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.
- Full Text:
Exploring how a school based support team assists Grade four teachers in a primary school in identifying learning difficulties
- Authors: Mtshali, Dingaan Lucas
- Date: 2014-04-16
- Subjects: School support teams , Inclusive education , Special education , Primary school teachers
- Type: Thesis
- Identifier: uj:10776 , http://hdl.handle.net/10210/10284
- Description: M.Ed. (Educational Psychology) , Please refer to full text to view abstract
- Full Text:
- Authors: Mtshali, Dingaan Lucas
- Date: 2014-04-16
- Subjects: School support teams , Inclusive education , Special education , Primary school teachers
- Type: Thesis
- Identifier: uj:10776 , http://hdl.handle.net/10210/10284
- Description: M.Ed. (Educational Psychology) , Please refer to full text to view abstract
- Full Text:
The life experiences of children in middle childhood who continue to be bullied
- Authors: Macdonald, Helen Margaret
- Date: 2015
- Subjects: Bullying , Bullying in schools
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://ujcontent.uj.ac.za8080/10210/365792 , http://hdl.handle.net/10210/233846 , uj:23884
- Description: D.Ed. , Abstract: Bullying continues to be a complex international problem that has the potential to debilitate some individuals more than others, leaving those who are bullied with unpleasant memories, feelings of frustration and anger, and diminished self- esteem. There are several meta analyses of bullying interventions that indicate minimal or no change (Merrell, Gueldner, Ross, & Isava, 2008). The question thus arises, “What are the life experiences of children in middle childhood, who continue to be bullied?” This research study was conducted to more thoroughly investigate bullying in middle childhood and to determine more effective prevention efforts. A phenomenological design with a bioecological and social constructionist perspective was used to guide this research study. This qualitative approach was employed to investigate the significant life experiences of three middle childhood children who have been bullied consistently since early childhood. The data were collected through creative expressive arts, in-depth interviews with the participants and their parents, observations and conversations with the relevant teachers and peers. This study was conducted over four phases. In the first phase, planning and preparation took place, including the development and acceptance of the research proposal and a critical review of the literature. Phase 2 and 3 occurred simultaneously because as the data were collected the analysis of the data commenced. Interpretive phenomenological analysis was employed to interpret the data. Four themes emerged from the data analysis: the experiences of maternal stress; the experiences of trauma; the experiences of innocent versus wicked1; and the experiences of supportive relationships. The findings indicated that the experiences of maternal stress commenced in utero, also when the participants all first experienced trauma. All the participants found bullying to be traumatic, and insight into their various experiences of being bullied emerged. Lastly, the experiences of supportive relationships, including positive and negative experiences are discussed. In order to extend this study's findings to practical application, the fourth phase of this study highlight two important missing theoretical links, namely, the element of trauma is one of the criteria for the definition of bullying, and the importance of the mother’s womb for human development is lacking in Bronfenbrenner’s bioecological model. The fourth phase...
- Full Text:
- Authors: Macdonald, Helen Margaret
- Date: 2015
- Subjects: Bullying , Bullying in schools
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://ujcontent.uj.ac.za8080/10210/365792 , http://hdl.handle.net/10210/233846 , uj:23884
- Description: D.Ed. , Abstract: Bullying continues to be a complex international problem that has the potential to debilitate some individuals more than others, leaving those who are bullied with unpleasant memories, feelings of frustration and anger, and diminished self- esteem. There are several meta analyses of bullying interventions that indicate minimal or no change (Merrell, Gueldner, Ross, & Isava, 2008). The question thus arises, “What are the life experiences of children in middle childhood, who continue to be bullied?” This research study was conducted to more thoroughly investigate bullying in middle childhood and to determine more effective prevention efforts. A phenomenological design with a bioecological and social constructionist perspective was used to guide this research study. This qualitative approach was employed to investigate the significant life experiences of three middle childhood children who have been bullied consistently since early childhood. The data were collected through creative expressive arts, in-depth interviews with the participants and their parents, observations and conversations with the relevant teachers and peers. This study was conducted over four phases. In the first phase, planning and preparation took place, including the development and acceptance of the research proposal and a critical review of the literature. Phase 2 and 3 occurred simultaneously because as the data were collected the analysis of the data commenced. Interpretive phenomenological analysis was employed to interpret the data. Four themes emerged from the data analysis: the experiences of maternal stress; the experiences of trauma; the experiences of innocent versus wicked1; and the experiences of supportive relationships. The findings indicated that the experiences of maternal stress commenced in utero, also when the participants all first experienced trauma. All the participants found bullying to be traumatic, and insight into their various experiences of being bullied emerged. Lastly, the experiences of supportive relationships, including positive and negative experiences are discussed. In order to extend this study's findings to practical application, the fourth phase of this study highlight two important missing theoretical links, namely, the element of trauma is one of the criteria for the definition of bullying, and the importance of the mother’s womb for human development is lacking in Bronfenbrenner’s bioecological model. The fourth phase...
- Full Text:
Career exploration by grade 9 learners using group creative and expressive arts activities
- Authors: Van Zyl, Grethe Ingrid
- Date: 2014-06-12
- Type: Thesis
- Identifier: uj:11543 , http://hdl.handle.net/10210/11246
- Description: M.Ed. (Educational Psychology) , This study explores how Grade 9 learners can engage in career exploration through group creative and expressive arts activities. This study focuses on the experiences of a Grade 9 Life Orientation class as they engage in creating their own identity newspapers. The objective of this was to enable the learners to explore their personalities, values, interests and talents with the facilitation of the Life Orientation educator, and to identify possible career paths that would subsequently influence their subject choice. Framed by the sociocultural theory a case study format was used as research design, with 27 Grade 9 participants and one educator selected purposively. The data was collected by means of observations with field notes, informal interviews, open-ended interviews, a focus group and artefacts created during career exploration day. Data was analysed through means of thematic content analysis. A constructivist-interpretivist paradigm allowed me to consider the multiple and socially co-constructed realities of the participants from which five themes emerged: (1) working freely within structure; (2) group interaction; (3) sensory involvement; (4) engaging activities; and (5) identity exploration pertaining to possible career paths. It was found that Grade 9 learners can engage in career exploration through group creative and expressive arts activities as participants were able to actively engage, by themselves as well as with each other, in their meaning-making process. This allowed for them to gain a deeper knowledge of their personalities, values, interests and talents as possible influences on future career decisions.
- Full Text:
- Authors: Van Zyl, Grethe Ingrid
- Date: 2014-06-12
- Type: Thesis
- Identifier: uj:11543 , http://hdl.handle.net/10210/11246
- Description: M.Ed. (Educational Psychology) , This study explores how Grade 9 learners can engage in career exploration through group creative and expressive arts activities. This study focuses on the experiences of a Grade 9 Life Orientation class as they engage in creating their own identity newspapers. The objective of this was to enable the learners to explore their personalities, values, interests and talents with the facilitation of the Life Orientation educator, and to identify possible career paths that would subsequently influence their subject choice. Framed by the sociocultural theory a case study format was used as research design, with 27 Grade 9 participants and one educator selected purposively. The data was collected by means of observations with field notes, informal interviews, open-ended interviews, a focus group and artefacts created during career exploration day. Data was analysed through means of thematic content analysis. A constructivist-interpretivist paradigm allowed me to consider the multiple and socially co-constructed realities of the participants from which five themes emerged: (1) working freely within structure; (2) group interaction; (3) sensory involvement; (4) engaging activities; and (5) identity exploration pertaining to possible career paths. It was found that Grade 9 learners can engage in career exploration through group creative and expressive arts activities as participants were able to actively engage, by themselves as well as with each other, in their meaning-making process. This allowed for them to gain a deeper knowledge of their personalities, values, interests and talents as possible influences on future career decisions.
- Full Text:
An ethnographic account of teaching and learning of the first Grade R programme in a developing school in 2010 in a black urban community
- Sekhukhune, Catherine Dikeledi
- Authors: Sekhukhune, Catherine Dikeledi
- Date: 2014-01-14
- Subjects: Early childhood education , Education, Preschool , Child development , Education, Elementary
- Type: Thesis
- Identifier: uj:7879 , http://hdl.handle.net/10210/8770
- Description: D.Ed. (Educational Psychology) , The aim of this study was to give an ethnographic story of the first Grade R programme in a developing school in 2010 in a black urban community and to use my story of the Grade R teaching and learning to contribute to a better understanding of the field of Early Childhood Development (ECD) and education in South Africa. This research was a response to the Department of Education’s concern that the Foundation Phase, Grade R included, does not receive the attention it deserves in South Africa. There appears to be alternative views and perspectives of what constitutes good ECD or Grade R practice. As a result, the conceptualisation of Grade R and ECD as a whole is problematic and inconsistent. This study is situated in the interpretivist naturalistic paradigm using sociocultural theory as theoretical framework. I studied the participants in a naturally occurring setting using methods of data collection which captured their social meanings and ordinary activities, whilst I participated directly in the setting in order to collect data in a systemic manner. Thutong1 a primary school established in 2010 in a black urban community, was the research site. Two Grade R classrooms were studied, comprising 60 children and two teachers. The classes were divided according to the children’s home languages, Sesotho (South Sotho) and isiZulu. The lens through which I observed the teaching and learning of the Grade R at Thutong had a sociocultural focus. Data was collected by means of participant-observation; interviews; photographs and photographic data; and artefacts. I used Brewer’s steps of analysis but they were not necessarily followed to the letter. As social phenomena were recorded and classified I compared the different data sets across categories. Atlas.ti computer software was used for qualitative data analysis and text management. Findings suggested that the Grade R language maze is central to teaching and learning of Grade R children, and this became an overarching theme. The sub-themes that were arrived at include language code switching, translation, dual medium in multilingual context, sound/letter recognition, numeracy teaching, Thutong teachers as griots, rhymes and Grade R learning, rote learning in language and numeracy, play in language acquisition, and barriers to learning and support. The diverse population of the black urban community in which the school is situated cautions stakeholders to plan carefully Grade R. In line with the sociocultural theory, a proposal for reform in Thutong would have to consider economic, political, historical, social, and cultural factors because the school is a part of and reflects the larger social system in which it is situated. The story reflects an urgent need to strengthen Early Childhood Development and education in South Africa, thus this study also addresses the need to support and promote local perspectives, questions and issues in order to move beyond the singular image of the global child. The study highlights the importance of teacher training, intense support to teachers and children by the Department of Education, children’s readiness to learn and parental involvement in language acquisition and development.
- Full Text:
- Authors: Sekhukhune, Catherine Dikeledi
- Date: 2014-01-14
- Subjects: Early childhood education , Education, Preschool , Child development , Education, Elementary
- Type: Thesis
- Identifier: uj:7879 , http://hdl.handle.net/10210/8770
- Description: D.Ed. (Educational Psychology) , The aim of this study was to give an ethnographic story of the first Grade R programme in a developing school in 2010 in a black urban community and to use my story of the Grade R teaching and learning to contribute to a better understanding of the field of Early Childhood Development (ECD) and education in South Africa. This research was a response to the Department of Education’s concern that the Foundation Phase, Grade R included, does not receive the attention it deserves in South Africa. There appears to be alternative views and perspectives of what constitutes good ECD or Grade R practice. As a result, the conceptualisation of Grade R and ECD as a whole is problematic and inconsistent. This study is situated in the interpretivist naturalistic paradigm using sociocultural theory as theoretical framework. I studied the participants in a naturally occurring setting using methods of data collection which captured their social meanings and ordinary activities, whilst I participated directly in the setting in order to collect data in a systemic manner. Thutong1 a primary school established in 2010 in a black urban community, was the research site. Two Grade R classrooms were studied, comprising 60 children and two teachers. The classes were divided according to the children’s home languages, Sesotho (South Sotho) and isiZulu. The lens through which I observed the teaching and learning of the Grade R at Thutong had a sociocultural focus. Data was collected by means of participant-observation; interviews; photographs and photographic data; and artefacts. I used Brewer’s steps of analysis but they were not necessarily followed to the letter. As social phenomena were recorded and classified I compared the different data sets across categories. Atlas.ti computer software was used for qualitative data analysis and text management. Findings suggested that the Grade R language maze is central to teaching and learning of Grade R children, and this became an overarching theme. The sub-themes that were arrived at include language code switching, translation, dual medium in multilingual context, sound/letter recognition, numeracy teaching, Thutong teachers as griots, rhymes and Grade R learning, rote learning in language and numeracy, play in language acquisition, and barriers to learning and support. The diverse population of the black urban community in which the school is situated cautions stakeholders to plan carefully Grade R. In line with the sociocultural theory, a proposal for reform in Thutong would have to consider economic, political, historical, social, and cultural factors because the school is a part of and reflects the larger social system in which it is situated. The story reflects an urgent need to strengthen Early Childhood Development and education in South Africa, thus this study also addresses the need to support and promote local perspectives, questions and issues in order to move beyond the singular image of the global child. The study highlights the importance of teacher training, intense support to teachers and children by the Department of Education, children’s readiness to learn and parental involvement in language acquisition and development.
- Full Text:
Exploring the social interaction of children with intellectual impairment involved in a school concert
- Authors: Bosch, Ellenor Marianne
- Date: 2014-10-01
- Subjects: Children with mental abilities - Education - South Africa - Gauteng , Developmentally disabled children - Education - South Africa - Gauteng , Social interaction in children , Social learning
- Type: Thesis
- Identifier: uj:12460 , http://hdl.handle.net/10210/12246
- Description: M.Ed. (Educational Psychology) , Social interaction plays a key role in children’s social development and learning. Hence, social interaction is important for everyone, including individuals with intellectual impairment. Researches such as Vygotsky, Dockett and Perry (2003) has shown that opportunities for social interaction for people with intellectual impairment can facilitate increased community integration, improved quality of life, greater sense of life-satisfaction and wellbeing, the development of friendships, and increased social skills. I engaged with relevant literature in order to understand the characteristics of children with intellectual impairment and their social functioning. My theoretical framework was based on a socio-cultural theory. The research was conducted at a school in the East Rand region of Gauteng that caters for children with intellectual impairment. The sample of participants that participated has played a prominent role in the school concerts and their age range between 12 years and 23 years old, with intellectual impairment as their primary disability. A phenomenological research design was followed so as to understand social and psychological phenomena from the perspectives of the people involved, in how they experience the school concert. Data was collected from various participants form the school’s environment, such as educators, the identified participants parents/caregivers, support staff the participants themselves. I conducted unstructured and semi-structured interviews, such as focus group discussions and individual interviews, with participants, parents/caregivers, educators, and support staff (speech therapist). After the research was conducted, the central findings about the research is the use of creative expressive arts helps children with intellectual impairment to become more focussed and increase their communication skills, developing a sense of self and building relationships. The school concert boosted their self-esteem and their confidence, improving their social interaction.
- Full Text:
- Authors: Bosch, Ellenor Marianne
- Date: 2014-10-01
- Subjects: Children with mental abilities - Education - South Africa - Gauteng , Developmentally disabled children - Education - South Africa - Gauteng , Social interaction in children , Social learning
- Type: Thesis
- Identifier: uj:12460 , http://hdl.handle.net/10210/12246
- Description: M.Ed. (Educational Psychology) , Social interaction plays a key role in children’s social development and learning. Hence, social interaction is important for everyone, including individuals with intellectual impairment. Researches such as Vygotsky, Dockett and Perry (2003) has shown that opportunities for social interaction for people with intellectual impairment can facilitate increased community integration, improved quality of life, greater sense of life-satisfaction and wellbeing, the development of friendships, and increased social skills. I engaged with relevant literature in order to understand the characteristics of children with intellectual impairment and their social functioning. My theoretical framework was based on a socio-cultural theory. The research was conducted at a school in the East Rand region of Gauteng that caters for children with intellectual impairment. The sample of participants that participated has played a prominent role in the school concerts and their age range between 12 years and 23 years old, with intellectual impairment as their primary disability. A phenomenological research design was followed so as to understand social and psychological phenomena from the perspectives of the people involved, in how they experience the school concert. Data was collected from various participants form the school’s environment, such as educators, the identified participants parents/caregivers, support staff the participants themselves. I conducted unstructured and semi-structured interviews, such as focus group discussions and individual interviews, with participants, parents/caregivers, educators, and support staff (speech therapist). After the research was conducted, the central findings about the research is the use of creative expressive arts helps children with intellectual impairment to become more focussed and increase their communication skills, developing a sense of self and building relationships. The school concert boosted their self-esteem and their confidence, improving their social interaction.
- Full Text:
Exploring cognitively challenged children’s response to puppet theatre addressing grief, within a group intervention
- Authors: Omar, Yasmin
- Date: 2014-06-12
- Subjects: Puppet theater , Grief
- Type: Thesis
- Identifier: uj:11539 , http://hdl.handle.net/10210/11242
- Description: M.Ed. (Educational Psychology) , There is a dire need within the South African context for psychological interventions (Landsberg, Kruger & Nel, 2005). Keeping this in mind, group interventions may prove to be a most beneficial and effective choice as it provides the opportunity to address several individuals systematically and simultaneously (Babbie, 2011). Smaller groups provide an opportunity of learning from others and the comfort of knowing that you are not alone. I was therefore interested in exploring cognitively challenged children’s response to puppet theatre addressing grief, within a group intervention. The theoretical framework employed in this study is the socio-cultural framework. Based on the work of Lev Vygotsky, which deals with the concept that the cognitive development of a child depends upon his/her response to the influences of the culture and society he/she is born in (Berk, 1997). His observation was that the social interaction brings about a gradual change in the way a child thinks, feels and behaves and this is variable from one culture to another. I take these views of knowledge being actively and continuously constructed and reconstructed with the impact and influence of social environments (Donald, Lazarus & Lolwana, 2010) in order to explore the collaborative understanding of grief. The aim of this study was to explore cognitively challenged children’s response to puppet theatre addressing grief, within a group intervention. Puppet theatre presented an opportunity to work with children through ‘play’, thus forming an alliance with the children in a non-threatening manner (Granot, 2005). With the focus being on the puppets, not on the children, their responses to grief was observed and resulted in group discussions. As Glăveanu (2010) points out, creative acts are simultaneously forms of externalisation and cultural expression. Malchiodi (1998), stresses the importance of considering developmental delays, especially with the cognitively impaired, when working creatively with children. The research followed a phenomenological research design through purposive sampling of seven children from a Gauteng (South Africa) school for children with cognitive challenges. Data was collected through the means of unstructured group interviews and observations. In observing their experiences with puppet theatre in a group intervention, the aim was to explore their responses and understanding of grief. Narrative analysis of the data collected provided themes to guide my findings. The study found that group intervention did prove useful with creating awareness amongst the cognitively challenged participants by allowing them to connect with their emotions. Puppet theatre also proved effective in externalizing cognitively challenged children’s exploration of grief. Through the emergence of this research communities will be better informed to the value of group intervention and the advantages of puppet theatre with cognitively challenged children.
- Full Text:
- Authors: Omar, Yasmin
- Date: 2014-06-12
- Subjects: Puppet theater , Grief
- Type: Thesis
- Identifier: uj:11539 , http://hdl.handle.net/10210/11242
- Description: M.Ed. (Educational Psychology) , There is a dire need within the South African context for psychological interventions (Landsberg, Kruger & Nel, 2005). Keeping this in mind, group interventions may prove to be a most beneficial and effective choice as it provides the opportunity to address several individuals systematically and simultaneously (Babbie, 2011). Smaller groups provide an opportunity of learning from others and the comfort of knowing that you are not alone. I was therefore interested in exploring cognitively challenged children’s response to puppet theatre addressing grief, within a group intervention. The theoretical framework employed in this study is the socio-cultural framework. Based on the work of Lev Vygotsky, which deals with the concept that the cognitive development of a child depends upon his/her response to the influences of the culture and society he/she is born in (Berk, 1997). His observation was that the social interaction brings about a gradual change in the way a child thinks, feels and behaves and this is variable from one culture to another. I take these views of knowledge being actively and continuously constructed and reconstructed with the impact and influence of social environments (Donald, Lazarus & Lolwana, 2010) in order to explore the collaborative understanding of grief. The aim of this study was to explore cognitively challenged children’s response to puppet theatre addressing grief, within a group intervention. Puppet theatre presented an opportunity to work with children through ‘play’, thus forming an alliance with the children in a non-threatening manner (Granot, 2005). With the focus being on the puppets, not on the children, their responses to grief was observed and resulted in group discussions. As Glăveanu (2010) points out, creative acts are simultaneously forms of externalisation and cultural expression. Malchiodi (1998), stresses the importance of considering developmental delays, especially with the cognitively impaired, when working creatively with children. The research followed a phenomenological research design through purposive sampling of seven children from a Gauteng (South Africa) school for children with cognitive challenges. Data was collected through the means of unstructured group interviews and observations. In observing their experiences with puppet theatre in a group intervention, the aim was to explore their responses and understanding of grief. Narrative analysis of the data collected provided themes to guide my findings. The study found that group intervention did prove useful with creating awareness amongst the cognitively challenged participants by allowing them to connect with their emotions. Puppet theatre also proved effective in externalizing cognitively challenged children’s exploration of grief. Through the emergence of this research communities will be better informed to the value of group intervention and the advantages of puppet theatre with cognitively challenged children.
- Full Text:
Co-creating support networks to assist adolescents that have been made vulnerable with their transition from secondary school to the world of work
- Authors: Louw, Nadia Marié
- Date: 2016
- Subjects: School-to-work transition
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/267989 , uj:28439
- Description: D.Ed. (Educational Psychology) , Abstract: This study focussed on identifying the lived experiences and needs of adolescents that have been made vulnerable during their transition from secondary school to the world of work/tertiary education. This was done in order to ascertain how support networks could be co-created to assist these vulnerable adolescents with their transition. The ultimate aim of the study was to use the information gathered to develop a secondary school transition toolkit to assist educators and other professionals to co-create support networks for adolescents that have been made vulnerable within their specific contexts. As this study set out to gain in-depth data regarding the lived experienced of adolescents that have been made vulnerable, a phenomenological study was conducted within a constructivist/interpretive theoretical framework, utilising the eco-systemic perspective. This study was conducted with five orphaned and adolescents that have been made vulnerable in the context of one children’s’ home and three secondary schools within the Gauteng area. Data gathering was done over an eighteen-month period using qualitative methods. These methods included in-depth interviews, a focus group interview, narrative career guidance techniques and collages. The data analysis process was conducted using Atlas.ti software. In-depth content analysis was conducted incorporating qualitative data analysis techniques, such as coding, categorising and identifying themes. As this study was conducted with vulnerable adolescents, ethical considerations were deemed very important, and adhered to as closely as possible. This study identified ten major themes and eight sub-themes. From the findings it is evident that adolescents that have been made vulnerable experience emotional trauma, poverty, stigma and academic challenges, which, if not addressed, could hamper their ability to access tertiary education and employment. A great need for a comprehensive career guidance and transition support toolkit to assist adolescents that have been made vulnerable with their transition from secondary school was identified. The conclusions of this study are that adolescents that have been made vulnerable have great resilience and potential that can be unlocked, if they are given adequate support. A transition toolkit, containing seven booklets, was developed for educators...
- Full Text:
- Authors: Louw, Nadia Marié
- Date: 2016
- Subjects: School-to-work transition
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/267989 , uj:28439
- Description: D.Ed. (Educational Psychology) , Abstract: This study focussed on identifying the lived experiences and needs of adolescents that have been made vulnerable during their transition from secondary school to the world of work/tertiary education. This was done in order to ascertain how support networks could be co-created to assist these vulnerable adolescents with their transition. The ultimate aim of the study was to use the information gathered to develop a secondary school transition toolkit to assist educators and other professionals to co-create support networks for adolescents that have been made vulnerable within their specific contexts. As this study set out to gain in-depth data regarding the lived experienced of adolescents that have been made vulnerable, a phenomenological study was conducted within a constructivist/interpretive theoretical framework, utilising the eco-systemic perspective. This study was conducted with five orphaned and adolescents that have been made vulnerable in the context of one children’s’ home and three secondary schools within the Gauteng area. Data gathering was done over an eighteen-month period using qualitative methods. These methods included in-depth interviews, a focus group interview, narrative career guidance techniques and collages. The data analysis process was conducted using Atlas.ti software. In-depth content analysis was conducted incorporating qualitative data analysis techniques, such as coding, categorising and identifying themes. As this study was conducted with vulnerable adolescents, ethical considerations were deemed very important, and adhered to as closely as possible. This study identified ten major themes and eight sub-themes. From the findings it is evident that adolescents that have been made vulnerable experience emotional trauma, poverty, stigma and academic challenges, which, if not addressed, could hamper their ability to access tertiary education and employment. A great need for a comprehensive career guidance and transition support toolkit to assist adolescents that have been made vulnerable with their transition from secondary school was identified. The conclusions of this study are that adolescents that have been made vulnerable have great resilience and potential that can be unlocked, if they are given adequate support. A transition toolkit, containing seven booklets, was developed for educators...
- Full Text:
Exploring the resilience of adolescents in adolescent-headed households using creative expressive arts
- Moteane, Thembekile Phumzile
- Authors: Moteane, Thembekile Phumzile
- Date: 2014-10-01
- Subjects: Child caregivers - South Africa - Psychology , Orphans - Psychology , Resilience (Personality trait) , Performing arts and youth
- Type: Thesis
- Identifier: uj:12457 , http://hdl.handle.net/10210/12243
- Description: M.Ed. (Educational Psychology) , Adolescent-headed households are a rapidly growing form of family both nationally and internationally, due to increased death rates caused by HIV/AIDS, migration of labourers from rural to urban areas, and the weakened state of traditional family safety nets in taking up care. This raises responsibilities of orphaned children, with extended families no longer able to cope due to strained socio-economic circumstances. As a result, older siblings become caregivers to the younger siblings, and have to assume the role of parenting their siblings, ensuring that they are well taken care of financially, emotionally and otherwise. Resilience is needed to rise above adversity and to stand firm despite all the obstacles. This study was conducted to explore how creative expressive arts can explore the resilience of adolescents in adolescent-headed households. Creative expressive arts are a source of healing for people who may experience amongst other things emotional barriers as well as an inability to express feelings. Arts in therapy are also of exceptional value when used with people with learning difficulties. This study was based on a socio-cultural framework by Lev Vygotsky as a framework for the research with critical discussion of relevant literature on resilience, adolescent-headed households and their development, mild to moderate intellectual impairment as well as creative expressive arts. A qualitative research approach was chosen to understand the research topic from the perspective of the participants. For the purpose of the study, the interpretivist paradigm was chosen, which focused on how people create meaning out of their lives and experiences. A phenomenological design was employed and research participants included five adolescents from a school that catered for learners with mild intellectual impairments. The participants were purposefully selected. Data collection methods included semi-structured focus group interviews, artefacts and participant observation. As a method of data analysis, the Interpretative phenomenological analysis was used to identify themes that emerged, namely: “externalising their contextual stories”, “voicing” and “connecting with belief systems”. The study concludes with possible contributions, limitations and recommendations for future research.
- Full Text:
- Authors: Moteane, Thembekile Phumzile
- Date: 2014-10-01
- Subjects: Child caregivers - South Africa - Psychology , Orphans - Psychology , Resilience (Personality trait) , Performing arts and youth
- Type: Thesis
- Identifier: uj:12457 , http://hdl.handle.net/10210/12243
- Description: M.Ed. (Educational Psychology) , Adolescent-headed households are a rapidly growing form of family both nationally and internationally, due to increased death rates caused by HIV/AIDS, migration of labourers from rural to urban areas, and the weakened state of traditional family safety nets in taking up care. This raises responsibilities of orphaned children, with extended families no longer able to cope due to strained socio-economic circumstances. As a result, older siblings become caregivers to the younger siblings, and have to assume the role of parenting their siblings, ensuring that they are well taken care of financially, emotionally and otherwise. Resilience is needed to rise above adversity and to stand firm despite all the obstacles. This study was conducted to explore how creative expressive arts can explore the resilience of adolescents in adolescent-headed households. Creative expressive arts are a source of healing for people who may experience amongst other things emotional barriers as well as an inability to express feelings. Arts in therapy are also of exceptional value when used with people with learning difficulties. This study was based on a socio-cultural framework by Lev Vygotsky as a framework for the research with critical discussion of relevant literature on resilience, adolescent-headed households and their development, mild to moderate intellectual impairment as well as creative expressive arts. A qualitative research approach was chosen to understand the research topic from the perspective of the participants. For the purpose of the study, the interpretivist paradigm was chosen, which focused on how people create meaning out of their lives and experiences. A phenomenological design was employed and research participants included five adolescents from a school that catered for learners with mild intellectual impairments. The participants were purposefully selected. Data collection methods included semi-structured focus group interviews, artefacts and participant observation. As a method of data analysis, the Interpretative phenomenological analysis was used to identify themes that emerged, namely: “externalising their contextual stories”, “voicing” and “connecting with belief systems”. The study concludes with possible contributions, limitations and recommendations for future research.
- Full Text:
Career exploration by Grade 9 learners using creative expressive arts activities in a mathematics and science focused school
- Authors: Cassim, Tasneem
- Date: 2015
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/430983 , uj:37170
- Description: Abstract: The purpose of this study was to explore what the process entailed where Grade 9 learners engaged in career exploration in a mathematics and science focused school, using creative expressive arts activities. The study is a replication of a previous study conducted by Van Zyl (2014) in the context of Afrikaans-speaking middle-class Grade 9 learners, who experienced the benefits of the career exploration process when using creative expressive arts activities in an educational setting. This study expands Van Zyl’s findings by investigating Grade 9 Englishspeaking learners in a disadvantaged context with an aptitude for numerical subjects, attending a mathematics and science focused school. Further, this study confirms the findings of the previous study (Van Zyl, 2014) and fulfils the research criteria of being transferable to a different group of learners and identifying possible further discoveries. .. , M.Ed. (Educational Psychology)
- Full Text:
- Authors: Cassim, Tasneem
- Date: 2015
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/430983 , uj:37170
- Description: Abstract: The purpose of this study was to explore what the process entailed where Grade 9 learners engaged in career exploration in a mathematics and science focused school, using creative expressive arts activities. The study is a replication of a previous study conducted by Van Zyl (2014) in the context of Afrikaans-speaking middle-class Grade 9 learners, who experienced the benefits of the career exploration process when using creative expressive arts activities in an educational setting. This study expands Van Zyl’s findings by investigating Grade 9 Englishspeaking learners in a disadvantaged context with an aptitude for numerical subjects, attending a mathematics and science focused school. Further, this study confirms the findings of the previous study (Van Zyl, 2014) and fulfils the research criteria of being transferable to a different group of learners and identifying possible further discoveries. .. , M.Ed. (Educational Psychology)
- Full Text:
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