Evaluating the "what color is your hurt?" programme for traumatised preschoolers in South Africa
- Authors: Strydom, Lizelle
- Date: 2008-11-14T14:19:54Z
- Subjects: Psychic trauma in children , Child abuse , Child psychotherapy , Post-traumatic stress disorder in children , Problem solving therapy
- Type: Thesis
- Identifier: uj:14695 , http://hdl.handle.net/10210/1688
- Description: M.Cur.
- Full Text:
- Authors: Strydom, Lizelle
- Date: 2008-11-14T14:19:54Z
- Subjects: Psychic trauma in children , Child abuse , Child psychotherapy , Post-traumatic stress disorder in children , Problem solving therapy
- Type: Thesis
- Identifier: uj:14695 , http://hdl.handle.net/10210/1688
- Description: M.Cur.
- Full Text:
The exploration of metaphoric stories as a therapeutic technique for a young boy with an anxiety disorder
- Authors: Bheamadu, Cithra
- Date: 2010-11-23T05:50:24Z
- Subjects: Anxiety in children , Child psychotherapy , Fiction therapeutic use , Metaphors therapeutic use
- Type: Mini-Dissertation
- Identifier: uj:7027 , http://hdl.handle.net/10210/3533
- Description: M.Ed. , A number of play therapy techniques have been successfully implemented for children with anxiety disorders. As an Intern psychologist at the Institute of Child and Adult Guidance at the Rand Afrikaans University (RAU) in Johannesburg, there have been many referrals of young boys between the ages of 5-8 with childhood fears and anxieties. These fears and anxieties manifest themselves in different ways, such as separation anxiety, generalized anxiety or anxiety over specific objects or people. Literature is abundant on the importance and effectiveness of using stories at the developmental ages between 3-8, as these children respond well to techniques, incorporating imagination and fantasy (Schoeman and van der Merwe 1996; Oaklander, 1988). It would therefore be appropriate to surmise that the use of metaphors and stories could be an appropriate treatment modality for this age group. Mills and Crowley (2001) propose using metaphoric story telling in a specific manner· that is aimed at implementing change. They propose that the metaphoric story, when utilized in the correct manner, creates a IIshared phenomenological reality" between the child and the story and which works on 'multiple levels of communication' (Mills and Crowley, 2001, p.69). This study focuses on using the principles set by Mills and Crowley (2001) for metaphoric story telling as a therapeutic technique, with a boy referred for an anxiety related problem. The study aims at exploring how the child related to the metaphoric story, how he identified with character and events in the story, and finally how he used the messages gleaned in the story to solve parallel problems within the story and consequently implement positive change in his life.
- Full Text:
- Authors: Bheamadu, Cithra
- Date: 2010-11-23T05:50:24Z
- Subjects: Anxiety in children , Child psychotherapy , Fiction therapeutic use , Metaphors therapeutic use
- Type: Mini-Dissertation
- Identifier: uj:7027 , http://hdl.handle.net/10210/3533
- Description: M.Ed. , A number of play therapy techniques have been successfully implemented for children with anxiety disorders. As an Intern psychologist at the Institute of Child and Adult Guidance at the Rand Afrikaans University (RAU) in Johannesburg, there have been many referrals of young boys between the ages of 5-8 with childhood fears and anxieties. These fears and anxieties manifest themselves in different ways, such as separation anxiety, generalized anxiety or anxiety over specific objects or people. Literature is abundant on the importance and effectiveness of using stories at the developmental ages between 3-8, as these children respond well to techniques, incorporating imagination and fantasy (Schoeman and van der Merwe 1996; Oaklander, 1988). It would therefore be appropriate to surmise that the use of metaphors and stories could be an appropriate treatment modality for this age group. Mills and Crowley (2001) propose using metaphoric story telling in a specific manner· that is aimed at implementing change. They propose that the metaphoric story, when utilized in the correct manner, creates a IIshared phenomenological reality" between the child and the story and which works on 'multiple levels of communication' (Mills and Crowley, 2001, p.69). This study focuses on using the principles set by Mills and Crowley (2001) for metaphoric story telling as a therapeutic technique, with a boy referred for an anxiety related problem. The study aims at exploring how the child related to the metaphoric story, how he identified with character and events in the story, and finally how he used the messages gleaned in the story to solve parallel problems within the story and consequently implement positive change in his life.
- Full Text:
A case study exploring the use of the tree of life as a narrative intervention tool with a black adolescent girl who was sexually abused in South Africa
- Authors: Jamieson, Carol Anne
- Date: 2012-06-07
- Subjects: Child psychotherapy , Narrative therapy , Teenage girls - South Africa , Sexually abused teenagers - South Africa , Teenagers, Black - South Africa
- Type: Mini-Dissertation
- Identifier: uj:8670 , http://hdl.handle.net/10210/5025
- Description: M.Ed. , This case study explored how the tree of life could be used as a narrative intervention tool with a Black adolescent girl who had been sexually abused in South Africa. The sample was limited to one participant who was engaged during therapy. This research inquiry aimed at discovering just how the tree of life could be applied as a tool in working with one of many adolescent girls in our scenario who have survived sexual abuse. The tree of life was applied in phases during brief therapy spanning eight sessions since I was limited by my practicum requirements regarding the length of therapy. The research was conducted from an overarching constructivist paradigm which facilitated insight into how the individual constructed and understood the world (Eloff & Ebersöhn, 2004). Within this paradigm lies a theoretical framework with two theoretical lenses namely, positive psychology which emphasizes positive experience and thinking drawing on personal assets to create a sense of well-being (Ebersöhn & Eloff, 2006). The second is critical psychology which encapsulates the African philosophy emerging in South Africa as opposed to westernized opinions previously adopted (Higgs & Smith, 2006). It also gives voice to those silenced, marginalised or oppressed such as sexually abused women. Then the Bio-ecological Model of Bronfenbrenner, falling within bio-ecological theory, provided a framework to apply systems theory when examining the complexity of relationships of the participant within her systems (Bronfenbrenner, 2005). The research design was a case study based on a single participant who was identified during my practicum. The selection of the participant was according to set criteria. The research method enabled the researcher to adopt dual roles as researcher-therapist and researcher-participant in order to understand the meaning the participant attributed. Keeping ethical research in mind, data was generated through a variety of sources namely, therapeutic sessions and accompanying artefacts as well as a feedback interview captured on video and audio-recorders. In order to explore the data generated from the intervention process I used interpretive phenomenological analysis according to recommendations by Smith (2008). Thus the data was explored for meaning, meanings were clustered and coded and findings were extracted falling under the main theme the Tree of life and sub-themes directly related to the phases of the tree of life. Other sub-themes were integrated into the main these concerning a Black adolescent girl in South Africa and the effects of sexual abuse. These themes were explained in terms of how the tree of life can be used as a narrative intervention tool and verification was achieved through a feedback interview with the participant a year after therapy was terminated. The findings of the study were specific to this case but could contribute to the field of Educational Psychology in terms of psychotherapeutic interventions since it provides a tool to use when intervening with adolescents who have survived sexual abuse. The necessity for appropriate tools to work effectively within brief therapy has arisen for several reasons. Sexual abuse is rampant in South Africa, statistics of girls who receive no intervention are rising and resources are minimal. The study highlights the usefulness of the tool in terms of assessing change in the client and the client's wellbeing not only individually but across her context. It also provides evidence of contextual and cross-cultural needs regarding therapy.
- Full Text:
- Authors: Jamieson, Carol Anne
- Date: 2012-06-07
- Subjects: Child psychotherapy , Narrative therapy , Teenage girls - South Africa , Sexually abused teenagers - South Africa , Teenagers, Black - South Africa
- Type: Mini-Dissertation
- Identifier: uj:8670 , http://hdl.handle.net/10210/5025
- Description: M.Ed. , This case study explored how the tree of life could be used as a narrative intervention tool with a Black adolescent girl who had been sexually abused in South Africa. The sample was limited to one participant who was engaged during therapy. This research inquiry aimed at discovering just how the tree of life could be applied as a tool in working with one of many adolescent girls in our scenario who have survived sexual abuse. The tree of life was applied in phases during brief therapy spanning eight sessions since I was limited by my practicum requirements regarding the length of therapy. The research was conducted from an overarching constructivist paradigm which facilitated insight into how the individual constructed and understood the world (Eloff & Ebersöhn, 2004). Within this paradigm lies a theoretical framework with two theoretical lenses namely, positive psychology which emphasizes positive experience and thinking drawing on personal assets to create a sense of well-being (Ebersöhn & Eloff, 2006). The second is critical psychology which encapsulates the African philosophy emerging in South Africa as opposed to westernized opinions previously adopted (Higgs & Smith, 2006). It also gives voice to those silenced, marginalised or oppressed such as sexually abused women. Then the Bio-ecological Model of Bronfenbrenner, falling within bio-ecological theory, provided a framework to apply systems theory when examining the complexity of relationships of the participant within her systems (Bronfenbrenner, 2005). The research design was a case study based on a single participant who was identified during my practicum. The selection of the participant was according to set criteria. The research method enabled the researcher to adopt dual roles as researcher-therapist and researcher-participant in order to understand the meaning the participant attributed. Keeping ethical research in mind, data was generated through a variety of sources namely, therapeutic sessions and accompanying artefacts as well as a feedback interview captured on video and audio-recorders. In order to explore the data generated from the intervention process I used interpretive phenomenological analysis according to recommendations by Smith (2008). Thus the data was explored for meaning, meanings were clustered and coded and findings were extracted falling under the main theme the Tree of life and sub-themes directly related to the phases of the tree of life. Other sub-themes were integrated into the main these concerning a Black adolescent girl in South Africa and the effects of sexual abuse. These themes were explained in terms of how the tree of life can be used as a narrative intervention tool and verification was achieved through a feedback interview with the participant a year after therapy was terminated. The findings of the study were specific to this case but could contribute to the field of Educational Psychology in terms of psychotherapeutic interventions since it provides a tool to use when intervening with adolescents who have survived sexual abuse. The necessity for appropriate tools to work effectively within brief therapy has arisen for several reasons. Sexual abuse is rampant in South Africa, statistics of girls who receive no intervention are rising and resources are minimal. The study highlights the usefulness of the tool in terms of assessing change in the client and the client's wellbeing not only individually but across her context. It also provides evidence of contextual and cross-cultural needs regarding therapy.
- Full Text:
The use of sand tray techniques by school counsellors to assist primary school learners in need of emotional and behavioural support in the northern suburbs of Johannesburg
- Authors: Richards, Sonja Dorothea
- Date: 2012-07-09
- Subjects: Student counselors , Sandplay - Therapeutic use , Play therapy , Child psychotherapy
- Type: Thesis
- Identifier: uj:8795 , http://hdl.handle.net/10210/5160
- Description: 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
- Full Text:
- Authors: Richards, Sonja Dorothea
- Date: 2012-07-09
- Subjects: Student counselors , Sandplay - Therapeutic use , Play therapy , Child psychotherapy
- Type: Thesis
- Identifier: uj:8795 , http://hdl.handle.net/10210/5160
- Description: 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
- Full Text:
Non-directive play therapy with aggressive children in a Black township : a case study
- Authors: Masilo, Nontsikelelo
- Date: 2012-08-15
- Subjects: Play therapy. , Children, Black - South Africa - Psychology. , Child psychotherapy , Aggressiveness in children.
- Type: Thesis
- Identifier: uj:9375 , http://hdl.handle.net/10210/5813
- Description: M. Ed. , In South Africa many people have been directly or indirectly involved in criminal and/or violent acts either as victims or as perpetrators. Research has shown that violence in its various forms, be it political, criminal or domestic, is endemic in South Africa (Stravou, 1993; Turton, Straker & Moosa, 1992). According to Gibson, Mogale and Friedler (1991:1), political violence, especially in South African townships, has been enacted between the ANC and Inkatha and this violence is regarded as an extension of the years of a violent state of repression. As violence escalates it has become impossible to make a distinction between political and criminal violence. Rauch (1993:11), who points out that "it should also be borne in mind that ordinary criminal violence is not always distinguishable from political violence", supports this statement. Stravou (1993:3) echoes this in his observation that ordinary criminal violence can be caused by political factors, alcohol abuse, poverty, unemployment and dangerous living conditions. As both criminal and political violence increase in the townships, domestic and criminal acts against women and children in South Africa are rated the highest in the world (TV News, 13 May 1999). This is an indication that violence has not only destroyed individual lives, but also affected communities, children and family institutions. This notion is emphasized by Klaaste (no date, cited by Phetla 1998:31), when he stated that "The violence in this country, particularly in the townships, has destroyed more than just property and structures, it has destroyed the emotional institutions, the very substance of family life and society. In the past, there was always a very strong understanding of hierarchy, of who was who in the family". However, today the anchors have been destroyed, and there is nothing to hold many families together. This is a cause for concern, because families are the fabric of communities and societies. As families are affected, children who are the future generation of society, are also continually exposed to this violence. Children become victims because of their vulnerability and exposure to insecure and unstable environments in which they live. Many schools, which these children attend, were historically regarded as stabilizing influences on the social environment, providing necessary support and guidance for them have now turned into war zones. Young learners have to contend with guns and knives on a daily basis, an indication of how endemic the violence is in the learning environment. The Star (Thursday, May 12 1999) reported that a school principal was shot dead and her car taken in front of her learners. TV news (13 June 1999) reported that "another teacher has been brutally murdered in front of her grade one class by unknown gunmen". This situation occurs within the environment where children live, and appears to have serious repercussions later in their lives. Exposure to and involvement in escalating violence, both in their homes and neighbourhood, can lead to post traumatic stress syndrome in children (Kerr & Nelson, 1998:268). This includes nightmares, irritability and other forms of behavior problems like aggression. Stravou (1993:3) is of the opinion that witnessing a violent act, affect children in general more severely than adults. It can also be argued that violence and political instability will affect children's development adversely. In South Africa where 70% of the population is under the age of 18 years, the implications are devastating (Byne, 1993:3), especially in the townships. Katlehong, a township in the Eastern part of Gauteng, experienced tremendous violence during the years 1985-1995, because of the faction fights between two political parties, the African National Congress and the Inkatha Freedom party. Many people were killed, tortured, abducted and subjected to various forms of severe ill treatment. Reports like these are all too common in South African Black Townships, mixed in with miscellaneous reports of general community and domestic violence. Although among the people of Katlehong violence seems to be largely a thing of the past, its trauma remains and the children still bear the marks. Young people have become socialized to violence as a way of solving conflict. This attitude was indicated in a personal interview, which I conducted with teachers at the Kabelo Primary School prior to my study. In the interview one teacher had indicated that, "Most of our children are experiencing behaviour problems like aggression, and others experience difficulties in paying attention and concentrating in the classroom". This type of behaviour is regarded as the after effect of violence. As a result of the increase in violence, it has become clear that there is a vast need for psychological counseling for South African children who live in places like Katlehong, which have been constantly involved in acts of violence. Dawes (1994:6) supported the need for this service when he pointed out that "the need for psychological healing is overwhelming but, most unfortunately, for these children there are not enough psychological services to help alleviate these problems". It is not only the non-availability of these services that prevents children from accessing psychological interventions, but also a lack of knowledge about psychological difficulties and counseling among parents. Owing to this lack of knowledge, also with regard to possible interventions, society in the past tended to take a punitive rather than a rehabilitative, attitude towards an antisocial, aggressive youth (Carson & Butcher, 1992:545). In the townships, a punitive attitude was often to apply physical punishment in the form of corporal punishment; this, however, is seen as humiliating and antagonizing for children (Davis, 1996:291). In addition, corporal punishment has also shown to intensify rather than to correct aggressive behaviour, as reported by Omani (1982 cited by Mwamwenda, 1992:318) who argues that beating young children should be seen as an act of aggression that does not teach children conflict resolution. A study that supports this statement was carried out by Potegal and Knutson (1994:183), who reported in their finding that children who were struck after a simple tantrum had significantly higher frequencies of tantruming. Therefore, corporal punishment is regarded as an authoritarian and conservative way of disciplining children, that does not improve their abilities to deal with conflict nor deepen their understanding to their own emotional and social functioning. These results indicate that some variables that had been used in the past to deal with aggressive children can cause children to manifest antisocial behaviour like aggression (Farrington, 1992:260). From the researcher's experience, township parents often discipline their children by scolding them and they do not often encourage them, especially boys, to express their feelings freely. Scolding is regarded by Davis (1996:289) as verbal aggression, and is defined by Vissing, Straus, Eilees and Harrop (1991:224) as a communication intended to cause psychological pain. Its effects are low self-esteem, anger, anxiety, depression, academic underachievement and lying (Davis, 1996:289). Suppression of feelings among African children is indicated by Mandela's statement in his book "Long Walk to Freedom". When he recalled various aspects of his circumcision, he said that "flinching or crying out was a sign of weakness and stigmatized one's manhood; man must suffer in silence" (Mandela, 1995:12). According to Oaklander (1992:207) if a child is unable to express his feelings, he bottles them up, and becomes angry. In order for him to express his anger and his thwarted self, Oaklander (1990:208) adds that the child pushes on to "become something beyond his awareness, he can retroflect the anger by having headaches and stomach aches, or deflect the true feelings by hitting, kicking and striking out". Such a child is mostly regarded as aggressive, and according to Bierman (1989:36) children like this, who acquired non-compliant and violent behaviour patterns at home are at high risk for reacting aggressively towards their teachers and peers as an outward expression of emotional turmoil. Stravou (1993:11) is of the opinion that children learn to believe that aggressive attitudes and violent behaviour are normal and acceptable, in an environment where violence is viewed as an acceptable way to get and to maintain power and solve problems.
- Full Text:
- Authors: Masilo, Nontsikelelo
- Date: 2012-08-15
- Subjects: Play therapy. , Children, Black - South Africa - Psychology. , Child psychotherapy , Aggressiveness in children.
- Type: Thesis
- Identifier: uj:9375 , http://hdl.handle.net/10210/5813
- Description: M. Ed. , In South Africa many people have been directly or indirectly involved in criminal and/or violent acts either as victims or as perpetrators. Research has shown that violence in its various forms, be it political, criminal or domestic, is endemic in South Africa (Stravou, 1993; Turton, Straker & Moosa, 1992). According to Gibson, Mogale and Friedler (1991:1), political violence, especially in South African townships, has been enacted between the ANC and Inkatha and this violence is regarded as an extension of the years of a violent state of repression. As violence escalates it has become impossible to make a distinction between political and criminal violence. Rauch (1993:11), who points out that "it should also be borne in mind that ordinary criminal violence is not always distinguishable from political violence", supports this statement. Stravou (1993:3) echoes this in his observation that ordinary criminal violence can be caused by political factors, alcohol abuse, poverty, unemployment and dangerous living conditions. As both criminal and political violence increase in the townships, domestic and criminal acts against women and children in South Africa are rated the highest in the world (TV News, 13 May 1999). This is an indication that violence has not only destroyed individual lives, but also affected communities, children and family institutions. This notion is emphasized by Klaaste (no date, cited by Phetla 1998:31), when he stated that "The violence in this country, particularly in the townships, has destroyed more than just property and structures, it has destroyed the emotional institutions, the very substance of family life and society. In the past, there was always a very strong understanding of hierarchy, of who was who in the family". However, today the anchors have been destroyed, and there is nothing to hold many families together. This is a cause for concern, because families are the fabric of communities and societies. As families are affected, children who are the future generation of society, are also continually exposed to this violence. Children become victims because of their vulnerability and exposure to insecure and unstable environments in which they live. Many schools, which these children attend, were historically regarded as stabilizing influences on the social environment, providing necessary support and guidance for them have now turned into war zones. Young learners have to contend with guns and knives on a daily basis, an indication of how endemic the violence is in the learning environment. The Star (Thursday, May 12 1999) reported that a school principal was shot dead and her car taken in front of her learners. TV news (13 June 1999) reported that "another teacher has been brutally murdered in front of her grade one class by unknown gunmen". This situation occurs within the environment where children live, and appears to have serious repercussions later in their lives. Exposure to and involvement in escalating violence, both in their homes and neighbourhood, can lead to post traumatic stress syndrome in children (Kerr & Nelson, 1998:268). This includes nightmares, irritability and other forms of behavior problems like aggression. Stravou (1993:3) is of the opinion that witnessing a violent act, affect children in general more severely than adults. It can also be argued that violence and political instability will affect children's development adversely. In South Africa where 70% of the population is under the age of 18 years, the implications are devastating (Byne, 1993:3), especially in the townships. Katlehong, a township in the Eastern part of Gauteng, experienced tremendous violence during the years 1985-1995, because of the faction fights between two political parties, the African National Congress and the Inkatha Freedom party. Many people were killed, tortured, abducted and subjected to various forms of severe ill treatment. Reports like these are all too common in South African Black Townships, mixed in with miscellaneous reports of general community and domestic violence. Although among the people of Katlehong violence seems to be largely a thing of the past, its trauma remains and the children still bear the marks. Young people have become socialized to violence as a way of solving conflict. This attitude was indicated in a personal interview, which I conducted with teachers at the Kabelo Primary School prior to my study. In the interview one teacher had indicated that, "Most of our children are experiencing behaviour problems like aggression, and others experience difficulties in paying attention and concentrating in the classroom". This type of behaviour is regarded as the after effect of violence. As a result of the increase in violence, it has become clear that there is a vast need for psychological counseling for South African children who live in places like Katlehong, which have been constantly involved in acts of violence. Dawes (1994:6) supported the need for this service when he pointed out that "the need for psychological healing is overwhelming but, most unfortunately, for these children there are not enough psychological services to help alleviate these problems". It is not only the non-availability of these services that prevents children from accessing psychological interventions, but also a lack of knowledge about psychological difficulties and counseling among parents. Owing to this lack of knowledge, also with regard to possible interventions, society in the past tended to take a punitive rather than a rehabilitative, attitude towards an antisocial, aggressive youth (Carson & Butcher, 1992:545). In the townships, a punitive attitude was often to apply physical punishment in the form of corporal punishment; this, however, is seen as humiliating and antagonizing for children (Davis, 1996:291). In addition, corporal punishment has also shown to intensify rather than to correct aggressive behaviour, as reported by Omani (1982 cited by Mwamwenda, 1992:318) who argues that beating young children should be seen as an act of aggression that does not teach children conflict resolution. A study that supports this statement was carried out by Potegal and Knutson (1994:183), who reported in their finding that children who were struck after a simple tantrum had significantly higher frequencies of tantruming. Therefore, corporal punishment is regarded as an authoritarian and conservative way of disciplining children, that does not improve their abilities to deal with conflict nor deepen their understanding to their own emotional and social functioning. These results indicate that some variables that had been used in the past to deal with aggressive children can cause children to manifest antisocial behaviour like aggression (Farrington, 1992:260). From the researcher's experience, township parents often discipline their children by scolding them and they do not often encourage them, especially boys, to express their feelings freely. Scolding is regarded by Davis (1996:289) as verbal aggression, and is defined by Vissing, Straus, Eilees and Harrop (1991:224) as a communication intended to cause psychological pain. Its effects are low self-esteem, anger, anxiety, depression, academic underachievement and lying (Davis, 1996:289). Suppression of feelings among African children is indicated by Mandela's statement in his book "Long Walk to Freedom". When he recalled various aspects of his circumcision, he said that "flinching or crying out was a sign of weakness and stigmatized one's manhood; man must suffer in silence" (Mandela, 1995:12). According to Oaklander (1992:207) if a child is unable to express his feelings, he bottles them up, and becomes angry. In order for him to express his anger and his thwarted self, Oaklander (1990:208) adds that the child pushes on to "become something beyond his awareness, he can retroflect the anger by having headaches and stomach aches, or deflect the true feelings by hitting, kicking and striking out". Such a child is mostly regarded as aggressive, and according to Bierman (1989:36) children like this, who acquired non-compliant and violent behaviour patterns at home are at high risk for reacting aggressively towards their teachers and peers as an outward expression of emotional turmoil. Stravou (1993:11) is of the opinion that children learn to believe that aggressive attitudes and violent behaviour are normal and acceptable, in an environment where violence is viewed as an acceptable way to get and to maintain power and solve problems.
- Full Text:
Exloring the game of Masekitlane as a narrative therapeutic intervention tool with children in Grade four
- Authors: Dipale, Maserame Patience
- Date: 2013-07-11
- Subjects: Games - Therapeutic use , Masekitlane (Game) , Play therapy , Child psychotherapy
- Type: Thesis
- Identifier: uj:7608 , http://hdl.handle.net/10210/8474
- Description: 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.
- Full Text:
- Authors: Dipale, Maserame Patience
- Date: 2013-07-11
- Subjects: Games - Therapeutic use , Masekitlane (Game) , Play therapy , Child psychotherapy
- Type: Thesis
- Identifier: uj:7608 , http://hdl.handle.net/10210/8474
- Description: 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.
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The experiences of the client, therapist and parents when using equine-assisted psychotherapy in a sexual abuse case
- Authors: Van Heerden, Katherine
- Date: 2013-07-18
- Subjects: Sexually abused children - Counseling of , Child psychotherapy , Psychotherapists , Parents of sexually abused children , Horses - Therapeutic use
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/373853 , uj:7637 , http://hdl.handle.net/10210/8507
- Description: M. Psych. (Educational Psychology) , The high child sexual abuse rate in South Africa and all over the world makes these cases a reality for educational psychologists practising today. Equineassisted psychotherapy is a relatively new field in psychology, and research shows that this therapeutic intervention can have a very significant impact on people. Sexual abuse leaves children with psychological effects (Beitchman, Zucker, Hood, DaCosta & Akman, 1991) ranging from intrapersonal problems such as low self-esteem and feeling emotionally overwhelmed to interpersonal problems resulting in communication and relationship challenges (Mandrell, 2006). According to Kidson (2012), equine-assisted therapy deals very well with such issues as well as self-concept, self-efficacy and self-acceptance. These issues correlate well with the effects of child sexual abuse and the issues that the therapist needs to deal with in the therapeutic sessions (Conte & Scheumann, 2011). Seeing the possibilities that equine-assisted therapy held for a therapist working with a case of sexual abuse, I inquired in terms of the involved systemic influences and experiences. The study investigated the experiences of the therapist, the client and the parents when using equine-assisted psychotherapy in a case of sexual abuse. The study attempted to identify themes that could explain these experiences and maybe make a contribution to the field of equine-assisted psychotherapy, specifically pertaining to work with sexual abuse cases. I made use of a phenomenological, qualitative case study design to explore the experiences of the participants. The data collection methods included interviews, field notes and observations. Artefacts were used to aid the researcher in the observation process but also to help the researcher explain the findings in Chapter 4. Furthermore, creative expressive arts therapy tools were used in the interviews to assist the participants in expressing their experiences regarding the equine-assisted therapy process. Data was analysed using the phenomenological data analysis process. This process is al about “being true to the phenomenon”. The first step in this research was to transcribe the interview recordings. Using the transcribed text, the field notes and the observations, the researcher then identified units of general meaning. Out of the units of general meanings, themes were identified. In the findings, three themes were identified: equine-assisted therapy, an empowering life changing experience; the extent to which active engagement with horses assist in expressing emotions; and the equine-assisted therapy process and therapeutic experience. The limitations and strengths of the research were also explained and discussed. Subsequently, recommendations were made for possible future research that evolved from the study’s findings.
- Full Text:
- Authors: Van Heerden, Katherine
- Date: 2013-07-18
- Subjects: Sexually abused children - Counseling of , Child psychotherapy , Psychotherapists , Parents of sexually abused children , Horses - Therapeutic use
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/373853 , uj:7637 , http://hdl.handle.net/10210/8507
- Description: M. Psych. (Educational Psychology) , The high child sexual abuse rate in South Africa and all over the world makes these cases a reality for educational psychologists practising today. Equineassisted psychotherapy is a relatively new field in psychology, and research shows that this therapeutic intervention can have a very significant impact on people. Sexual abuse leaves children with psychological effects (Beitchman, Zucker, Hood, DaCosta & Akman, 1991) ranging from intrapersonal problems such as low self-esteem and feeling emotionally overwhelmed to interpersonal problems resulting in communication and relationship challenges (Mandrell, 2006). According to Kidson (2012), equine-assisted therapy deals very well with such issues as well as self-concept, self-efficacy and self-acceptance. These issues correlate well with the effects of child sexual abuse and the issues that the therapist needs to deal with in the therapeutic sessions (Conte & Scheumann, 2011). Seeing the possibilities that equine-assisted therapy held for a therapist working with a case of sexual abuse, I inquired in terms of the involved systemic influences and experiences. The study investigated the experiences of the therapist, the client and the parents when using equine-assisted psychotherapy in a case of sexual abuse. The study attempted to identify themes that could explain these experiences and maybe make a contribution to the field of equine-assisted psychotherapy, specifically pertaining to work with sexual abuse cases. I made use of a phenomenological, qualitative case study design to explore the experiences of the participants. The data collection methods included interviews, field notes and observations. Artefacts were used to aid the researcher in the observation process but also to help the researcher explain the findings in Chapter 4. Furthermore, creative expressive arts therapy tools were used in the interviews to assist the participants in expressing their experiences regarding the equine-assisted therapy process. Data was analysed using the phenomenological data analysis process. This process is al about “being true to the phenomenon”. The first step in this research was to transcribe the interview recordings. Using the transcribed text, the field notes and the observations, the researcher then identified units of general meaning. Out of the units of general meanings, themes were identified. In the findings, three themes were identified: equine-assisted therapy, an empowering life changing experience; the extent to which active engagement with horses assist in expressing emotions; and the equine-assisted therapy process and therapeutic experience. The limitations and strengths of the research were also explained and discussed. Subsequently, recommendations were made for possible future research that evolved from the study’s findings.
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Die toepaslikheid van 'n sisteemteoretiese benadering op psigoterapie met kinders
- Authors: Wandrag, Ira
- Date: 2014-08-18
- Subjects: Child psychotherapy
- Type: Thesis
- Identifier: uj:12095 , http://hdl.handle.net/10210/11840
- Description: M.A. (Clinical Psychology) , Please refer to full text to view abstract
- Full Text:
- Authors: Wandrag, Ira
- Date: 2014-08-18
- Subjects: Child psychotherapy
- Type: Thesis
- Identifier: uj:12095 , http://hdl.handle.net/10210/11840
- Description: M.A. (Clinical Psychology) , Please refer to full text to view abstract
- Full Text:
Die gesamentlike behandeling van ouer en kind in die terapeutiese spelsituasie
- Authors: Van Reenen, Marina Guizelle
- Date: 2014-11-20
- Subjects: Family psychotherapy , Child psychotherapy , Psychiatric nursing , Pediatric nursing , Play therapy
- Type: Thesis
- Identifier: uj:13067 , http://hdl.handle.net/10210/12947
- Description: M.Cur. , Please refer to full text to view abstract
- Full Text:
- Authors: Van Reenen, Marina Guizelle
- Date: 2014-11-20
- Subjects: Family psychotherapy , Child psychotherapy , Psychiatric nursing , Pediatric nursing , Play therapy
- Type: Thesis
- Identifier: uj:13067 , http://hdl.handle.net/10210/12947
- Description: M.Cur. , Please refer to full text to view abstract
- Full Text:
Die teorie en praktyk van psigoterapie met kinders
- Authors: Badenhorst, Petro
- Date: 2015-02-12
- Subjects: Child psychotherapy
- Type: Thesis
- Identifier: uj:13305 , http://hdl.handle.net/10210/13322
- Description: M.A. , There seems to be a lack of uniformity concerning the psychotherapeutic treatment of chlidren. This lack of uniformity was mainly brought about by the development of the diverse theoretical approaches in the history of child psychotherapy. There seems to be a need for an integrated model that could be used for the psychotherapeutic treatment of children. A survey of the literature was undertaken in order to determine the current status of the theory and practice of child psychotherapy. The survey brought to light that the field of child psychotherapy gradually developed from an intrapsychic to an interactional orientation. From a retrospective view it is apparent that the diverse theoretical approaches in the development of the field of child psychotherapy, culminated in the systems approach. This approach is currently supported in terms of the theory and practice of child psychotherapy. The systems approach offers an integrated model and represent a meta-theory for the psychotherapeutic treatment of children. It also offers a multitude of therapeutic interventions for the child therapist. Therefore, a tentative model has been suggested based on the systems model for the psychotherapeutic treatment of children.
- Full Text:
- Authors: Badenhorst, Petro
- Date: 2015-02-12
- Subjects: Child psychotherapy
- Type: Thesis
- Identifier: uj:13305 , http://hdl.handle.net/10210/13322
- Description: M.A. , There seems to be a lack of uniformity concerning the psychotherapeutic treatment of chlidren. This lack of uniformity was mainly brought about by the development of the diverse theoretical approaches in the history of child psychotherapy. There seems to be a need for an integrated model that could be used for the psychotherapeutic treatment of children. A survey of the literature was undertaken in order to determine the current status of the theory and practice of child psychotherapy. The survey brought to light that the field of child psychotherapy gradually developed from an intrapsychic to an interactional orientation. From a retrospective view it is apparent that the diverse theoretical approaches in the development of the field of child psychotherapy, culminated in the systems approach. This approach is currently supported in terms of the theory and practice of child psychotherapy. The systems approach offers an integrated model and represent a meta-theory for the psychotherapeutic treatment of children. It also offers a multitude of therapeutic interventions for the child therapist. Therefore, a tentative model has been suggested based on the systems model for the psychotherapeutic treatment of children.
- Full Text:
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