Academic literature on the topic 'Gestalt play therapy'
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Journal articles on the topic "Gestalt play therapy"
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Oaklander, Violet. "Gestalt play therapy." International Journal of Play Therapy 10, no. 2 (2001): 45–55. http://dx.doi.org/10.1037/h0089479.
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RODRIGUES, Priscila, and Arlene Leite NUNES. "Brincar: um olhar gestáltico." PHENOMENOLOGICAL STUDIES - Revista da Abordagem Gestáltica 16, no. 2 (2010): 189–98. http://dx.doi.org/10.18065/rag.2010v16n2.8.
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The current article has as objective understanding playing in the view of the Gestalt-therapy. Playing and the performance of the gestalt-therapist excites some interesting questions, in this way, the relevance of this research became in function of playing allied with Gestalt-therapy and its clinical functions. This work presents the results of a qualitative research with phenomenological character, approaching playing in the view of gestalt-therapists who work with children. Data analysis has gone through four stages according to the proposal of Amedeo Giorgi and more three of Antonio Coppe, which revealed the essence, structure and the sense configuration of the theme, from the apprehended elements of the experience of all the participants. Seven signification units have been identified that revealed the contribution of the Gestalt-therapy in playing, the diversity of possibilities of playing, its understanding and configuration as well as the skills, knowledge and difficulties to act in this area. Thus, could be rethink playing under the optics of the relation: to play and Gestalt-therapy and abilities to act in the infantile Gestalt-therapy. Beyond to contribute exercising an edifying of knowledge based on assumptions of the Gestalt-therapy.
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Susan E. Partridge, Ph.D., LCSW. "Windowframes: Learning the Art of Gestalt Play Therapy the Oaklander Way." Gestalt Review 15, no. 3 (2011): 281. http://dx.doi.org/10.5325/gestaltreview.15.3.0281.
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Farahzadi, Maryam, and Saeede Masafi. "Effectiveness of Gestalt and Cognitive-behavioural Play Therapy in Decreasing Dythymic Disorder." Procedia - Social and Behavioral Sciences 84 (July 2013): 1642–45. http://dx.doi.org/10.1016/j.sbspro.2013.07.007.
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Pill, Shane, and Brendon Hyndman. "Gestalt Psychological Principles in Developing Meaningful Understanding of Games and Sport in Physical Education." Journal of Teaching in Physical Education 37, no. 4 (October 1, 2018): 322–29. http://dx.doi.org/10.1123/jtpe.2018-0033.
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In a games-based approach, the idea of understanding is located within the concept of games as decision-laden, problem-solving contexts. However, the concept of “understanding” is largely implicit in much of the germane literature. We are arguing for a more deliberate framework to approach the concept of understanding. We propose that the game-based approach to teaching physical education can be underpinned by the Gestalt psychological theoretical principles to provide students with more meaningful engagement in the process of learning to play games. The Gestalt psychological principles underpin the learning of games and sport through the Principle of Totality and the Principle of Psychological Isomorphism (Reproductive Thinking). The Gestalt psychological principles are underpinned by meaning-making, which is proposed as much “deeper” knowledge, developed over time, involving reflection, and agency. Although game-based approaches provide an alternative to technical and mechanical (progressive part) notions of what players need toknowanddoto be “skilled players,” in this paper, we question whether game-based approaches also encompasshowstudents in physical education are learning with understanding.
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Fourie, Arina, and Mariette Van der Merwe. "THE VIEWS OF PROFESSIONALS ON FAMILY PLAY THERAPY IN THE CONTEXT OF CHILD SEXUAL ABUSE IN SOUTH AFRICA." Southern African Journal of Social Work and Social Development 26, no. 2 (March 2, 2017): 214–40. http://dx.doi.org/10.25159/2415-5829/2248.
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This article reports on the information gathering and synthesis phase of an intervention research process. The aim was to obtain the views of professionals working in the field of child sexual abuse (CSA) in South Africa on family play therapy. This article outlines the findings based on data gathered from focus groups with professionals. Data were analysed and four themes emerged. The first theme centred on the importance of moving increasingly to systemic approaches in the context of CSA. Theme 2 outlined the views of professionals on inadequate knowledge and skills to engage in family play therapy. The third theme expanded on a family play therapy framework with suggestions that gestalt therapy theory can be valuable. Theme 4 pointed to a structured an individualised approach with a helping process where there is a balance between process goals and problem goals.
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Venhorst, Andreas, Dominic Micklewright, and Timothy D. Noakes. "Towards a three-dimensional framework of centrally regulated and goal-directed exercise behaviour: a narrative review." British Journal of Sports Medicine 52, no. 15 (August 23, 2017): 957–66. http://dx.doi.org/10.1136/bjsports-2016-096907.
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The Central Governor Model (CGM) ignited a paradigm shift from concepts of catastrophic failure towards central regulation of exercise performance. However, the CGM has focused on the central integration of afferent feedback in homeostatic control. Accordingly, it neglected the important role of volitional self-regulatory control and the integration of affective components inherently attached to all physiological cues. Another limitation is the large reliance on the Gestalt phenomenon of perceived exertion. Thus, progress towards a comprehensive multidimensional model of perceived fatigability and exercise regulation is needed. Drawing on Gate Control Theory of pain, we propose a three-dimensional framework of centrally regulated and goal-directed exercise behaviour, which differentiates between sensory, affective and cognitive processes shaping the perceptual milieu during exercise. We propose that: (A) perceived mental strain and perceived physical strain are primary determinants of pacing behaviour reflecting sensory-discriminatory processes necessary to align planned behaviour with current physiological state, (B) core affect plays a primary and mediatory role in exercise and performance regulation, and its underlying two dimensions hedonicity and arousal reflect affective-motivational processes triggering approach and avoidance behaviour, and (C) the mindset-shift associated with an action crisis plays a primary role in volitional self-regulatory control reflecting cognitive-evaluative processes between further goal-pursuit and goal-disengagement. The proposed framework has the potential to enrich theory development in centrally regulated and goal-directed exercise behaviour by emphasising the multidimensional dynamic processes underpinning perceived fatigability and provides a practical outline for investigating the complex interplay between the psychophysiological determinants of pacing and performance during prolonged endurance exercise.
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Holzinger, Brigitte, Franziska Nierwetberg, Larissa Cosentino, and Lucille Mayer. "DreamSenseMemory - a Gestalt-based dream-work approach embracing all our senses." Research in Psychotherapy: Psychopathology, Process and Outcome 24, no. 2 (August 24, 2021). http://dx.doi.org/10.4081/ripppo.2021.529.
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Gestalt therapists believe that their task is to help their clients to experience repressed, ambivalent, and unpleasant things in order to accept and implement them in their whole self. To implement those ‘things’, those elements of the self, they need to be uncovered first, which is a process that often is achieved by dream work, as messages from the unconscious that are stuck in our dreams can be revealed by certain Gestalt-therapy methods. The method in focus is the newly developed DreamSenseMemory technique which is based on neurological findings on how the senses at play influence memory processing. Dream work with the DreamSenseMemory method has the advantage that by using this method on a regular basis, dream content will not only be remembered more often but also in more detail. Thus, effectively supporting dream work and its process of understanding the message of the unconscious, accepting the elements withing and implementing them in the self.
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Khodabakhshi-Koolaee, Anahita, Reihaneh Akhalaghi-Yazdi, and Maryam Hojati Sayah. "Investigating Gestalt-based Play Therapy on Anxiety and Loneliness in Female Labour Children With Sexual Abuse: A Single Case Research Design (SCRD)." Journal of Client-centered Nursing Care, December 30, 2019, 147–56. http://dx.doi.org/10.32598/jccnc.5.3.147.
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"Enuresis: modern aspects of etiology, pathogenesis, psycho-, pharmaco-, physical therapy and phytotherapy (part 2)." Psychiatry Neurology and Medical Psychology, no. 15 (2020). http://dx.doi.org/10.26565/2312-5675-2020-15-03.
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In the second part of the review, the current state of the pharmacological, psycho-, physical therapy and phytotherapy of enuresis is analyzed in detail. An algorithm for the treatment of bedwetting, recommended by experts from the International Children's Continence Society, based primarily on behavioral therapy, alarm-therapy (“bedwetting alarm clock”), pharmacotherapy, is considered. Methods of psychotherapy are discussed in detail: behavioral therapy, in particular the token system, as well as the differentiated application of the method of suggestion (hypnotic, "maternal suggestion", the method of "hypnosis-repose", self-hypnosis). The using of play therapy, cognitive-behavioral, family-, art therapy, and a child variant of gestalt therapy in psychotherapy of neurotic disorders in case of enuresis is substantiated. The date showing the effectiveness of alarm therapy (a lower rate of subsequent relapses and a lower risk of side effects compared with the widespread treatment with desmopressin) are given. The main targets of pharmacotherapy and the corresponding drugs are analyzed in accordance with the etiology and pathogenesis of the disease. The use of psychostimulants, tricyclic antidepressants for normalization of the sleep depth, nootropic drugs (especially calcium hopantenate) in neurosis-like enuresis, and anxiolytics and sedatives in the relatively rare neurotic form is substantiated. New approaches to pharmacotherapy are discussed, including the use of uroselective antagonists of M3-cholinergic receptors (tolterodine, solifenacin), α1-adrenoblockers, non-steroidal anti-inflammatory drugs in the off label format. A critical analysis of treatment with desmopressin is given. The features of differentiated physical therapy of enuresis (high frequency current, electrophoresis with antispasmodics, magnetic therapy, thermal procedures, electric sleep, reflex therapy, exercise therapy, biofeedback method) are considered. The analysis of traditional approaches to herbal medicine as an auxiliary method of enuresis treatment using neurotropic, anticholinergic, antispasmodic properties of plants is presented. Strategies for increasing compliance and creating a therapeutic alliance are discussed. The researches supporting the benefits of early treatment of bedwetting are analyzed.
Dissertations / Theses on the topic "Gestalt play therapy"
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Stander, Charlize. "Communicating through Gestalt play techniques: the experiences of adolescents with a hearing impairment." Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/78027.
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Hearing impairment is a major impairment that disrupts one of the most important
functions and needs of the human being, namely, to communicate. Due to elusive
understanding of the phenomenon, hearing impairment is seen as one of the serious
anomalies, next to visual impairment.
Hearing loss has adverse effects on speech, language, cognitive and psychosocial
development, and subsequently affects educational and vocational attainment. There is
also an effect of hearing loss on behavioural and social functions, as well as general
quality of life. The effects of hearing loss are different for everyone, but most hearingimpaired adolescents suffer some social, psychological and physical problems as a result
of their hearing loss.
It is against this background that the study sought to explore whether the communication
between the adolescent with a hearing impairment and a social worker or a counsellor
could be improved. The researcher therefore implemented the use of Gestalt play
techniques with adolescents who live with a hearing impairment with the aim of exploring
their experiences of communication by means of these techniques. Gestalt play
techniques were utilised in order to gain insight into the experiences of adolescents when
making use of these techniques for communication.
The research was conducted by means of a qualitative research approach. The study
was exploratory and descriptive in nature and the type of research was applied. The
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researcher made use of an instrumental case study as a research design. Non-probability
sampling methods were used, as the sample was not randomly selected. Specific criteria
were specified for selection of five participants. Data collection by means of semistructured interviews was conducted after group sessions were held to explore the
experiences of adolescents with a hearing impairment of communicating through Gestalt
play techniques. During the research, play techniques were used to enhance
communication and the ‘sense of self’. There was, however, no exploration of specific
issues and therapy was not provided. Data was analysed by making use of thematic
analysis by identifying themes or patterns in the data.
The empirical findings confirmed different experiences by participants in terms of
communication by means of play techniques. Techniques selected were non-threatening,
easy to understand and not for therapeutic purposes. The use of contact functions
enhanced the sense of self, which allowed participants to express their emotions. The
participants indicated drawing, clay and drawing a safe place as useful and positive
experiences. The use of play techniques and activities that were abstract in nature were
not generally experienced in a positive manner. The participants were supportive in the
group setting as they had shared experiences and understandings, which enabled them
to talk freely and openly. Their need to connect with peers, especially having a hearing
impairment in common, bonded them. Therefore, play techniques to enhance
communication had a positive emotional effect on participants as heightened awareness
of emotions were experienced.
Recommendations for practice can be highlighted as social workers or counsellors should
be knowledgeable regarding adolescent development and hearing impairment as a phenomenon, about various communication forms and should be able to adjust their communication style when communicating with hearing-impaired children/adolescents. It is also important that time is spend on the establishment of a therapeutic relationship with the child/adolescent.Mini Dissertation (MSW (Play-based Intervention))--University of Pretoria, 2020.
Social Work and Criminology
MSW (Play-based Intervention)
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Janse, van Rensburg Liza. "The experiences of professionals utilizing sensory–motor play with young children in Gestalt play therapy / Elizabeth Sarah Janse van Rensburg." Thesis, North-West University, 2011. http://hdl.handle.net/10394/7357.
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The aim of this study was to explore and describe the experiences of professionals
utilizing sensory-motor play (SMP) with young children (YC) in Gestalt play therapy in
order to provide recommendations for professionals and to create an awareness of the
value of SMP in Gestalt play therapy. Coming from an occupational therapy
background, the researcher became aware of the potential value of utilizing sensorymotor
play in Gestalt play therapy with YC. SMP, being a vital part of the sensory
integration developmental process of YC, promotes body awareness through muscle
movement and control. Awareness is one of the major aims of Gestalt play therapy. All
the senses contribute to YC's awareness, including the frequently unacknowledged
vestibu lar and proprioceptive senses. In order to treat YC holistically, the developmental
importance of SMP should be acknowledged and integrated in the therapy process.
Professionals young children working in this field, coming from diverse educational
backgrounds, do not necessarily have the knowledge or experience of the utilization of
SMPwith YC.
A qualitative research approach with a case study research design was adopted in
order to explore and describe the experiences of professionals regarding the utilization
of SMP with YC in Gestalt play therapy, through applied research. The empirical data
was collected by conducting two focus group discussions with professionals from
diverse educational backgrounds. Two main themes with different sub-themes and
categories were identified by analysing the data. The main themes are that participants
are of the opinion that SMP enhances the therapeutic relationship and that SMP has a
self-regulatory function.
The researcher concludes that professionals gained a new awareness regarding the
subject of discussion and experienced that uti lizing SMP in Gestalt play therapy with YC
can promote and facilitate whole body/mind awareness and integrated healing.Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2012.
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Louw, Elsabe. "Gestaltspeltegnieke in die assessering van die pleegkind se eiewaarde in sy middelkinderjare." Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-04172007-145003.
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Coetzee, Elthea. "Creative group music teaching and the principles of Gestalt play therapy in the foundation phase in South African education." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5290.
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Thesis (MMus (Music))--University of Stellenbosch, 2010.ENGLISH ABSTRACT: Music teaching in groups is an important aspect of the development of the child in Foundation Phase teaching. Early childhood has been described as the most critical period in the child’s musical development. With the introduction of Outcomes based Education in South Africa, the curriculum regarding the presentation of music classes has changed. Similarities between music group classes and Gestalt Play Therapy were investigated, with the aim of incorporating concepts of Gestalt Play Therapy into music group classes. Legislation was studied in order to determine the expectations of the South African government, and specifically the education departments, relating to music teaching. In the present curriculum, the weight allocation for music in the Foundation Phase was significantly reduced from what it was previously. Teachers must structure their own music programme into their curriculum. Investigation into the presentation of creative music group classes, with the incorporation of the principles of Gestalt Play Therapy, was undertaken in this research study. Gestalt Play Therapy is a holistic approach that combines the principles of Gestalt theory with Play Therapy. Research was undertaken to investigate whether specific stages in Gestalt Play Therapy could be successfully combined with music group classes. This research emphasizes that the developmental stages of the child, specifically physical, neurological, cognitive and language development, should be taken into account when presenting lessons, and that children may be guided towards a higher level of integration and balance in themselves. Research into OBE principles suggests that the way forward could be a continuation of the OBE model, but with certain amendments. An inductive study of practical observation and presentation of creative group classes was undertaken. It was found that most teachers were not adequately qualified to present music classes, and creativity was not satisfactorily addressed in their lessons.
AFRIKAANSE OPSOMMING: Musiekonderrig in groepe is ‘n belangrike aspek rakende die ontwikkeling van die kind in Grondslagfase onderrig. Vroeë kinderjare word beskryf as die mees kritieke periode in die kind se musikale ontwikkeling. Met die inwerkingstelling van Uitkomsgebaseerde onderrig in Suid-Afrika, het die kurrikulum aangaande die aanbieding van musiekklasse verander. Ooreenkomste tussen musiekonderrig in groepe en Gestalt Spelterapie is ondersoek, met die doel om konsepte van Gestalt Spelterapie in musiekonderrig in groepe te inkorporeer. Wetgewing is bestudeer om die verwagtinge, aangaande musiekonderrig, van die Suid Afrikaanse regering, en spesifiek die onderwysdepartemente, te bepaal. Binne die huidige kurrikulum is die gewig toegeken aan musiek, binne die Grondslagfase, aansienlik verminder van voorheen. Onderwysers moet self hul musiekprogramme binne hulle kurrikulum struktureer. ‘n Ondersoek is geloods om die aanbieding van kreatiewe musiekonderrig in groepe te kombineer met die beginsels van Gestalt Spelterapie. Gestalt Spelterapie is ‘n holistiese benadering wat die beginsels van Gestalt teorie kombineer met Spelterapie. Navorsing is gedoen om te bepaal of spesifieke stadia in Gestalt Spelterapie suksesvol gekombineer kan word met musiekonderrig in groepe. Hierdie navorsing benadruk dat die ontwikkelingsstadia van die kind, spesifiek fisiologies, neurologies, kognitief en taalontwikkeling, in ag geneem moet word wanneer lesse aangebied word, en dat kinders hierdeur gelei kan word na ‘n hoër vlak van innerlike integrasie en balans. v Navorsing gedoen betreffende die beginsels van Uitkomsgebaseerde onderrig is aanduidend dat hierdie onderrigmodel wel voortgesit sou kon word, maar met bepaalde aanpassings. ‘n Induktiewe studie van praktiese waarneming sowel as aanbieding van kreatiewe groepsklasse is onderneem. Daar is bevind dat die meeste onderwysers nie voldoende gekwalifiseerd is om musiekklasse aan te bied nie, en kreatiwiteit is ook nie bevredigend in hulle lesse aangespreek nie.
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Brisbois, Blake. "The Lived Experience of Facilitating the Violet Oaklander Model of Psychotherapy for Children and Adolescents." Antioch University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1467798020.
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Serfontein, Mariana. "The effect of Gestalt group work on behavioural aspects of ADHD among adolescents in a school setting." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/62656.
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Parents and educators are often the first to notice that a learner is not coping in the school setting and is displaying certain disruptive behavioural aspects associated with a diagnosis of ADHD. For many parents this behaviour and resulting diagnosis of ADHD comes as a shock and they do not understand where it originates from, how it manifests within each individual or how to manage these symptoms successfully. Attention Deficit Hyperactivity Disorder (ADHD) is a chronic, neurodevelopmental disorder with no cure that can be identified according to the criteria laid out in the DSM-V (2013). Although no longer diagnosed as a learning disorder per se, ADHD is associated with several co-morbid conditions such as learning disabilities and psychological conditions that have a negative effect on learning (DSM-V, 2013:59). The goal of this study was to explore and describe the effect of Gestalt group work on the behavioural aspects associated with ADHD among adolescents in a school setting. Gestalt play therapy and in particular Gestalt group work, was employed in order to assist the adolescent diagnosed with ADHD in managing these disruptive behaviours. The research was conducted with adolescents in a secondary school in Gauteng. These adolescents were diagnosed with ADHD and were often singled out as being disruptive within the classroom. The population for this study was adolescents between the ages of 13 and 17 years, previously diagnosed with ADHD, who formed part of a specific school community. The researcher made use of non-probability sampling; specifically purposive and volunteer sampling. Seven adolescents were selected to take part in the quantitative research study, over a period of eight sessions (Strydom & Delport, 2011:392). The study was exploratory in nature and the type of research was applied research. The research design that was appropriate was the single-system design, seeing that this design enhances the link between research and practice (Strydom, 2011a:160). A standardised check list, the 'Current ADHD symptoms scale self-report' was used to obtain information by means of a pretest, mid-point and posttest measurement. This is a standardised measuring instrument that has been developed and tested through empirical methods of instrument development (Adler, Spencer, Faraone, Kessler, Howes, Biederman & Secnik, 2006). The data collected for this study was analysed statistically, through the univariate method of analysis. Computerised worksheets in Excel enabled the researcher to structure findings and to make the most valid and objective recommendations through organised interpretation of data collected (Fouchè & Bartley, 2011). Findings were presented graphically and illustrated in figures. All relevant ethical considerations were considered, for example participants provided informed assent, while their parents provided informed consent for the research to be conducted. Gestalt play provided for theme-based group sessions, assisting participants in recognising as well as mastering positive behaviour, as an alternative to the disruptive behavioural aspect of this condition. The research provided useful research data with regards to the use of both group work and Gestalt play techniques in assisting the adolescent with ADHD in addressing their disruptive behaviour. Gestalt group work as method of intervention seemed to have a positive effect on disruptive behaviour related to ADHD. The group as a whole had improved their behaviour for both the characteristics of ADHD. Behavioural aspects characterised by inattention, as well as hyperactivity and impulsivity for the group of respondents, had improved through the application of Gestalt play techniques. The group of respondents therefore perceived that they had benefited in terms of the improvement of these behavioural aspects of ADHD. It is recommended that educators, parents and caregivers be trained regarding ADHD in order to comprehend the nature of this disorder and the impact thereof on the learner and fellow learners in the classroom. Learners should become aware of their diagnosis, the symptoms and the disruptive element of their behaviour, the impact that this behaviour has in the classroom, as well as the resources available for the adolescent in addressing challenges.Mini Dissertation (MSW)--University of Pretoria, 2017.
Social Work and Criminology
MSW
Unrestricted
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Fourie, Susanchen Maria. "The use of the Nine Figure Picture Story within Gestalt play therapy for adolescent survivors of sexual trauma / Susanchen Maria Fourie." Thesis, North-West University, 2012. http://hdl.handle.net/10394/8459.
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Sexual abuse of children and adolescents has reached pandemic proportions in Namibia. It is widely
recognised that this traumagenic experience could have a profound and long-lasting effect on
survivors. Nevertheless, few survivors in Namibia access therapy; often because of non-disclosure or
non-reporting, being socioeconomically disadvantaged and the overburdened public sector therapists.
This study set out to explore how adolescent survivors use the Nine Figure Picture Story (9FPS)
embedded within the context of Gestalt Healing tasks. A variety of play therapy experiments was
used to raise the clients’ awareness and to evoke their therapy stories (as these relate to Gestalt
therapy) and their trauma stories (by means of the 9FPS). The researcher-therapist hoped that the
study would enhance the understanding of the meaning-making of sexually abused adolescent clients,
and in doing so, contribute to therapeutic practice in Namibia and elsewhere.
Research which aims to uncover personal meaning-making and hear the voice of the participants
already suggests that the qualitative paradigm would be apposite. An exploratory case study was
conducted in Namibia between August 2010 and November 2010. Two adolescent survivors of
sexual abuse who met the eligibility criteria were drawn from the population by means of nonprobability
sampling. The sample was heterogeneous: one participant was a survivor of chronic
intrafamilial rape; the other of a single incident, extrafamilial child sexual abuse (CSA). The data
corpus included six and ten recorded therapeutic sessions with the two clients respectively;
transcribed intake and termination semi-structured interviews with the parents; the researcher’s
process and observation notes; and the clients’ objets d'art and Therapy diaries. To capture the
tapestry of CSA accurately and holistically, the stories of the two participants were first analysed
individually and thereafter synthesised into a theoretical comparative analysis. Trustworthiness was
enhanced by means of investigator, theory, data and methodological triangulation. A number of
safety, beneficence and non-maleficence measures contributed to the ethicality of this sensitive
research.
The research uncovered that, despite their differences, the two participants presented with
posttraumatic signs and patterns often reported in the literature. Most insightful was how the
survivors disavowed the CSA to become “not me” (Joyce & Sills, 2006: 92). As it relates to
neurobiological hypotheses, it was revealed that the tactile and visuospatial Gestalt play therapy,
specifically the 9FPS, seemed to access and address the fragmented, non-sequenced and non-verbal
trauma memory. It was found that the 9FPSs gave the unfinished business from the past a
miniaturised dimension in the present and that the “differentiated unity” (Reynolds, 2005: 162)
enhanced its assimilation into the self.Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2012
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Ablort-Morgan, Catherine Elizabeth. "The impact of music within play therapy on the classroom behaviour of autistic children." Diss., Pretoria : [s.n.], 2003. http://upetd.up.ac.za/thesis/available/etd-10152004-082824.
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Mengel, Nadia. "A Social Work assessment of the emotional needs of HIV/AIDS orphans." Diss., Pretoria : [s.n.], 2003. http://upetd.up.ac.za/thesis/available/etd-08182004-090705.
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Winter, Carla Marika. "Bemagtiging van enkelouerkinders in hulle laat middelkinderjare in 'n middestad konteks deur gestaltgroepwerk." Thesis, Pretoris : [s.n.], 2003. http://upetd.up.ac.za/thesis/available/etd-01262004-082356.
Full textBooks on the topic "Gestalt play therapy"
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Blom, Rinda. The Handbook of Gestalt Play Therapy: Practical Guidelines for Child Therapists. Jessica Kingsley Publishers, 2006.
Find full textBook chapters on the topic "Gestalt play therapy"
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Mitchell, Ariel Encalade. "Gestalt Play Therapy Supervision." In Techniques and Interventions for Play Therapy and Clinical Supervision, 173–87. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4628-4.ch011.
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In this chapter, the author presents an overview of gestalt therapy and gestalt play therapy as a foundation to present a basic framework of gestalt play therapy supervision. The key elements of self-awareness as a main tenet in gestalt therapy will be explained, along with the techniques adapted from the gestalt play therapy process, and the general gestalt therapy process will be used to further develop a general framework for gestalt play therapy supervision. The discrimination model of supervision will also be presented to assist in understanding the role of the gestalt play therapy supervisor and the needs gestalt play therapy supervisee. Finally, the supervisory relationship will be explored as the author creates a potential blueprint to engage in the gestalt play therapy process.
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"Gestalt Play Therapy." In Encyclopedia of Child Behavior and Development, 701. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_5699.
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