Thesis (MEdPsych)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: Deaf learners are unique and require special support and assistance. It is apparent in the
literature that deaf learners are more exposed to both physical and sexual abuse. The
consequences of the latter can lead to emotional problems, for example, enuresis, anxiety
disorders, depression, panic attacks, anger outbursts and attention deficits. One of the
biggest challenges in the life of deaf learners must surely be communication.
Misunderstandings and subsequent frustrations that ensue, normally occur as a result of
communication difficulties between deaf learners and the hearing person. From the
literature it appears necessary to stimulate the deaf learner's language development as
early as possible, as it impacts on several aspects of his/her maturation into adulthood.
Communication difficulties can also influence the emotional development of deaf learners.
Therapeutic support for deaf learners are a challenge. The therapist that works with the
learners should ideally be able to sign. The young deaf learners do, however, not yet have
a signing system and consequently communication is problematic. The learners
themselves experience frustrations as he/she is not able to express his/her emotions. The
objective of this study was to investigate the possibility of developmental play therapy as a
psychotherapeutic technique for the treatment of emotional problems in young deaf
learners. To some degree, the technique makes it possible for verbal communication
between therapist and learners to be replaced by physical contact. The aim of the activities
is to take learners back to the early mother-child relationship and for the therapist to model
healthy relationships. The research undertaken here is a qualitative case study. It was
approached from an eco-systemic perspective, in other words learners are viewed as the
core system which, in turn, is part of several other systems for example the family, school,
church, community, etc. The systems are interdependent, which means that change in the
one system also results in change within the other systems. In the data production video
recordings, unstructured interviews, observations and field notes were used. Data analysis
was done using the principles of coding. The results of the study show that developmental
play therapy is indeed an effective psychotherapeutic technique in the treatment of
emotional problems in young deaf learners. It would appear that the technique requires
adaptation for deaf learners needs in order to be effective. / AFRIKAANSE OPSOMMING: Dowe leerders is uniek en het spesiale ondersteuning nodig. Uit die literatuur wil dit blyk of
dowe leerders meer blootgestel word aan beide fisiese en seksuele mishandeling. Die
gevolge van laasgenoemde kan lei tot meer emosionele probleme, byvoorbeeld enurese,
angsversteurings, depressie, paniekaanvalle, woedeuitbarstings en aandagafleibaarheid.
Een van die grootste uitdagings in dowe leerders se lewe is seker kommunikasie.
Misverstande en frustrasies wat daaruit vloei, ontstaan gewoonlik as gevolg van
kommunikasieprobieme tussen dowe leerders en die horende persoon. Uit die literatuur
blyk dit noodsaaklik om dowe leerders se taalontwikkeling so vroeg as moontlik te
stimuleer aangesien dit verskeie aspekte in sy/haar volwassewordingsproses beïnvloed.
Kommunikasieprobleme het ook 'n invloed op dowe leerders se emosionele ontwikkeling.
Terapeutiese ondersteuning van dowe leerders is 'n uitdaging. Die terapeut wat met die
leerders werk, moet verkieslik gebaretaal kan praat. Die jong dowe leerders het egter nog
nie werklik 'n gebaresisteem nie en gevolglik is kommunikasie 'n probleem. Die leerders
self ervaar frustrasies, omdat hy/sy nie die vermoê het om uiting te gee aan sy/haar
emosies nie. Die doel met hierdie studie was om die moontlikheid van ontwikkelende
speelterapie as psigoterapeutiese tegniek in die hantering van emosionele probleme by
jong dowe leerders te ondersoek. Die tegniek maak dit in 'n mate moontlik om die verbale
kommunikasie tussen terapeut en leerders te vervang met fisiese kontak. Die doel met die
aktiwiteite is om die leerders terug te neem na die vroeê moeder - kindverhouding en
gesonde verhoudings deur die terapeut te modelleer. Die navorsing neem die vorm van 'n
kwalitatiewe gevallestudie aan. Dit word benader vanuit 'n ekosistemiese perspektief, dit
wil sê die leerders word gesien as die kernsisteem wat deel is van verskeie ander sisteme
soos byvoorbeeld die familie, skool, kerk en gemeenskap. Die sisteme is interafhanklik
wat beteken dat verandering in die een sisteem ook verandering in die ander sisteme tot
gevolg het. In die data-produksie is tegnieke naamlik video-opnames, ongestruktureerde
onderhoude, observasies en veldnotas gebruik. Data-analise is volgens die beginsels van
kodering gedoen. Die resultate van die onderhewige studie wys daarop dat
ontwikkelende speelterapie wel In effektiewe psigoterapeutiese tegniek is in die hantering
van emosionele probleme by jong dowe leerders. Dit wil voorkom of die tegniek aangepas
moet word by dowe leerders se behoeftes om werklik effektief te wees.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/52973 |
| Date | 12 1900 |
| Creators | Pauw, Hilda |
| Contributors | Newmark, R., Stellenbosch University. Faculty of Education. Dept. of Educational Psychology. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | af_ZA |
| Detected Language | English |
| Type | Thesis |
| Format | p. |
| Rights | Stellenbosch University |
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