Dissertations / Theses: '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 vii 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) Restricted

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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.

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Rottier, Martha Francina. "Benutting van sandspel in die eksplorering van die leefwêreld van adolessente volgens die gestaltbenadering in maatskaplike werk." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/1831.

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Thesis (M Social Work (Social Work))--University of Stellenbosch, 2009. Goal: The aim of this study is to use the Gestalt approach to explore, and to make use of sandplay to describe and observe the world of the adolescent client, in order to lead the social worker to gain insight and understanding to the world of the adolescent. This study was done because the researcher observed that sandplay achieved very positive effects with children, adolescents and adults. This study was motivated by the desire to provide recommendations to the social workers in practice about the value and use of sandplay in the exploration of the world of the adolescent The literature study focussed on a) the adolescent life-phase in order to determine the specific developmental aspects and characteristics of the adolescent, b) to define the possibilities of sandplay as an exploration medium, as well as c) assessing the Gestalt approach as orientation theory and as practice theory with sandplay. In this research, a qualitative methodology was used combined with a case-study research design. Sandplay was used as a medium for exploration with three adolescent participants. They were selected by means of a non-probability sampling. The researcher used detailed, in-depth, data gathering methods which included six measuring instruments. These instruments included: a standardised questionnaire to give an indication of personality-traits of the participants; two questionnaires to determine the behaviour, thought patterns and domestic circumstances of the participants; semi-structured interview-schedules to explore the sandtrays of the participants; photographs to accurately capture and record the sandtrays; as well as observations recording the behaviour and non-verbal communication of the participants. The researcher concludes that, according to the Gestalt-approach, exploration with sandplay is an effective method to explore the world of the adolescent. This method provides adequate information to the social worker to understand the world of the adolescent client. Sandplay, according to the Gestalt approach, contributes value to social work practice, because it enhances the effectiveness of exploration and intervention. Sandplay provides the social worker with comprehensive information about the adolescent, and enables the social worker to identify the core problem of the adolescent expeditiously. Sandplay involves the adolescent in a sensory, cognitive and emotional manner, which contributes to more information being exposed that leads to more effective interventions. This method is also novel, interesting and challenging to the social worker and the adolescent. The researcher recommends sandplay for the exploration of the world of the adolescent be preceded by establishing a therapeutic relationship with the adolescent. Once a relationship is established a number of sandtrays can be built, and thoroughly explored. The first sandtray should be non-directive. Directive sandtrays are subsequently recommended to explore specific themes and to handle trauma and/or issues which the adolescent may experience. It is also recommended that the social worker utilizes hypotheses, which can be postulated from the symbolic meanings of miniatures, as well as interpretations from other sandplay research in his/her exploration of sandtrays. The social worker, who uses sandplay to explore the world of the adolescent according to the Gestalt approach, should be knowledgeable about sandplay, the symbolic meaning of miniatures, sandplay research and the Gestalt approach as orientation theory and practice theory. This study was done with three Afrikaans-speaking adolescent foster children, and the findings may not apply to other populations. Additional research needs to be done with a wider sample of adolescents, that covers different cultures, language and domestic backgrounds.

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Sik, Wilhma. "The impact of group play therapy on the social skills of shy children in their middle childhood." Diss., Pretoria : [s.n.], 2003. http://upetd.up.ac.za/thesis/available/etd-08172004-072009.

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Lubbe, Jacomina Jacoba. "Die invloed van gestaltgroepspelterapie op die selfbeeld van laerskooldogters in 'n kinderhuis." Diss., Pretoria : [s.n.], 2003. http://upetd.up.ac.za/thesis/available/etd-08162004-130454.

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Kotze, Etna. "'n Spelterapieprogram vir die adolessente dogter wat seksueel misbruik is." Thesis, Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-12132006-145617.

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Möller, Jannalien Helena. "Bemagtiging van 'n brandslagoffer deur die Gestaltspelterapeutiese proses / Jannalien Helena Möller." Thesis, North-West University, 2012. http://hdl.handle.net/10394/9794.

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The changed appearance as a result of burns for a child in middle childhood years has several implications in terms of its physical, emotional, and social development. It seems that the burnt child in middle childhood years can benefit from therapeutic assistance, and specifically, empowerment. As far as the researcher could determine, Gestalt play therapy has not yet been utilized for this purpose nor has there been research done in connection to this. For the purpose of this study, the value of the Gestalt play therapy process, as described by Oaklander, in empowering the burn victim in the middle childhood years is explored and described. Consultations with experts as well as a literature review was undertaken in order to obtain background information about the Gestalt play therapy process, with specific reference to the empowerment aspect as well as the implications of the burn wounds and burn marks on the burn victim in the middle childhood years. The literature studied produced a theoretical framework within which this study was performed. Following the literature review, an empirical investigation into Gestalt play therapy was used, with the focus on empowerment. A qualitative study was conducted with a single case study as data collection method. For the duration of the empirical study, 17 therapeutic sessions were conducted with the participant, within the framework of qualitative research investigation. Data collected was described, analysed, and verified through a literature study. This study came to the conclusion that the Gestalt play therapy process is valuable in the empowerment of a burn victim in middle childhood years. It was particularly the therapeutic relationship and the elements that focused on the strengthening of the self, which was valuable in empowering the participant. The information is described in an article according to the guidelines for the Social Work/Maatskaplike Werk journal entitled: “Empowerment of a burn victim through the Gestalt play therapy process”. Various elements are discussed respectively as used in the case study to empower the child. Section A provides an introduction and explanation of the study, which includes the rationale and problem statement for the study and research methodology. The article that followed, is discussed in Section B. Conclusions and recommendations that arose from this study are discussed in Section C. Section D contains the compiled bibliography, and appendices are in Section E. Thesis (MA (Psychology))--North-West University, Potchefstroom Campus, 2013.

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Venter, Estelle. "Die benutting van projektiewe tegnieke ten opsigte van die moeder se emosionele belewenis van 'n miskraam." Diss., Pretoria : [s.n.], 2003. http://upetd.up.ac.za/thesis/available/etd-10132004-081502.

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Dekker, Natasha. "Die benutting van groepwerk vir die stimulering van die gedepriveerde kleuter se emosionele ontwikkeling : 'n gestaltspelterapiebenadering (Afrikaans)." Diss., University of Pretoria, 2009. http://hdl.handle.net/2263/23043.

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The research dealt with the influence that gestalt group therapy may have on the emotional development of deprived toddlers. The research consisted of a literature study and an empirical study. The literature study contains information on groupwork and emotional development of the toddler. The empirical research was conducted by involving six toddlers in a group. They were identified by means of purposive sampling. A pre-test was done with each child to determine their emotional development. After six group sessions of 30 minutes each, a post-test (using the same test as for the pre-test) was done with each child. The pre-test and post-test results were compared with each other. The content of each session were examined and also included in the findings. Empirical data revealed that gestalt group therapy can stimulate the emotional development of deprived toddlers. The conclusion can thus be made that gestalt group therapy can stimulate the emotional development of deprived toddlers. As a result of this study, conclusions and recommendations for future research were formulated. AFRIKAANS : Die ondersoek was daarop gerig om te bepaal of die benutting van gestaltgroepspelterapie die emosionele ontwikkeling van die gedepriveerde kleuter kan stimuleer. Die ondersoek het bestaan uit 'n literatuurstudie sowel as empiriese navorsing. Die literatuurstudie is gedoen ten opsigte van groepwerk en die kleuter se emosionele ontwikDie empiriese deel van die ondersoek is uitgevoer deur ses kleuters deur middel van doelgerigte steekproeftrekking by die groep in te sluit. 'n Voortoets om die emosionele ontwikkeling van die kleuters te bepaal, is gedoen. Daarna is ses gestaltgroepwerksessies van 30 minute elk uitgevoer. Dieselfde toets as wat vir die voortoets benut is, is weer aan die kleuters gegee en die resultate is met mekaar vergelyk. Die inligting uit die sessies is ook genoteer en benut. Uit die empiriese gegewens het dit geblyk dat daar wel emosionele ontwikkeling by die kleuters plaasgevind het. Die gevolgtrekking kan dus gemaak word dat gestaltgroepspelterapie benut kan word om gedepriveerde kleuters se emosionele ontwikkeling te stimuleer. Gevolgtrekkings en aanbevelings vir toekomstige navorsing is na aanleiding van die studie geformuleer. keling. Copyright Dissertation (MSW)--University of Pretoria, 2010. Social Work and Criminology unrestricted

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Wren, Bridget Paula. "Gestalt play therapy with children receiving remedial intervention." Diss., 2006. http://hdl.handle.net/10500/1090.

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Traditional remedial intervention programmes address academic and perceptual deficits but not emotional needs. Existing literature suggests that most children with learning disabilities have concomitant emotional, behavioural and social difficulties; however an apparent lack of consensus regarding the types of emotional and behavioural difficulties faced by these children exists especially amongst teachers, parents and professionals in the field of learning disabilities. The aim of this study was to discover which emotions might emerge during Gestalt play therapy sessions with children receiving remedial intervention. Three respondents from three different remedial programmes participated in the study. Data was gathered from the therapeutic sessions as well as from unstructured interviews with parents, teachers and professionals in the field of learning disabilities. Recommendations are made as to how Gestalt play therapy could be implemented as an additional support for children receiving remedial intervention. Tradisionele remediërings-programme spreek slegs akademiese en perseptuele tekortkominge aan en nie emosionele behoeftes nie. Bestaande literatuur dui daarop dat die meeste kinders met leerprobleme gepaardgaande emosionele, gedrags- en sosiale probleme ervaar. Daar is egter 'n gebrek aan konsensus tussen onderwysers, ouers en professionele persone op die gebied van leerprobleme, oor die tipe emosionele en gedragsprobleme waarmee hierdie leerders te kampe het. Die doel van hierdie studie was om vas te stel watter emosies tevoorskyn mag kom, tydens Gestalt-speel-terapie-sessies met leerders wat remediëringsonderrig ontvang. Drie respondente van drie verskillende remediërende programme het aan die studie deelgeneem. Data is ingesamel van terapeutiese sessies, sowel as van ongestruktureerde onderhoude met ouers, onderwysers en professionele persone in die veld van leerprobleme. Die bevindings van die studie blyk in ooreenstemming te wees met bestaande literatuur, naamlik dat kinders met leerprobleme bykomende emosionele en sosiale probleme ondervind. Aanbevelings is gemaak oor hoe Gestalt spelterapie geïmplementeer kan word as 'n addisionele ondersteuning vir kinders wat remediërende intervensie ontvang. Social Work M. Diac. (Play Therapy)

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Hoosain, Shanaaz. "Resilience in refugee children: a gestalt play therapy approach." Diss., 2007. http://hdl.handle.net/10500/729.

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The aim of the research study was to explore resilience in refugee children, using a Gestalt approach to play therapy. The hypothesis, was that a Gestalt approach to play therapy could promote resilience in Refugee children. A literature review was conducted. This revealed that unaccompanied refugee children were unique because they need to deal with trauma, loss and change while having to adjust to living in a new country and many have to learn to speak a new language. The research method was a multiple case study and an intervention research model was used to implement the research. Schoeman's Working Model was used as the Gestalt play therapy approach. Attributes of resilient children were used to measure the results. The researcher concluded that play therapy with a Gestalt approach may promote resilience in refugee children because it increases the numbers of protective factors in a child's life. Social Work M. Diac. (Play Therapy)

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Truby, Elvir Joan. "The use of digital media within gestalt play therapy." Diss., 2011. http://hdl.handle.net/10500/4818.

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The world is dominated by digital media that have become central to many children’s lives. Children born in the last 30 years have become known as ‘digital natives’, as digital technology has always been part of their experiential field. The use of such media in play therapy could offer innovative ways of enhancing dialogue with those children in whose field they are included, as they have been to date unexplored in play therapy interventions, possibly resulting in missed therapeutic opportunities. This mixed methods research took the form of an email questionnaire sent out to play therapists in South Africa to ascertain whether digital technology is being used in therapy and, if so, which digital media are being used and how. Additionally, a focus group interview was conducted using the same questionnaire to ensure data triangulation. The data gathered were analysed qualitatively, and an understanding was gained regarding the current use of digital media in play therapy. Social Work M. Diac. (Play Therapy)

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Van, Riet Dricky-Mari. "The utilisation of Gestalt play therapy with children in middle childhood who stutter." Diss., 2008. http://hdl.handle.net/10500/1820.

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The aim of the study was to determine how Gestalt play therapy may be used in the therapeutic treatment of children in middle childhood who stutter. Stuttering is a problem that touches the lives of many people and is associated with great interpersonal distress. Stuttering is especially difficult for children in middle childhood, a time dominated by the school experience. Gestalt play therapy creates a child-friendly environment, in which the child can share information in a safe manner through the use of play therapeutic techniques. Literature was reviewed according to relevant topics, semi-structured interviews were conducted with three respondents, the data obtained was qualitatively analysed and research findings were discussed. The researcher concludes that Gestalt play therapy can be used to good effect with children who stutter, as it allows them to work through their emotions, and therefore, encourages them to communicate more freely within the therapeutic environment. Social Work M. Diac. (Play Therapy)

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Fourie, Natasja. "The integration of gestalt play therapy in occupational therapy: a needs assessment." Thesis, 2005. http://hdl.handle.net/10500/1989.

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Many fields of interest, of which Pediatrics is one, exist in Occupational Therapy. In the field of Pediatrics there are also diversity fields of interest. Many diagnostic groups are treated in the field of Pediatric Occupational Therapy. The traditional Pediatric Occupational Therapy process aims at treating the child holistically with regards to his cognitive, perceptual, motor and emotional areas of development. It seems that there is a tendency to focus on the more tangible aspects of development rather than the less visible elements such as emotional needs and problems. The question that might be asked is whether Pediatric Occupational Therapists are in fact equipped to deal with emotional needs and problems. Due to the nature of their work, there is a strong possibility that Pediatric Occupational Therapists can encounter children who suffer from emotional problems. These children are more often than not seen by Occupational Therapists although the therapists might prefer to rather work on the more tangibly aspects of development. This research study was aimed at assessing the need amongst Pediatric Occupational Therapists to deal with emotional problems. After completing the study it was possible to make valuable conclusions and recommendations. Gestalt Play Therapy was also proposed as a possible approach in dealing with children's emotional needs and problems in the course of their Occupational Therapy intervention. OPSOMMING Arbeidsterapie omsluit `n breë spektrum van spesialiteitsrigtings, waarvan Pediatrie een is. Binne die veld van Pediatrie blyk daar egter verdere diversiteit te wees met betrekking tot die diagnostiese groepe wat binne hierdie veld hanteer word. Die tradisionele Pediatriese Arbeidsterapie proses het ten doel om die kind holisties te benader met verwysing na die kognitief -perseptuele, motoriese en emosionele ontwikkelingsareas van die kind. Dit blyk egter dat daar `n geneigdheid is, en moontlik ook groter gemak bestaan om eerder aan die meer sigbare aspekte soos byvoorbeeld perseptuele en motoriese ontwikkeling te werk. Die vraag kan dus gevra word of Arbeidsterapeute genoegaam toegerus is om ook aan die emosionele behoeftes en probeleme van die kind aandag te kan gee. Die moontlikheid dat Arbeidsterapeute vanwee die diversiteit met betrekking tot die diagnostiese groepe wat ter sprake is in kontak kan kom met kinders wat ook emosionele behoeftes en probleme het bestaan. Alhoewel hierdie kinders opgeneem word in die Arbeidsterapie proses, is behandeling dikwels net op die tasbare ontwikkelings areas gerig. Die navorsing was spesifiek daarop gerig om te bepaal of daar wel `n behoefte bestaan onder Arbeidsterapeute om kinders se emosionele behoeftes aan te spreek. Na afloop van die studie, en nadat alle toepaslike inligting geïntegreer is, is daar waardevolle afleidings gemaak en is hierdie behoefte onder Arbeidsterapeute bevestig. Gestalt Spelterapie is ook voorgestel as `n moontlike benadering wat geïntegreer kan word ten einde die Arbeidsterapeut instaat te stel om meer effektief te werk te gaan met die kind se emosionele behoeftes en probleme. Social work D.Phil.

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Maree, Mariese. "The utilisation of Gestalt Play Therapy in occupational therapy intervention with traumatised children." Diss., 2007. http://hdl.handle.net/10500/1625.

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The aim of the qualitative study was to explore and describe the utilisation of Gestalt Play Therapy in Occupational Therapy intervention with traumatised children. An applied study was conducted and the case study strategy was used with a flexible design. Objectives for the study included conducting literature reviews regarding the profile of the traumatised child and Occupational Therapy and Gestalt Play Therapy intervention with the traumatised child. The empirical study included data collection and analysis, with data gathered through semi-structured interviews. The gathered data was analysed with the use of Creswell's Data Analysis Spiral. The empirical data showed that Occupational Therapists do utilise Gestalt Play Therapy in their intervention with traumatised children by drawing on their combined knowledge base of Gestalt Play Therapy and Occupational Therapy. Occupational Therapists then conduct a holistic assessment and treatment aims are set according to the assessment with a focus on providing holistic intervention. Social Work M.Diac. (Play Therapy)

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Roux, Ronel. "Gestalt play therapy with the high school learner with Spina Bifida." Diss., 2005. http://hdl.handle.net/10500/2512.

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This research was directed at determining the value of Gestalt play therapy for the high school learner with Spina Bifida. By undertaking a literature study regarding the child with Spina Bifida, as well as Gestalt play therapy, it was possible to determine what needs and difficulties these learners experience and how Gestalt play therapy can be implemented to address these needs and difficulties. The researcher concludes that any high school learner experiences a lot of developmental changes, but for the learner with Spina Bifida there are not only the social, personal, physical and emotional changes, but also the fact that because of the disability, more support and help structures are needed. It became evident that, for these learners, Gestalt play therapy is a very effective and useful intervention technique. Learners were guided towards awareness of themselves, as well as their inner strength to face the unfinished business in their lives. Social work M. Diac (Play Therapy)

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Johnsen, Elouise. "Die benutting van Gestaltspelterapie met visueel gestremde kinders." Diss., 2011. http://hdl.handle.net/10500/5699.

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The researcher found little information in literature reviewed about how Gestalt Play Therapy is being used in the treatment of visually impaired children. The aim of the study was to expand knowledge regarding this issue. A basic qualitative research study of an exploratory and descriptive nature was undertaken to describe how this therapy may be used in the treatment of such children. A representative sample was drawn from the population, consisting of gestalt play therapists who previously provided assistance to these children, using a purposive non-probability method. Data collection took place through the execution of semi-structured telephone interviews. Collected data was analysed using the Thematic Content Analysis to search for related themes (in line with the objectives of the study) in transcribed interviews. The general conclusion drawn from the empirical data was that gestalt play therapy can be used to good effect in the treatment of visually impaired children. Die navorser het gevind dat daar weinig inligting in die literatuur beskikbaar is oor hoe gestaltspelterapie in die hulpverlening aan visueel gestremde kinders benut kan word. Die doel van die navorsingstudie was dus om kennis uit te brei rakende die benutting van gestaltspelterapie in die hulpverlening aan visueel gestremde kinders. 'n Basiese kwalitatiewe navorsingstudie met 'n verkennende en beskrywende aard is onderneem om te beskryf hoe gestaltspelterapie benut word met betrekking tot visueel gestremde kinders. 'n Verteenwoordigende steekproef is getrek, volgens 'n doelgerigte nie-waarskynlikheidsmetode, vanuit die populasie bestaande uit gestaltspelterapeute wat al van tevore hulp aan visueel gestremde kinders verleen het. Data-insameling het plaasgevind deur middel van semi-gestruktureerde telefoniese onderhoude. Die versamelde data is volgens die Tematiese Inhoudsanalise ontleed deur verbandhoudende temas (ooreenkomstig die doel van die studie) in getranskribeerde onderhoude te soek. Die algemene gevolgtrekking wat vanuit die empiriese bevindinge gemaak kan word, is dat gestaltspelterapie wel in die hulpverlening aan visueel gestremde kinders benut kan word. Social Work M.Diac. (Play Therapy)

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Gehle, April Angela. "Identifying supervision resources available to recently qualified play therapists working from a Gestalt approach in South Africa." Diss., 2013. http://hdl.handle.net/10500/9199.

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In South Africa the Center for Child Youth and Family Studies is training practitioners yearly to work as play therapists from a gestalt approach. Once these practitioners successfully complete their training and qualify they could begin practicing play therapy from a gestalt approach. Each of these recently qualified play therapists is then responsible for organising and committing to their own supervision. Therapists who do not attend supervision risk stagnation and burn out due to a lack of positive interaction in relation to receiving knowledge and support from those more experienced in gestalt play therapy and from their peers. At present there is a perceived lack of supervision resources based on a gestalt approach particularly for those recently qualified play therapists working from a gestalt approach that are geographically distant from the areas where training takes place. This study sought to answer the question of what supervision resources are currently available to recently qualified play therapists working from a gestalt approach in South Africa. In order to answer this question combined quantitative and qualitative research approaches were used. An internet survey questionnaire was completed by recently qualified play therapists working from a gestalt approach which formed part of the quantitative section of the research. Structured interviews were conducted via Skype with professionals experienced in the field of Gestalt therapy theory and supervision from a gestalt approach and this formed part of the qualitative section of the research. Overall the results from the merged data indicate a lack of supervisors qualified to give supervision based on a gestalt approach. This factor contributes to the overall lack of supervision resources based on a gestalt approach for recently qualified play therapists working from this approach. Geographical distance from supervision resources places financial and time constraints on recently qualified play therapists that prevent them from accessing supervision based on a gestalt approach. Despite this results indicate those recently qualified play therapists working from a gestalt approach are attempting to meet their responsibility and requirement for supervision. Psychology M. Diac. (Play Therapy)

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Terrapon, Wendy. "Utilizing dyadic brief gestalt play therapy within an unstable adolescent foster placement." Diss., 2001. http://hdl.handle.net/10500/2889.

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In the experience of being a play therapist and social worker, the researcher became aware of the breakdown of adolescent foster placements. Although there are many causal factors of adolescent foster care breakdown, it was the treatment and sustaining of these placements that the researcher was interested in. The utilization of dyadic brief Gestalt play therapy aims to support the relationship between the carer and adolescent in order to sustain and stabilize the foster placement. The empirical study includes data collection and analysis. The data was gathered through observations and field notes from unstructured interviews, in this case the dyadic therapeutic process with the adolescent and carer. The data was then analyzed, and eleven outcomes were discussed: the building of a therapeutic relationship, the process of dialogue, the gaining of awareness, contact, resistance, the internal working model, polarities, working in the here and now, the utilization of Gestalt experiments and Gestalt play therapeutic techniques. In addition, the implications of the brief Gestalt therapeutic model were identified. These themes are discussed fully in the final chapter encompassing conclusions and recommendations.This study found that it was possible to work effectively with the adolescent and carer in a dyadic brief Gestalt therapeutic way utilizing play therapy techniques. Recommendations regarding the conclusions were made in relation to the outcomes of this study. Social Work M.Diac. (Play therapy)

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Richardson, Nicola. "The handling of aggression in therapy from a Gestalt perspective." Diss., 2007. http://hdl.handle.net/10500/1937.

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This qualitative study aimed to explore how to handle aggression in therapy from a Gestalt perspective. In order to reach the aim of this study a conceptual framework was done exploring terms central to this project including aggression and Gestalt Play therapy. Unstructured, telephonic interviews were then conducted with seven Gestalt Play therapists working with children in the Western Cape exploring ways to handle and treat aggression in therapy. The data collected during these interviews were then analyzed and several themes were identified and explored by conducting a literature control. Guidelines were then formulated and written on how to handle aggression in therapy from a Gestalt perspective as part of the concluding chapter of this research report. Social Work M. Diac (Play Therapy)

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Lotz, Martina Maria. "Die benutting van sandspel tydens spelterapie met die kleuterslagoffer van gesinsgeweld (Afrikaans)." Diss., 2003. http://hdl.handle.net/2263/22779.

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Moenie oplaai nie - ons speel hiermeeThis study focuses on using sand play as play medium within the framework of gestalt therapy. The researcher explored the effectiveness of this medium with the aim to assist children in their toddler phase, to vent their experiences of family violence and to furthermore teach them coping skills. During the research process, the researcher involved three toddlers who are victims of family violence, in therapeutic sessions. Sand play was utilized as play medium during these sessions. As theoretical basis for the research, aspects of the phenomenon of family violence, the emotional impact of family violence on the child (specifically the toddler), the impact of family violence on the behavioural characteristics and developmental skills of the toddler, the theoretical principles and process of gestalt therapy, the therapeutic process with the toddler as victim of family violence as well as the use of sand play as play medium, were investigated. The researcher used applied research for this study and trusts that the findings regarding the use of sand play, will improve service delivery in the field of social work, with toddler victims of family violence. Dissertation (MSD (Play Therapy))--University of Pretoria, 2005. Social Work and Criminology Unrestricted

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Van, Zyl Elsie Wilhemina. "Exploring how Gestalt Play therapists establish sensory contact with children who have sensory integration disorders." Diss., 2011. http://hdl.handle.net/10500/4897.

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Children who have sensory integration disorders face many physical, social and emotional challenges. Unusual emotional and behavioural reactions to sensory stimuli are often displayed. These children are referred to professionals including Gestalt play therapists, although formal training in sensory integration is limited to the scope of occupational therapy. Gestalt play therapists routinely utilize sensory rich activities during therapy. This study sought to explore and describe how Gestalt play therapists establish sensory contact with children who have sensory integration disorders. A combined qualitative and quantitative approach was utilized. A questionnaire and semi-structured interviews were used to gain rich descriptive data. Participants felt that the therapeutic process with these children was markedly different than with other children. Participants who were aware of their own sensory difficulties demonstrated an increased ability to accommodate these children in therapy. A need for increased knowledge and/ or training in sensory integration was strongly expressed. Social Work M. Diac. (Play Therapy)

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Van, Zijl Karen. "The utilization of gestalt play therapy concepts and techniques with the pediatric hematology/oncology patient." Diss., 2008. http://hdl.handle.net/10500/3000.

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In this study the researcher explored and described the utilization of Gestalt play therapy concepts and techniques in order to strengthen the sense of self of the pediatric hematology/oncology patient. Literature studies were compiled to examine the concepts of the pediatric hematology/oncology patient, sense of self and Gestalt play therapy. These literature studies provided the theoretical frame in which the study was executed. During the empirical study qualitative data was gathered by means of unstructured interviews within an instrumental case study. Eight therapy sessions were conducted with the participant in order to explore how Gestalt play therapy concepts and techniques could be utilized to strengthen the sense of self of the pediatric hematology/oncology patient. Following the analysis of the data the researcher was able to describe how the Gestalt play therapy concepts and techniques were utilized to strengthen the sense of self of the pediatric hematology/oncology patient. Social Work M. Diac. (Play Therapy)

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Roodt, Zarine. "Writing in therapy: a gestalt approach with an adolescent." Diss., 2006. http://hdl.handle.net/10500/2445.

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This exploratory and descriptive investigation used the case study as research strategy to indi cate how writing may be used as a specialised form of therapy for an adolescent in the phase of mid-adolescence. The study researched and consolidated a body of knowledge concerning writing in a therapeutic context, while highlighting the Gestalt therapeutic approach. Its empirical integration culminated in a method for the use of therapists who irrespective of their therapeutic orientation wish to apply writing in therapy with adolescents. The dissertation argues that writing practised from a Gestalt therapeutic perspective should move gradually from being a tool of self-expression to becoming one of self-nurturing. It should guide the client through a process of self-regulation to a point of self-support. In such a process, writing in therapy will evolve into writing as therapy, a therapy practised by the client her- or himself as a means of achieving equilibrium. Social Work M. Diac. (Play Therapy)

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Strydom, Willie Andries. "Pastoraat aan getraumatiseerde kinders in die intensiewesorgeenheid: ’n Gestalt benadering." Thesis, 2011. http://hdl.handle.net/10500/4765.

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In Suid-Afrika word kinders dikwels opgeneem in die Intensiewesorgeenheid na 'n traumatiese gebeurtenis. Die Kerk het die opdrag om vir hierdie kinders te sorg en wel in die vorm van pastoraat. In die praktyk ontvang kinders egter nie altyd die sorg waarop hulle geregtig is nie. Een van die faktore waarom dit nie altyd gebeur nie, is omdat daar gebruik gemaak word van 'n intervensie metode wat steun op verbale kommuniekasievaardighede. Die ses stappe van intervensienavorsing is gebruik om 'n pastorale praktykmodel in die vorm van 'n kursus te ontwikkel. Die aanvanklike praktykmodel is in gevallestudies getoets en later verfyn. Die klem van hierdie praktykmodel is die gebruik van spel as modus van intervensie vanuit 'n Gestalt benadering. Die kursus sal pastors en geestelike werkers in staat stel om effektief vir kinders te sorg. Die hoofkonsepte van die navorsing vorm die vertrekpunte van die kursus saam met praktiese oefeninge in spelterapietegnieke. Many children in South-Africa are admitted in the Intensive Care Unit after a traumatic event. The Church is called to care for these children in the form of pastoral care. In practise children are often neglected and do not receive the care that they are entiteld to. One of the main reasons is because pastors and religious workers use an intervention method that depends mainly on the verbal skills of the child. The six steps of intervention research was used to develop a pastoral model in the form of course. The innitial intervention model was tested in case studies and refined. The focus of this model is to use play as a mode of intervention from a Gestalt approach. The course will enable pastors and religious workers to care for children more effectively. The main concepts of the research forms the basis of this model with practical excercises. Social Work D. Diac. (Spelterapie)

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Rust, Nolene. "Die benuttingswaarde van musiek as medium tydens kontakmaking in die Gestaltspelterapeutiese proses." Thesis, 2007. http://hdl.handle.net/10500/1674.

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This study was aimed at exploring and describing the role of music as a medium in the Gestalt play therapy process with children who experience emotional distress and therefore suffer loss of healthy contact. The case study method was used as research strategy. A literature study of the Gestalt approach and Gestalt play therapy was carried out as well as a study of the child in middle childhood, the child experiencing emotional distress in the form of loss, and music as a medium. In implementing of this research study three case studies were described. The sampling method was based on a non-probability purposive sampling technique. The criteria for inclusion in this study were children who experience emotional distress in the form of loss and who, subsequently, do not make effective contact. Between seven and eight therapeutic sessions per child were conducted. The role of music was evident in all three cases. SOCIAL WORK MDIAC (PLAY THERAPY)

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Jacobs, Susanne. "The implementation of humour as deflective technique in contact boundary disturbance." Diss., 2007. http://hdl.handle.net/10500/1603.

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One potent, yet little recognized tool in therapy is humour. As the desire to be entertained through humour is near universal the establishment and return of a positive sense of humour may be considered a goal of therapy. The goal of Gestalt exploration is awareness. From its origin Gestalt theory includes addressing body experiences such as laughter and emotional expression through humour. In Gestalt Theory a contact boundary disturbance such as deflection refers to the ways in which individuals may refuse contact with their environment in order to avoid aware¬ness. The goal of this study was to explore the implementation of humour as a deflective technique where contact boundary disturbances occur, to bring about change. Aspects of humour, namely the ability to perceive the comic as well as the ability to produce it, aid therapy and relationship building, and help the client to deflect in a way that enhances emotional well-being. Humor, geringskat in terapie, is 'n uiters sterk hulpmiddel. Aangesien die behoefte om vermaak te word deur humor universeel is, is die terugkeer van 'n positiewe sin vir humor 'n deurdagte doel vir terapie. Die doel van die Gestalt eksplorasie is bewuswording. Van die begin af sluit Gestalt teorie liggaamservaringe soos lag en emosioneie uitdrukking deur humor in. In Gestalt Teorie verwys 'n kontakgrens versteuring soos defleksie, na die wyse waarop individue kontak met die omgewing vermy, om sodoende bewuswording te vermy. Die doel van die studie was om die implementering van humor as deflektiewe tegniek, waar kontak grens versteuringe en weerstande voorkom, as verandering teweeg kan bring. Aspekte van humor, naamlik die moontlikheid om die komiese waar te neem, sowel as om dit te produseer, versterk terapie and vehoudingsbou, beide aspekte help die klient om te deflekteer op so 'n wyse dat emosioneie goedvoel bevorder word. Social Work M. Diac. (Play Therapy)

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Constantinou, Melany. "The effect of Gestalt play therapy on feelings of anxiety experienced by the hospitalized oncology child." Diss., 2007. http://hdl.handle.net/10500/1822.

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A child diagnosed with a life-threatening illness such as cancer, and is hospitalized for extensive periods of time, is faced with innumerable stressful and traumatic circumstances. This emotionally challenging life situation can bring on much emotional distress such as anxiety. Thus, it has become imperative that the oncology child is assisted and supported, in his individual struggle to cope with the harshness of his strained reality. In this study the hospitalized oncology child was provided with a means of support and intervention through the use of Gestalt play therapy. Gestalt play therapy was conducted to assist the child to express and work through feelings of anxiety and related emotional distress associated with his present life experience. Gestalt play therapy was presented with six case studies. The researcher explored and described the experiences of each case study from which, the researcher drew conclusions and made recommendations. Social Work M.Diac. (Play Therapy)

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Davies, Catherine Elizabeth. "A play technique programme for autistic children in middle childhood." Thesis, 2008. http://hdl.handle.net/2263/27067.

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In this study an attempt was firstly made to theoretically conceptualize autism as a phenomenon in Middle Childhood and the impact thereof on the family, as well as play techniques in the context of autism. The characteristics, behaviour and statistics of autism were looked at as well as the expectations of development of a child (with autism) in middle childhood. The impact of the diagnosis of autism, particularly on the family, was also discussed as well as play techniques in the context of autism. Secondly the researcher focused on exploring the nature of existing play technique programmes on a national and international level. The focus then was placed on developing a play technique programme for autistic children in middle childhood (between the ages of six and 12 years). This programme was then implemented with 12 autistic children in middle childhood at The Key School for Specialized Education in Parktown West, Johannesburg. Each of the 12 respondents were seen for six sessions, with each session lasting 30 minutes. The empirical results were then given through evaluating the play technique programme to assess the effectiveness of the play technique programme. Finally the researcher came to conclusions and recommendations, based on the research findings, regarding the effectiveness of the play technique programme for autistic children in order to enhance the impact of the play technique programme. The broad aim of the study was to develop and evaluate the effectiveness of a play technique programme to enhance the social behaviour of autistic children between the ages of six and 12. The following hypothesis was developed: if autistic children are involved in the play technique programme, then their social behaviour will improve. Consequently, the following sub hypotheses were developed: (1) If autistic children are involved in the play technique programme then their verbal communication skills will improve; (2) If autistic children are involved in a play technique programme then their non-verbal communication skills will improve; (3) If autistic children are involved in a play technique programme then their social interaction skills will improve; (4) If autistic children are involved in a play technique programme then their challenging behaviours will decrease. In the context of applied research, intervention research was the most appropriate type of research for this particular study. This is due to the fact that the researcher aimed to conduct an intervention, namely a play technique programme, which was attempting to impact a particular problem within society, namely the lack of support provided for parents and/or professionals dealing with autistic children in middle childhood. The research approach used in the study was quantitative. The researcher utilized the one-group pretest-posttest design (i.e. quasi-experimental/associative design). In this particular design there is a measurement (pre-test) of a dependent variable (the autistic children’s social behaviour) when no independent variable (play technique programme) is present. Subsequently the independent variable is introduced, followed by a repeated measurement (posttest) of the dependent variable. The 12 respondents were selected through probability sampling, more specifically stratified and systematic sampling. A self-constructed measuring instrument was used, within structured observation, to evaluate the respondents’ changes in social behaviour, due to exposure to the various play techniques. The specific behaviours focused on included verbal communication, non-verbal communication, social interaction and challenging behaviours. The findings confirmed that the play technique programme had a highly significant effect on all four areas measured (verbal communication, non-verbal communication, social interaction and challenging behaviour). The respondents (the autistic children) therefore showed a marked improvement in their social behaviour due to being involved in the play technique programme and the conclusion that can be reached is that the play technique programme can be perceived as having had the impact that was hoped for. Thesis (PhD)--University of Pretoria, 2008. Social Work and Criminology unrestricted

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Fourie, Alma. "A Gestalt program for establishing a contact making process of inclusion between educators and learners in the foundation phase." Thesis, 2005. http://hdl.handle.net/10500/1269.

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The relationship that exists between the educator and the ]earners is very important. A positive relationship will contribute to the learners' feeling safe to explore their potentiaL A positive relationship will lead to educators feeling motivated towards teaching. Educators do, however, bring unfinished business to the classroom that affects their relationship with their learners. The learners also bring unfinished business to the classroom that affects their relationship with their educators. The resulting educatorlearner relationship is characterized by a contact making process of exclusion. 'I11is often leads to disciplinary problems and learners being referred to the school psychologist for counseling. The first research objective, therefore, was to develop a Gestalt program that wiiJ assist in creating a safe environment in which the learners and educators can share their feelings and emotions. The second objective was to establish a contact making process of inclusion between learners and educators in the foundation phase. After reviewing literature on the research problem. the researcher consulted experts on the subject. Thorough research was done on existing literature relating to the research problem. Using as a base the information gathered from consulting experts, the literature search and the preliminary exploratory studies, the researcher developed the program. The program was first pilot tested at school A. After completion of the pilot study, the program was tested under field conditions at school B. Qualitative and quantitative data analysis procedures were used to analyze the data. The results from both the pilot test and the field test indicated that the program increased the awareness of the educators who formed part of the experimental group. The awareness of the educators who formed part of the control group, who did not receive the intervention, stayed the same. The results of the research project allowed the researcher to continue developing a product for dissemination. The research study contributed to the development of a Gestalt program that assisted in creating a safe environment where the learners and educators could share their feelings and emotions. The program also contributed lo creating a contact making process of inclusion between educators and learners in the foundation phase. Finally the research study provided a program that can be used to assist professionals and other individuals in the fields of education, psychology or social work. Social work M. Diac.

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Van, der Burgh Nanet. "The effect of Gestalt play therapy in addressing symptoms associated with trauma in children in middle childhood." Diss., 2016. http://hdl.handle.net/2263/57225.

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The prevalence and impact of childhood trauma is so extensive that it has come to be known as a silent epidemic. Trauma affects children s social, biological, psychological, and emotional functioning, which impede their ability for healthy self-regulation. Conventional therapies seem to have limited success in addressing the long-term consequences of trauma, arguably due to a lack of understanding the neurobiological impact of trauma and its effect on therapy with traumatised children. Researchers therefore recommend that therapists in the field of child welfare review the way they work with traumatised children, taking into consideration the neurobiological principles informing trauma interventions. The goal of this research study was to explore the effect of Gestalt play therapy in addressing symptoms associated with trauma in children in middle childhood. As this study aimed to explore more efficient ways of working with traumatised children, applied research was conducted. A mixed methods research approach was utilised in order to combine the advantages of qualitative inquiry and quantitative evaluation. The researcher incorporated a triangulation mixed methods design, combining the single-system design and the phenomenological design at the same time and with equal weight. Data was collected at three consecutive points in the research process to determine the prevalence of trauma-related symptoms and how it changed over time. All three data-collection encounters entailed structured and semi-structured interviews, for which a questionnaire and interview schedule was used respectively. By means of purposive sampling, the researcher with the assistance of social workers from the children s home, selected five participants between nine and 11 years, who presented with trauma-related symptoms, who have been residents of a children s home for more than six months, and who were not involved in any other form of therapy at the time of the research. The findings of the study were in accordance with literature on the impact of trauma, especially on children in middle childhood, and furthermore correlated with a Gestalt perspective of how trauma affects children. Trauma-related symptoms the participants experienced reflected affect- and behaviour dysregulation, alterations in attention and consciousness, distortions in attribution and worldview, and interpersonal difficulties. Though the participants responses to trauma, as well as to Gestalt play therapy, varied; improvement was noted in the overall prevalence of symptoms associated with trauma after implementation of the Gestalt play therapy process. In this regard, the research findings indicated a statistically significant improvement in the total prevalence of trauma-related symptoms the participants experienced before being exposed to Gestalt play therapy, as was confirmed by the qualitative findings. It was concluded that Gestalt play therapy incorporates suggestions for trauma-informed interventions with traumatised children, and with its strong sensory base and utilisation of non-verbal and creative techniques, was an appropriate therapeutic intervention for addressing trauma-related symptoms in children in middle childhood. Based on these conclusions, it is recommended that professionals who work with traumatised children consider trauma-informed practices in the restoration of self-regulation through non-verbal and creative measures in the context of a safe and accepting relationship. As this research involved a small and limited study sample, further research that could add to the transferability of the findings is advised. Mini Dissertation (MSW)--University of Pretoria, 2016. tm2016 Social Work and Criminology MSW Unrestricted

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Chi, Liu Hsiu, and 劉袖琪. "The study on the counseling process of a child with divorced parents in the Gestalt play therapy." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/44219532390485882622.

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碩士 國立新竹師範學院 輔導教學碩士班 91 The major purpose of the research were to explore the counseling process of a child with divorced parents in the Gestalt play therapy, i.e., to examine the important issues raised in the therapy and to analyze the client’s self-accommodation process based on the Gestalt Cycle. Moreover, the research aimed at scrutinizing the relationships between the client and the counselor, so as to increase the counselor’s self-awareness as well as enhance the counseling skills. The research adopted the discover-oriented process method. The participant of this research was a 4th grade child with divorced parents. The weekly-based play therapy consisted of 12sessions, 50 minutes per session. Each session was videotaped, all the paintings, creations and sand trays became photographs for further analysis and preservation. The results were listed as follow: 1.The Gestalt play therapy enhanced the participant to externalize her difficulties of life adjustment with her families, friends, teachers and the environment. 2.The Gestalt play therapy helped the participant to fulfill her unfinished business and helped her integrate the psychological, spiritual and physical aspects, thus to support the theory of the Gestalt Cycle. 3.The relationship between the participant and the counselor was harmonious and close, with intense interaction throughout the sessions. 4.Both the background of counselor’s knowledge and the unfinished business of the counselor had some impact on the counseling process; the counselor enhanced her level of self-awareness and proficiency in the Gestalt play therapy. Finally, based on the findings, several suggestions for the divorced parents, school guidance and counseling, and further research were addressed.

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Galloway, Helena Johanna. "Die invloed van spelterapie deur middel van gestaltgroepwerk op die skolastiese prestasie van kinders met leerprobleme : 'n maatsaplikewerkperspektief [Afrikaans]." Diss., 2001. http://hdl.handle.net/2263/24818.

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Van, As Yolindi. "Gestalt tegniek om die kind wat verlies ervaar te begelei." Diss., 2005. http://hdl.handle.net/10500/1963.

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Text in Afrikaans The purpose of this study is to describe a gestalt technique for therapists who are involved with children who are experiencing loss. A play therepeutic approach is described and the underlying principles integrated and applied. In the first chapter the details of the the research methodology is described. In the second chapter the gestalt approach and how it relates to play therapeutic intervention is discussed. The third chapter is a literature study which describes the child's conceptualization of death. In the fourth chapter the technique which is developed is discusssed. This technique comprises six themes which are projected by way of instructions on a card. The child chooses a card during every session and it is therapeutically played out. There is a central theme of a treasure box, and a box is made to keep memorabilia of the deceased. The therapeutic intervention helps the child to make a treasure box of memories in their hearts. Social work M. Diac (Play Therapy)

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Van, der Westhuizen Magdalena Elizabeth. "A survey on the presence of work engagement and well-being among gestalt play therapists in South Africa." Diss., 2009. http://hdl.handle.net/10500/2871.

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The aim of the study was to measure the presence of work engagement and wellbeing among Gestalt play therapists in South Africa. A literature study was undertaken to examine the concepts of work engagement and well-being, and a conceptual framework was given of the Gestalt play therapist and the work that they do with traumatized children within the South African context. This literature study forms the theoretical framework in which the study was done. After completion of the literature study, the empirical study was conducted. The researcher made use of a biographical questionnaire and four psychometric instruments to compile research data; it is the Utrecht Work Engagement Scale, Satisfaction with Life Scale, Subjective Happiness Scale and Scales of Psychological Well-being. The data obtained was quantatively analysed, research findings were discussed and recommendations were made. The empirical data indicated work engagement and well-being to be statistically significant present in Gestalt play therapists in South Africa. M. Diac. (Play Therapy) Social Work

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Kemp, Rochshana. "A gestalt theoretical perspective on domestic violence in middle-childhood." Diss., 2004. http://hdl.handle.net/10500/1879.

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The purpose was to give a theoretical perspective on domestic violence in middle-childhood. The aim was therefor to explore and describe domestic violence in middle-childhood from a Gestalt perspective with guidelines for play therapists to utilise with middle-childhood children experiencing domestic violence. Due to the nature of qualitative research triangulation was used where firstly an in-depth literature study on middle-childhood, the Gestalt approach and domestic violence. Secondly semi-structured interviews in the empirical research in example a self-developed questionnaire. Together with this mediums and techniques of Gestalt play therapy for the main purpose of obtaining more information from the respondents. The literature was utilised from a explorative and descriptive nature of the research to refine concepts through semi-structured interviews with six children as respondents. This information is given graphically and applied for guidelines from Gestalt perspective to play therapists to assist these children. The objectives of the study have thus being achieved. Practical Theology M. Diac.

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Badenhorst, Sonika. "Bruikbaarheid van die gestaltbenadering deur spelterapeute in die praktyk (Afrikaans)." Diss., 2006. http://hdl.handle.net/2263/23905.

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The gestalt approach in play therapy is used by a wide spectrum of professional persons operating in the fields of health, psychology and education. The objective of the research study was to investigate the practicality of the gestalt approach as applied by play therapists. A collective case study within a qualitative research approach has been utilized in this study. Ten play therapists had been identified by means of random sampling and a semi-structured interview was conducted with each one. The researcher applied a systematic random sampling as this method prevents bias. The researcher gained information by means of a literature study as well as from discussions with experts. A theoretical framework was formed regarding the gestalt approach and the utilization thereof in practice. The objective of the gestalt approach is to support the client during therapy to enable the client to function as a complete entity. When the client functions as such an entity he or she is able to complete a gestalt. The healthy person according to the gestalt approach will satisfy his own needs without harming himself or others. The gestalt approach consists of several main concepts namely: holism, awareness, contact and contact boundary disturbances, figure/fore ground and back ground, self regulation, the here-and-now concept and polarities. Techniques can be added throughout as the approach is spontaneous and creative. The focus in gestalt approach techniques is based on language usage and bipolar ways of thinking to enable the client to achieve a balanced outlook in life. The client learns to acknowledge and accept the positive and negative aspects of problem situations. An empirical study has been undertaken to determine how play therapists experience and utilize the gestalt approach. A qualitative research approach was suitable as it sheds light on the usefulness of this approach in practice. Semi-structured interviews led to in depth discussions with play therapists. These interviews were recorded and processed according to Creswell’s qualitative data-analysing process. The findings of the empirical study are that: play therapists experience the gestalt approach as scientifically justified; the main concepts and various techniques of the gestalt approach are utilized although there is a need to adapt some of the techniques in practice; the gestalt approach can be utilized in conjunction with other approaches and the gestalt approach can be implemented in the treatment of both children and adults. The research investigation has proved that the gestalt approach is practically useful and thus applied by play therapists in practice. The researcher recommends that further in depth research be undertaken to identify specific techniques that can be combined with the gestalt approach when utilized in practice. Further investigation could also be undertaken in respect of specific problems that play therapists experience in practice. Dissertation (Magister Socialis Diligentiae)--University of Pretoria, 2007. Social Work and Criminology unrestricted

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Stone, Maria Magdalena. "Benutting van Gestaltspelterapie met die fokus op selfondersteuning by die kind in die middelkinderjare." Thesis, 2007. http://hdl.handle.net/10500/1938.

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Text in Afrikaans In this study the researcher explored and described the use of Gestalt play therapy with specific focus on self-support with the child in middle childhood years. A literature study was undertaken to examine the concepts of child, Gestalt play therapy, self-support and the play therapy process. This literature study forms the theoretical frame in which this study was done. After the completion of the literature study, the empirical study was conducted. The researcher made use of unstructured interviews within a intrinsic single case study in order to compile research data. During the empirical study ten therapy sessions were conducted with the participant which was explored within the framework of qualitative research methodology. The researcher was able to use ample Gestalt play therapy concepts and principles during the description of the case study in order to explore self-support within the child during middle childhood. These concepts and principles will be discussed in depth within this study. Social Work M.Diac. (Spelterapie-rigting)

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Van, der Merwe Elizabeth Charlotte. "Gestaltspelterapeutiesetegnieke met die getraumatiseerde adolessent in `n multikulturele konteks." Diss., 2006. http://hdl.handle.net/10500/2440.

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Text in Afrikaans Euro-centric (Western) therapeutic approaches in psychotherapy are criticized by several authors as being unsuitable in an African context. The reconciliation of the contrasting approach of world- and human views regarding individualism (Western) and collectivism (Africa) is being questioned. In this research a qualitative approach was used. The objectives were to explore, describe and to explain the use of gestalt play therapy with the adolescent who suffered trauma due to the loss of one or both parents, in a multicultural context. Case studies were done on three adolescents in eight therapeutic sessions of Gestalt play therapy. The finding and conclusion of this research showed that Gestalt play therapy could be used with the traumatised adolescent in a multicultural context. The child could be understood from a holistic point of view as the individual as well as a member of a cultural group. Social Work M. Diac. (Play Therapy)

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Nel, Deidre Maree. "The use of play therapy mediums in a stress management programme with corporate employees." Thesis, 2006. http://hdl.handle.net/2263/29058.

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There is a growing need for corporate employees to be able to manage their stress levels and use stress to their own, and to the organisation’s, advantage. Various literature references show that the damage to the workplace and to the worker costs millions of rands annually. Organisations are loosing money because of employees who are not able to manage their stress levels. Employees often experience stress because of an excessive workload, a high expected work pace, difficult work schedules, role conflict, uncertainty regarding career security, poor interpersonal relationships and unpleasant working conditions and many more. This stress manifests in conflict, depression, absenteeism, headaches, hypertension, alcoholism, drug abuse and more which as a result, impacts the organisation’s profitability due to decrease in productivity. In this thesis, research was done regarding the use of play therapy mediums in a stress management programme with corporate employees. The following research question was formulated: Will the use of play therapy mediums in a stress management programme for corporate employees, have a positive effect on their stress levels? The purpose of this stress management programme was to create greater awareness amongst corporate employees regarding the effects of stress on their lives and to indicate to them how they can go about managing stress to their advantage. The aim of the research was to use play therapy mediums in a stress management programme to enable corporate employees to become aware of, and to manage their stress levels. Play therapy mediums were therefore used to aid the de-stressing of the corporate employees and to facilitate greater awareness regarding the effects of stress on their lives. The researcher applied the Gestalt Theory as theoretical framework for this study. This theory supports the notion of awareness as a tool that can be used by a person to be in control of his/her life. The Gestalt Theory as a theoretical framework emphasises the fact that healthy behaviour occurs once people reach a point where they can regulate the emotional state that they are in. The literature research has shown that when this comes about, people experience a feeling of unity and integration in their lives. It is also concerned with the total existence of a human being. The people are addressed as whole and integrated beings, who strive to gain balance in an ever-changing environment. The Gestalt Theory is holistic and can form the theoretical framework for work with any type of individual and has been used effectively with individuals, groups and in teaching. Research was done within the corporate environment. The researcher developed a stress management programme which was presented to corporate employees. The aim was to establish whether the programme would have an effect on their stress levels and whether play therapy mediums can be used successfully with corporate employees during a training programme to reduce their stress levels and to improve their awareness of the causes of stress in their lives and their reactions to stressors in their environment. This stress management programme served as an intervention because it could enhance the functioning of the corporate employees with regard to their stress levels and also their general functioning within the organisation and in their personal lives. Pre- and post-test results were compared to evaluate the effect of the programme. Play therapy is traditionally used with children but relevant literature and the researcher’s own experience from the research has shown remarkable results in the use of play therapy mediums with adults. The literature as well as the empirical study showed that play itself has a number of therapeutic elements that produce behaviour change. Furthermore play also offers opportunities to re-live past stressful events and the emotions associated with them in a safe and therapeutic environment. The research findings indicated that stress levels improved after the stress management programme was presented to the corporate employees. From the research findings the researcher developed a model as a guideline for a stress management programme using play therapy mediums in the corporate environment. Thesis (DPhil (Social Work))--University of Pretoria, 2006. Social Work unrestricted

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Van, der Spuy Willem Dirk. "Ondersoek na die toepassing van die Schoemanmodel in terapie met serebraal gestremde kinders." Diss., 2009. http://hdl.handle.net/10500/3205.

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Through literature and personal experience it became apparent that cerebral palsy is a condition that poses physical challenges to the everyday lives of children diagnosed with this condition. Negative feedback from society and significant others in the lives of these children may lead to an emotional imbalance in these children. Although various models for addressing emotional issues in children with cerebral palsy exist, their needs within a therapeutic setting are not addressed. The purpose of this study was to investigate the use of the Schoeman model in therapy with the child with cerebral palsy. The Schoeman model is a therapeutic model that is based on the Gestalt philosophy and is used in conjunction with Gestalt play therapy. Through applying the different aspects of this model the study sheds light on the usefulness of the Schoeman model in therapy with the child diagnosed with cerebral palsy. Social Work M. Diac. (Spelterapie)

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Botha, Elmari. "Gestalt-assesseringshulpmiddel vir die laerskoolkind in terapie." Diss., 2006. http://hdl.handle.net/10500/2166.

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Text in Afrikaans During the initial stages of Gestalt play therapy qualitative assessment is vital within the therapeutic relationship, to gain information about the child in order to strengthen this relationship, enhance awareness and for further interventions. Research confirmed the lack and problems with current assessment tools, within various helping professions, which were addressed in this study. The board game, as a Gestalt assessment tool, was compiled for the primary school child and focuses on the therapeutic relationship, sensory stimulation and the process of the child (Schoeman-3-aspect model). Information was gathered by a literature review, semi structured interviews with two professionals and by observing the application of the board game. Valuable information was gathered concerning the child and was strengthened by literature. Relevant conclusions and recommendations were made. This board game can be effectively used by play therapists in the initial stages of assessment with the primary school child, for relationship building, sensory stimulation and determining the child's process. Social Work M.Diac.

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Dissertations / Theses on the topic 'Gestalt play therapy'

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