the researcher summarised major schools of psychology and showed the development of play therapy. The use of play therapy, resources and theories were discussed. A child first starts abstract reasoning at the age of eleven years, and until then their words are toys and language play. The researcher addresses issues of child theology. The history and background of pastoral counseling as a subdivision in practical theology was addressed. Incidences of pastoral moments occur naturally during the time of play. Prayer is an integral part of the planning and interpretation of events in the play room. Questions from the child about God, Jesus Christ, and the Holy Spirit are treated honestly and Scripturally. The counselor needs to be sensitve to the child’s search for God and to transfer Scriptural truth to the child. Human- and Scriptural views of the reformatory tradition is included in the appendix. / PhD (Pastoral studies), North-West University, Potchefstroom Campus, 2014

Social Work / M.Diac. (Play Therapy)

No abstract available / Social Work / M. Diac. (Play Therapy)

Anxiety, in excess, has been found to have a crippling and often debilitating effect on both adults and children. It can affect all aspects of their lives and can lead to psychiatric disorders. This study was initiated by the researcher's observation that more children of all ages, referred to her private practice, were suffering from high levels of anxiety than in previous years. A literature study was conducted into the phenomenon, anxiety, in order to establish: * the different types of anxiety; * the different theories of anxiety; * the development of anxiety in young children; * the effect anxiety has on primary school children generally and specifically on their emotional, sexual, social, cognitive and moral development; * the symptom formation and psychosomatic illness caused by anxiety; * the disorders of childhood and adolescence caused by anxiety; and * the means of assessing and treating anxiety in primary school children. The researcher then assembled a battery of standardised tests to assess anxiety in primary school children and devised a therapy, namely Hypno-p1ay therapy, to treat anxiety in primary school children. An idiographic study was then conducted on six primary school children, identified as suffering from high levels of anxiety. These children were assessed on the battery of tests, designed specifically to analyse their different types of anxiety, namely state and trait; general and test; free-floating and manifest; overt and covert and normal and neurotic. These results were then interpreted holistically, viewing the child within his life-world and attempting to make meaning of his anxiety within this context. Three of these children were then given Hypno-playtherapy on a regular basis for 8-12 sessions and were thereafter reassessed on two questionnaires, to ascertain whether their anxiety levels had been reduced by the therapy. Other aspects, such as causes and symptoms of anxiety, were also reviewed. Findings in the empirical investigation appear to confirm that anxiety can be identified in primary school children by means of a psychometric assessment, consisting of a variety of tests and can be treated uccessfully by Hypno-play therapy. / Psychology of Education / D. Ed. (Psychology of Education)

Thesis (MMus (Music))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: Music teaching in groups is an important aspect of the development of the child in Foundation Phase teaching. Early childhood has been described as the most critical period in the child’s musical development. With the introduction of Outcomes based Education in South Africa, the curriculum regarding the presentation of music classes has changed. Similarities between music group classes and Gestalt Play Therapy were investigated, with the aim of incorporating concepts of Gestalt Play Therapy into music group classes. Legislation was studied in order to determine the expectations of the South African government, and specifically the education departments, relating to music teaching. In the present curriculum, the weight allocation for music in the Foundation Phase was significantly reduced from what it was previously. Teachers must structure their own music programme into their curriculum. Investigation into the presentation of creative music group classes, with the incorporation of the principles of Gestalt Play Therapy, was undertaken in this research study. Gestalt Play Therapy is a holistic approach that combines the principles of Gestalt theory with Play Therapy. Research was undertaken to investigate whether specific stages in Gestalt Play Therapy could be successfully combined with music group classes. This research emphasizes that the developmental stages of the child, specifically physical, neurological, cognitive and language development, should be taken into account when presenting lessons, and that children may be guided towards a higher level of integration and balance in themselves. Research into OBE principles suggests that the way forward could be a continuation of the OBE model, but with certain amendments. An inductive study of practical observation and presentation of creative group classes was undertaken. It was found that most teachers were not adequately qualified to present music classes, and creativity was not satisfactorily addressed in their lessons. / AFRIKAANSE OPSOMMING: Musiekonderrig in groepe is ‘n belangrike aspek rakende die ontwikkeling van die kind in Grondslagfase onderrig. Vroeë kinderjare word beskryf as die mees kritieke periode in die kind se musikale ontwikkeling. Met die inwerkingstelling van Uitkomsgebaseerde onderrig in Suid-Afrika, het die kurrikulum aangaande die aanbieding van musiekklasse verander. Ooreenkomste tussen musiekonderrig in groepe en Gestalt Spelterapie is ondersoek, met die doel om konsepte van Gestalt Spelterapie in musiekonderrig in groepe te inkorporeer. Wetgewing is bestudeer om die verwagtinge, aangaande musiekonderrig, van die Suid Afrikaanse regering, en spesifiek die onderwysdepartemente, te bepaal. Binne die huidige kurrikulum is die gewig toegeken aan musiek, binne die Grondslagfase, aansienlik verminder van voorheen. Onderwysers moet self hul musiekprogramme binne hulle kurrikulum struktureer. ‘n Ondersoek is geloods om die aanbieding van kreatiewe musiekonderrig in groepe te kombineer met die beginsels van Gestalt Spelterapie. Gestalt Spelterapie is ‘n holistiese benadering wat die beginsels van Gestalt teorie kombineer met Spelterapie. Navorsing is gedoen om te bepaal of spesifieke stadia in Gestalt Spelterapie suksesvol gekombineer kan word met musiekonderrig in groepe. Hierdie navorsing benadruk dat die ontwikkelingsstadia van die kind, spesifiek fisiologies, neurologies, kognitief en taalontwikkeling, in ag geneem moet word wanneer lesse aangebied word, en dat kinders hierdeur gelei kan word na ‘n hoër vlak van innerlike integrasie en balans. v Navorsing gedoen betreffende die beginsels van Uitkomsgebaseerde onderrig is aanduidend dat hierdie onderrigmodel wel voortgesit sou kon word, maar met bepaalde aanpassings. ‘n Induktiewe studie van praktiese waarneming sowel as aanbieding van kreatiewe groepsklasse is onderneem. Daar is bevind dat die meeste onderwysers nie voldoende gekwalifiseerd is om musiekklasse aan te bied nie, en kreatiwiteit is ook nie bevredigend in hulle lesse aangespreek nie.