Abstract
M.Ed.
This study looked at the experiences of School Counsellors while using sand tray
techniques to assist learners with emotional and behavioural problems.
A phenomenological design with a social constructivist perspective was used to conduct
this study. A qualitative approach was used and aimed to look at 12 school counsellors
(the study participants) experiences when using sand tray techniques with 37 primary
school learners between the ages of 6 and 14 years, who have emotional and
behavioural problems in the northern suburbs of Johannesburg. The data was collected
by means of individual interviews, a focus group interview and observations.
The study was conducted in two phases. In the first phase the school counsellors
experience was collected, recorded and analysed. In the second phase the data from
phase one was used to design a manual for school counsellors using sand tray
techniques to assist learners who have emotional and behavioural problems.
Content analysis was used in order to collect data which was sorted into codes,
categories and themes, which developed a description of the experience of school
counsellors. The themes that emerged were the school counsellors' personal experience,
the school counsellors' experience with the learners, the sand and sand trays, sand tray
symbols, administrative aspects, and diversity of learners' problems, therapeutic
approaches, symbols, cultural orientations, socio economic status, language barriers and
the stages of the sand tray process.
The finding indicated that future school counsellors would benefit from a manual to assist
them when using sand tray techniques with learners who have emotional and behavioural
problems. As such a manual was designed based on the findings of the study