How psychodrama can be used as intervention with a preschooler who has sensory integration difficulties
- Authors: Veldsman, Talita
- Date: 2010-07-12T07:46:38Z
- Subjects: Sensorimotor integration , Psychodrama research
- Type: Thesis
- Identifier: uj:6883 , http://hdl.handle.net/10210/3331
- Description: M.Ed. , Merriam (1998) says that “learning involves a sensory experience, a mental activity and emotional dimension”. We therefore use our senses to make sense of our environment. Impaired sensory integration affects learning and development as the individual is often unable to execute and handle the normal demands of everyday life. Sensory integration difficulties manifest in the classroom as learning difficulties (Kranowitz, 2005). As educational psychologists, we intervene in learning difficulties and need to know how to assist children who present with sensory integration difficulties. The research study explored psychodrama as a possible intervention for a preschooler who presents with sensory integration difficulties. The value of drama in education has been emphasized throughout history (Way, 1967; Slade, 1995, Read, 1949) and has been called the most effective method in developing awareness of the world around us (Way, 1967). The research study explored how psychodrama allowed a preschooler the opportunity to make sense of the environment and use play, creativity, movement and spontaneity to become an active artist who established change in her life. For the purpose of this research study, a qualitative research approach was chosen as the key concern was to understand psychodrama from the participant’s perspective (Babbie & Mouton, 2001). A case study design was utilized to explore psychodrama as a therapeutic intervention for sensory integration. Data collection methods included interviewing the parents, teacher and occupational therapist of the preschooler, observations during sessions as well as documentation such as a reflective journal. In order to explore how psychodrama can be used with a preschooler with sensory integration difficulties, I chose thematic data analysis. Themes that emerged during the data analysis included that psychodrama should take place in conjunction with occupational therapy, be used as an opportunity for social skills development, and be based on the child’s unique sensory profile and consistent messages within a structured environment. The study concludes with a discussion of recommendations for future research and limitations of the study.
- Full Text:
- Authors: Veldsman, Talita
- Date: 2010-07-12T07:46:38Z
- Subjects: Sensorimotor integration , Psychodrama research
- Type: Thesis
- Identifier: uj:6883 , http://hdl.handle.net/10210/3331
- Description: M.Ed. , Merriam (1998) says that “learning involves a sensory experience, a mental activity and emotional dimension”. We therefore use our senses to make sense of our environment. Impaired sensory integration affects learning and development as the individual is often unable to execute and handle the normal demands of everyday life. Sensory integration difficulties manifest in the classroom as learning difficulties (Kranowitz, 2005). As educational psychologists, we intervene in learning difficulties and need to know how to assist children who present with sensory integration difficulties. The research study explored psychodrama as a possible intervention for a preschooler who presents with sensory integration difficulties. The value of drama in education has been emphasized throughout history (Way, 1967; Slade, 1995, Read, 1949) and has been called the most effective method in developing awareness of the world around us (Way, 1967). The research study explored how psychodrama allowed a preschooler the opportunity to make sense of the environment and use play, creativity, movement and spontaneity to become an active artist who established change in her life. For the purpose of this research study, a qualitative research approach was chosen as the key concern was to understand psychodrama from the participant’s perspective (Babbie & Mouton, 2001). A case study design was utilized to explore psychodrama as a therapeutic intervention for sensory integration. Data collection methods included interviewing the parents, teacher and occupational therapist of the preschooler, observations during sessions as well as documentation such as a reflective journal. In order to explore how psychodrama can be used with a preschooler with sensory integration difficulties, I chose thematic data analysis. Themes that emerged during the data analysis included that psychodrama should take place in conjunction with occupational therapy, be used as an opportunity for social skills development, and be based on the child’s unique sensory profile and consistent messages within a structured environment. The study concludes with a discussion of recommendations for future research and limitations of the study.
- Full Text:
Utilising sociodrama as therapeutic intervention to address the sensory integration development of adolescents who present with intellectual impairment
- Authors: Veldsman, Talita
- Date: 2015-07-29
- Subjects: Drama - Therapeutic use , Sociodrama , Constructivism (Education) , Learning disabled teenagers , Adolescent psychotherapy
- Type: Thesis
- Identifier: uj:13820 , http://hdl.handle.net/10210/14118
- Description: D.Ed. (Educational Psychology) , This research was done in response to the need of educational psychologists to intervene on a sensory integration level as it affects learning and behaviour, which falls within the scope of practice of educational psychologists in South Africa. The research study aimed to explore the research question: how sociodrama could be used as a therapeutic intervention to address the sensory integration of adolescents who present with mild intellectual impairment. The study is situated in the interpretivist-constructivist paradigm, using sociocultural theory as theoretical framework. I therefore commenced with the research with the assumption that the six participants each had their own cultural stories and background within which they functioned, and that they could learn from one another in the sociodramatic group setting. The sociodrama sessions were conducted at a school for learners who presented with mild learning impairments. The participants of the research study attended the bridging class of the school, where the focus is on basic literacy and mathematical skills. Thirteen sociodrama sessions were conducted, where the focus was on the development of sensory integration skills. A qualitative research approach was followed and a case study design was chosen for the inquiry. Data collection included the use of sensory profiles, a background questionnaire, context observation, participant observation, visual journals, reflections, video-recordings and an interview with the educator. I utilised the steps suggested by Braun and Clarke (2006) to thematically analyse the qualitative data and to identify themes. The aim of the research study was to firstly be of benefit to the research participants, creating sociodramatic opportunities through which their sensory integration skills could be developed. The research inquiry furthermore aimed to contribute to the field of educational psychology as it allowed for the development of knowledge on sensory integration and provides a unique therapeutic approach to develop sensory integration skills in adolescents who present with mild intellectual impairment.
- Full Text:
- Authors: Veldsman, Talita
- Date: 2015-07-29
- Subjects: Drama - Therapeutic use , Sociodrama , Constructivism (Education) , Learning disabled teenagers , Adolescent psychotherapy
- Type: Thesis
- Identifier: uj:13820 , http://hdl.handle.net/10210/14118
- Description: D.Ed. (Educational Psychology) , This research was done in response to the need of educational psychologists to intervene on a sensory integration level as it affects learning and behaviour, which falls within the scope of practice of educational psychologists in South Africa. The research study aimed to explore the research question: how sociodrama could be used as a therapeutic intervention to address the sensory integration of adolescents who present with mild intellectual impairment. The study is situated in the interpretivist-constructivist paradigm, using sociocultural theory as theoretical framework. I therefore commenced with the research with the assumption that the six participants each had their own cultural stories and background within which they functioned, and that they could learn from one another in the sociodramatic group setting. The sociodrama sessions were conducted at a school for learners who presented with mild learning impairments. The participants of the research study attended the bridging class of the school, where the focus is on basic literacy and mathematical skills. Thirteen sociodrama sessions were conducted, where the focus was on the development of sensory integration skills. A qualitative research approach was followed and a case study design was chosen for the inquiry. Data collection included the use of sensory profiles, a background questionnaire, context observation, participant observation, visual journals, reflections, video-recordings and an interview with the educator. I utilised the steps suggested by Braun and Clarke (2006) to thematically analyse the qualitative data and to identify themes. The aim of the research study was to firstly be of benefit to the research participants, creating sociodramatic opportunities through which their sensory integration skills could be developed. The research inquiry furthermore aimed to contribute to the field of educational psychology as it allowed for the development of knowledge on sensory integration and provides a unique therapeutic approach to develop sensory integration skills in adolescents who present with mild intellectual impairment.
- Full Text:
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