Abstract
M.Ed. (Educational Psychology)
The study is qualitative and entitled “Exploring how Masekitlane can be used as a narrative therapeutic tool with children in grade four". It focuses on investigating the indigenous game Masekitlane as a narrative therapeutic tool with children in grade 4, at a South African primary school. This tool seems to be relevant since South Africa is a multilingual and multicultural society and there is a need for indigenous therapeutic tools for children experiencing emotional difficulties at school. Kekae-Moletsane (2008) used Masekitlane as a therapeutic tool; Odendaal (2009) used it as an assessment tool and Modikoe (2010) supported the findings of Kekae-Moletsane and Odendaal. The game can be played by distressed children or children who are excited.The participants for the study were children who were referred in our unit (Inclusion & Special Schools) and were purposefully selected with the help of their educators. The participants were experiencing learning barriers but interaction with them revealed they were showing symptoms of emotional problems. Other participants in the study included two educators - the participant’s class educators and three family members of the participants. The theoretical approach adopted in the study was based on constructivism. Techniques from White and Epston's (1990) narrative therapy approach were used during the course of the interventions. Data were collected through interviews, open-ended questionnaires, observations and field notes. Analysis of the data was done through content analysis and the two major themes which emerged were narratives around the preparation of food and narratives about interactions in the family.. The findings from the study were that the use of Masekitlane as a therapeutic tool during narrative therapy allowed the participants to reflect their experiences with ease on urgent and less urgent issues, their past experiences and how they could use these to cope in future. Masekitlane can be used to obtain information about the context in which the children live, about their relationships and socialisation with family members in a way which enables the children not to be burdened by the intervention.