Assignment (MEd(Psyc))--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: This literature review highlights, with particular reference to the South African
context, the emotional needs of learners with special educational needs (SEN) and
stresses the importance of therapeutic intervention for these learners if educators
wish to promote optimal academic, social and personal development. Due to South
Africa's current economic climate a cost effective and time efficient intervention
programme that is accessible to a large number of learners is essential.
Action and drama techniques are proposed as possible therapeutic tools, which
could potentially be implemented by educators, as therapeutic agents, within the
education system. Educators would take on the central facilitation roles within these
groups. The roles of director and co-director in this context have consequently been
given particular cognizance.
This literature review concludes that the use of action and drama techniques offers
the following benefits:
~ The techniques appear to be effective treatment options for all learners with
special educational needs. including those with limited verbal communication
skills
~ The techniques appear to be most effective in a group setting and as such,
possess the potential to reach a large number of learners. ~ Literature indicates that the techniques are adaptable and may be implemented
at various levels and in diverse contexts. For example, it appears that the
techniques may be implemented at a basic level in the classroom, or in more
depth in a therapeutic group scenario.
~ The techniques may be implemented in a holistic manner, e.g. psychodrama
model, in isolation, or be integrated with other approaches or theories.
~ Literature suggests that the techniques allow learners to gain more insight into
their functioning, to work through unresolved emotions and to develop new and
more functional behaviours.
~ The techniques appear to be time efficient in that literature indicates that they are
conducive to brief therapy.
~ Training educators as directors and co-directors offers a potentially cost effective
and accessible intervention option for South Africa. / AFRIKAANSE OPSOMMING: Hierdie literatuur bespreek sekere hoogte punte, met spesifieke verwysing na die
Suid-Afrikaanse konteks, die emosionele behoeftes van leerders met spesiale
onderwys behoeftes (SEN). Dit plaas klem op die belangrikheid van terapeutiese
intervensie vir hierdie leerders indien opvoeders ten doel het om optimale
akademiese, sosiale en persoonlike ontwikkeling te bevorder. Weens Suid-Afrika se
huidige ekonomiese klimaat is 'n koste-effektiewe en tyds-doeltreffende effektiewe
intervensie program wat toeganklik is vir 'n groot getal leerders, absoluut
noodsaaklik.
Aksie- en dramategnieke word voorgestel as moonlike terapeutiese middels, wat
potensieel deur opvoeders geimplementeer kan word as terapeutiese middels,
binne die onderwys stelsel. Opvoeders sou dan die sentrale fasaliterings rolle binne
hierdie groepe inneem. Die rolle van 'n regisseur en mede regisseur in hierdie
konteks het gevolglike spesifieke aandag gekry.
Hierdie literatuuroorsig kom tot die gevolgtrekking dat die gebruik van aksie- en
dramategnieke die volgende voordele bied:
~ Die tegnieke blyk om effektiewe behandelingsopsies te wees vir leerders met
beperkte verbale kommunikasie vermoëns
);> Die tegnieke blyk mees effektief te wees in 'n groepsverband en as sulks, beskik
dit oor die potentiaal om 'n groot getalleerders te bereik.
);> Die tegnieke is aanpasbaar en kan geïmplimenteer word op verskeie vlakke en
in diverse kontekste. 'n Voorbeeld hiervan blyk te wees dat die tegnieke
geimplimenteer kan word op 'n basiese vlak in die klaskamer, of meer in diepte
in 'n terapeutiese groep scenario.
);> Die tegnieke kan geïmplimenteer word op 'n holistiese wyse, byvoorbeeld 'n
psigodramamodel, in isolasie, of kan geïntigreer word met ander benaderings of
teorieë
);> Die tegnieke laat leerders toe om meer insig te verkry in hul funksionering, om
deur onopgeloste emosies te werk en nuwe en meer funksionele gedrag te
ontwikkel
);> Die tegnieke blyk meer tyds-effektief te wees deurdat die literatuur aandui dat dit
kortstondige terapie aanhelp
);> Die opleiding van opvoeders as direkteure en mede-direkteure bied 'n
potensieel-koste effektiewe en toeganklike intervensie-opsie aan Suid-Afrika
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/53125 |
| Date | 12 1900 |
| Creators | English, C. L. |
| Contributors | Newmark, R., Stellenbosch University. Faculty of Education. Dept. of Educational Psychology. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | en_ZA |
| Detected Language | English |
| Type | Thesis |
| Format | 101 p.: ill. |
| Rights | Stellenbosch University |
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