The purpose of this study was to develop Gestalt guidelines for teachers
working with refugee learners. These guidelines seek to assist teachers when
facilitating refugee learners in their social adjustment to a new school
environment. The researcher made use of the first four stages of the Design and
Development model of intervention research. These stages included problem
analysis and project planning, information gathering and synthesis, design, and
the early development of the guidelines.
For the purpose of this study, semi-structured focus groups were conducted with
teachers working with refugee learners. The social adjustment process was then
viewed in the context of Bronfenbrenner’s ecological systems theory. Existing
literature on the social adjustment of refugee learners in the South-African
school system and literature on the Gestalt philosophy was used together with
functional elements of existing social adjustment models to develop guidelines
for teachers when facilitating refugee learners in their social adjustment to a
new school environment.
Throughout this research study, the refugee learner has been referred to as “he”.
This was done for practical reasons only and no gender discrimination was
intended. / Philosophy, Practical and Systematic Theology / M. Diac. (Play Therapy)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:uir.unisa.ac.za:10500/2775 |
| Date | 11 1900 |
| Creators | Naude, Carina |
| Contributors | Jacobs, I. F. |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Format | 1 online resource (xvi, 132 p.) |
Page generated in 0.0026 seconds