Abstract
D. Ed.
Trauma can be described as the emotional shock response to a physical or
emotional injury that is overwhelming and has a lasting effect on a person. Based on
this definition, trauma can be considered an integral part of life in South Africa. The
consequences and effects of trauma are severe, both on individual and society
levels. Nobody escapes the effects of trauma, but women and children are
particularly vulnerable. Unfortunately the vast majority of South Africans have little
or no access to mental health services.
Some people, however, seem to be resilient in response to trauma and hardship.
Although various definitions of resilience can be found in the literature, resilience is
defined in this thesis as the ability and characteristics that enable a person to
endure, recover from, and be strengthened to grow personally, regardless of
exposure to traumatic life events.
Women are generally the primary educators of children in the South African society,
whether it be their own children, grandchildren or others. If South African women
were equipped with skills that could enable them to deal more effectively with
trauma, they would – as primary educators – naturally transfer their skills and
knowledge to the children in their care.
There exists a need for preventative interventions that may equip women to cope
effectively with trauma. Certain educational interventions may provide avenues
through which this may be achieved. Educational drama is one such avenue through
which women of diverse educational, socio-economical, and cultural backgrounds
may be reached in a comprehensible, accessible and non-discriminatory way.
In this study a number of issues pertaining to the prevalence of resilience in South
African women have been explored and described. The purpose of this study was to
create an interactive educational play aimed at facilitating mental health in women
exposed to traumatic life events.