This study focuses on the feasibility of inculcating resilience skills in adolescents using
the forum of group therapy. Resilience equals the ability to surmount life's obstacles and
continue towards self-actualisation, regardless. The study was initiated by the writer's
masters thesis, which delineated the profile and characteristics of resilient adolescents.
The writer believed that an intervention programme to effect resilience was overdue.
Adolescents were generally afforded therapy re-actively. If intervention was to be an
exercise in wellness, rather than in repair, a pro-active intervention programme targeting
resilience had to be designed.
This study focuses on the provision of such a programme. The intervention programme is
semi-structured and spans twelve one hour sessions. The intervention programme
specifically targets adolescents, given the amplified vulnerability associated with this
developmental phase. Should resilience be sabotaged during this phase of life, the
repercussions are thought to be lasting.
Group therapy was chosen as the forum for intervention, given its suitability to
adolescents. Adolescents are peer-group-minded, suggesting that therapeutic intervention
by means of group work, would be ideal, if competently lead.
The personal attributes impacting on the ability to surmount life's challenges are targeted
as an interrelated whole by the group therapy intervention programme involving an
experimental group of six adolescents, who appear to have turned their backs on self-
actualisation. A control group, which receives no intervention, provides a contrasting
profile. The study aims to provide educational psychologists with an intervention
programme and an in-depth understanding of the phenomenon of resilience, so that
vulnerable youngsters might ultimately be therapeutically assisted to choose a more
resilient attitude and behaviour.
The results of the study suggest the feasibility of inculcating resilience skills. Four of the
six group members in the experimental group show marked improvement. Of the
remaining two members, one shows some amelioration of vulnerability. Furthermore,
results suggest that personal choice underlies resilience, implying that resilience can be
coached. Additionally, it would seem that schools can play a leading role in this coaching
by facilitating intervention groups. / Psychology of Education / D. Ed. (Psychology of Education)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:umkn-dsp01.int.unisa.ac.za:10500/17281 |
| Date | 06 1900 |
| Creators | MacFarlane, L. C. (Linda Carol) |
| Contributors | Roets, H. E. (Hester Elizabeth) |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | 1 online resource (198 leaves) |
Page generated in 0.0029 seconds