This study focuses on the use of a bridging technique to overcome contact–making
barriers in adolescents. Contact is regarded as an integral part of all human
experiences, but barriers (also called contact boundary disturbances) often hinder
effective contact–making with the environment. To overcome contact boundary
disturbances, several model bridges were constructed prior to the study and these
were used as a metaphor during the intervention phase with adolescents. The goal of
the research was to determine whether a technique called “bridging” could overcome
contact boundary disturbances in adolescents in therapy. The research was
conducted from an existential–phenomenological Gestalt approach. Combined
quantitative and qualitative approaches were followed and a single system
experimental design, A–B–A–A, was applied.
A total of 14 adolescent participants between the ages of 11 and 14 were purposefully
selected from three different schools in the Gauteng Province, South Africa, as well as
their parents and teachers. Quantitative data were collected from the pre–intervention
assessment, the post–intervention assessment and a follow–up assessment where
questionnaires were completed by the researcher for each of the adolescent
participants. The follow–up assessment was done four weeks after the postassessment
in order to determine the consistency of the intervention. These
questionnaires were analysed according to the semantic differential scale, and raw
scores were plotted on line and bar graphs in order to assess the contact skills and
contact boundary disturbances in the participating adolescents.
Qualitative data were collected through semi–structured interviews with parents and
teachers and through therapeutic interventions with adolescents. The data were
analysed using the Creswell spiral and the a priori and inductive coding approaches.
Three main themes were identified which were contact boundary disturbances,
personal emotional factors and behavioural factors. Quantitative and qualitative data
results and findings were discussed in context, to the relevant literature. The findings
of the data indicated that the bridging technique can be useful in working with
adolescents in therapy to overcome contact–making barriers. / Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2012.
| Identifer | oai:union.ndltd.org:NWUBOLOKA1/oai:dspace.nwu.ac.za:10394/7056 |
| Date | January 2011 |
| Creators | Louw, Christina Johanna |
| Publisher | North-West University |
| Source Sets | North-West University |
| Detected Language | English |
| Type | Thesis |
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