Socio-narradrama as psychotherapeutic intervention with learners who present with low self-esteem within a special secondary school environment
- Authors: Steyn, Chrizanne
- Date: 2012-06-07
- Subjects: Drama therapy , Self-esteem , Adolescent psychotherapy , Learning disabled students , Socio-narradrama interventions , Sociodrama , Psychodrama
- Type: Mini-Dissertation
- Identifier: uj:8674 , http://hdl.handle.net/10210/5029
- Description: M. Ed. , This study aims to explore how socio-narradrama interventions influence selfesteem. Many studies have investigated self-esteem, and also a person’s selfconcept, while research has also been done into psycho-drama as well as sociodrama and their defining differences. With this in mind, the experiences of four learners within a special secondary school were investigated, as well as how socionarradrama interventions influenced their self-esteem. It is believed that the participants’ experiences of the socio-narradrama interventions will inform not only future researchers but also professionals who are willing to use socio-narradrama in their own contexts. In this research, a social constructivist perspective and point of departure within a mixed methods research design was employed. The data for this study was collected by means of observation, and unstructured interviews, during the socio-narradrama interventions semi-structured individual interviews, and Beck youth inventories questionnaire. The Beck youth inventories questionnaire was not used to measure possible improvements, but was rather used to understand the experiences of the participants and how the intervention influenced their self-esteem. Data was analysed using a content analysis method. Utilising a social constructivist paradigm, I constructed the following main theme in response to the research question: the self, and the concept that I have of myself, and five sub-themes namely: feeling of belonging; wanting or giving acknowledgement; experiencing uncertainty; relationships; and conflict with the self and with others. The findings were all interpreted within the general framework of constructivism and by constructing new ideas enabled the self and others to accept the influences that socio-narradrama interventions brought upon their self-esteem. An interesting finding included how the participants saw themselves and the rest of the group, where a dynamic feeling altered which was based on trust and compliments.
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- Authors: Steyn, Chrizanne
- Date: 2012-06-07
- Subjects: Drama therapy , Self-esteem , Adolescent psychotherapy , Learning disabled students , Socio-narradrama interventions , Sociodrama , Psychodrama
- Type: Mini-Dissertation
- Identifier: uj:8674 , http://hdl.handle.net/10210/5029
- Description: M. Ed. , This study aims to explore how socio-narradrama interventions influence selfesteem. Many studies have investigated self-esteem, and also a person’s selfconcept, while research has also been done into psycho-drama as well as sociodrama and their defining differences. With this in mind, the experiences of four learners within a special secondary school were investigated, as well as how socionarradrama interventions influenced their self-esteem. It is believed that the participants’ experiences of the socio-narradrama interventions will inform not only future researchers but also professionals who are willing to use socio-narradrama in their own contexts. In this research, a social constructivist perspective and point of departure within a mixed methods research design was employed. The data for this study was collected by means of observation, and unstructured interviews, during the socio-narradrama interventions semi-structured individual interviews, and Beck youth inventories questionnaire. The Beck youth inventories questionnaire was not used to measure possible improvements, but was rather used to understand the experiences of the participants and how the intervention influenced their self-esteem. Data was analysed using a content analysis method. Utilising a social constructivist paradigm, I constructed the following main theme in response to the research question: the self, and the concept that I have of myself, and five sub-themes namely: feeling of belonging; wanting or giving acknowledgement; experiencing uncertainty; relationships; and conflict with the self and with others. The findings were all interpreted within the general framework of constructivism and by constructing new ideas enabled the self and others to accept the influences that socio-narradrama interventions brought upon their self-esteem. An interesting finding included how the participants saw themselves and the rest of the group, where a dynamic feeling altered which was based on trust and compliments.
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The psychosocial experiences of underprivileged adolescent girls
- Authors: Thompson, Fallon
- Date: 2017
- Subjects: Developmental psychology - Study and teaching , Educational psychology , Adolescent psychotherapy , Personality development , Social interaction - Psychological aspects - Study and teaching
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/286481 , uj:30999
- Description: M.Ed. (Educational Psychology) , Abstract: To overcome the effects of socioeconomic barriers on education, many independent schools offer financial aid in the way of scholarships and bursaries. This financial aid is intended to offer access to quality education for underprivileged youth; however, positive school experiences rely on more than just physical access. Surrounded by affluent peers, these underprivileged learners are frequently required to cross multiple worlds between home and school. This dissertation aimed to explore the psychosocial experiences of underprivileged adolescent girls. Through this discussion on Erikson’s psychosocial theory of development, Bronfenbrenner’s Ecosystemic Model, gender differences in development, as well as the Students Multiple Worlds Model, an understanding is created of how moving between worlds of affluence and poverty may influence the identity formation of the female adolescent learner. This phenomenological study was conducted using the qualitative, interpretative method of interpretative phenomenological analysis (IPA). Using a series of three individual, unstructured interviews with each participant, information was gathered that provided insight into the psychosocial experiences of each of these girls. Findings were largely focused on areas of cultural identity, value formation, feelings of belonging, social comparison and feelings of support. These findings contribute to the functioning of bursary programmes and will assist in maintaining the wellbeing of learners in similar circumstances.
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- Authors: Thompson, Fallon
- Date: 2017
- Subjects: Developmental psychology - Study and teaching , Educational psychology , Adolescent psychotherapy , Personality development , Social interaction - Psychological aspects - Study and teaching
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/286481 , uj:30999
- Description: M.Ed. (Educational Psychology) , Abstract: To overcome the effects of socioeconomic barriers on education, many independent schools offer financial aid in the way of scholarships and bursaries. This financial aid is intended to offer access to quality education for underprivileged youth; however, positive school experiences rely on more than just physical access. Surrounded by affluent peers, these underprivileged learners are frequently required to cross multiple worlds between home and school. This dissertation aimed to explore the psychosocial experiences of underprivileged adolescent girls. Through this discussion on Erikson’s psychosocial theory of development, Bronfenbrenner’s Ecosystemic Model, gender differences in development, as well as the Students Multiple Worlds Model, an understanding is created of how moving between worlds of affluence and poverty may influence the identity formation of the female adolescent learner. This phenomenological study was conducted using the qualitative, interpretative method of interpretative phenomenological analysis (IPA). Using a series of three individual, unstructured interviews with each participant, information was gathered that provided insight into the psychosocial experiences of each of these girls. Findings were largely focused on areas of cultural identity, value formation, feelings of belonging, social comparison and feelings of support. These findings contribute to the functioning of bursary programmes and will assist in maintaining the wellbeing of learners in similar circumstances.
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The development and evaluation of an holistic intervention programme for adolescents of divorce
- Authors: Basson, Wilna
- Date: 2010-11-22T09:48:03Z
- Subjects: Group psychotherapy for teenagers , Effect of divorce on teenagers , Adolescent psychotherapy , Children of divorced parents , Adolescent psychology , Parent and child
- Type: Thesis
- Identifier: uj:7017 , http://hdl.handle.net/10210/3524
- Description: D.Litt. et Phil. , The general aim of the study was to develop and evaluate a group intervention programme for adolescents of divorce. The holistic perspective that formed the basis for the group intervention ensured attention to all relevant interacting modalities. The study included a separate, but parallel group programme for custodial parents, aimed at providing relevant information and teaching coping skills. The effect of the programme on emotional adjustment, depression, locus of control and children's beliefs about parental divorce was investigated empirically. Themes that dominated discussions during the adolescent group sessions were identified by qualitative measures. The overall value of the programme as experienced by participants was assessed. The results revealed that the group of adolescents who received intervention without parental involvement in the parent programme, improved significantly from pre to post intervention on the variables locus of control and emotional adjustment. A notable decrease in symptoms of depression was observed. The subjects whose parents participated in the parental intervention benefited less by.the program~e and did not improve significantly on any of the measures. Major themes that emerged from the qualitative study were all associated with post divorce life. Themes identified include: losing out on childhood and family life; continuous parental conflict; feelings of responsibility about the welfare of parents; ambivalent feelings towards the father; difficulties in accepting new partners of their parents and uncertainty regarding future relationships. It is the conclusion of the researcher that an holistic group intervention programme as conducted in this study can contribute towards positive change in adolescents after parental divorce. It is recommended that adolescents should attend group intervention without parental involvement.
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- Authors: Basson, Wilna
- Date: 2010-11-22T09:48:03Z
- Subjects: Group psychotherapy for teenagers , Effect of divorce on teenagers , Adolescent psychotherapy , Children of divorced parents , Adolescent psychology , Parent and child
- Type: Thesis
- Identifier: uj:7017 , http://hdl.handle.net/10210/3524
- Description: D.Litt. et Phil. , The general aim of the study was to develop and evaluate a group intervention programme for adolescents of divorce. The holistic perspective that formed the basis for the group intervention ensured attention to all relevant interacting modalities. The study included a separate, but parallel group programme for custodial parents, aimed at providing relevant information and teaching coping skills. The effect of the programme on emotional adjustment, depression, locus of control and children's beliefs about parental divorce was investigated empirically. Themes that dominated discussions during the adolescent group sessions were identified by qualitative measures. The overall value of the programme as experienced by participants was assessed. The results revealed that the group of adolescents who received intervention without parental involvement in the parent programme, improved significantly from pre to post intervention on the variables locus of control and emotional adjustment. A notable decrease in symptoms of depression was observed. The subjects whose parents participated in the parental intervention benefited less by.the program~e and did not improve significantly on any of the measures. Major themes that emerged from the qualitative study were all associated with post divorce life. Themes identified include: losing out on childhood and family life; continuous parental conflict; feelings of responsibility about the welfare of parents; ambivalent feelings towards the father; difficulties in accepting new partners of their parents and uncertainty regarding future relationships. It is the conclusion of the researcher that an holistic group intervention programme as conducted in this study can contribute towards positive change in adolescents after parental divorce. It is recommended that adolescents should attend group intervention without parental involvement.
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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.
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- 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.
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Facilitating inner-strength building in adolescent girls with depressive symptoms through ego state therapy and creative expressive art in therapy
- Authors: Blumenau, Dvori
- Date: 2019
- Subjects: Depression in adolescence , Teenage girls - Psychology , Art therapy for teenagers , Ego (Psychology) , Adolescent psychotherapy
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/401943 , uj:33615
- Description: Abstract : Depression has become an epidemic in the 21th century, and the age of those presenting with depressive symptoms continues to drop to early adolescence. Research and statistics have also shown that adolescent girls are more susceptible to experience depression than adolescent boys. As the current approaches to the treatment of depression have some short-comings, this research study proposed an additional framework to the treatment of depression in adolescents. This framework was based on the implementation of the Ericksonian principle of utilisation, namely, utilising and building upon the client’s assets and strengths in therapy. It was also based on the SARI model of ego state therapy as it expanded on phase one of the SARI model and enhanced its implementation in dealing with adolescent girls with depressive symptoms. Part of Phase 1 of the SARI model includes hypnosis for inner strength building. Hypnosis is a technique which has been used in this study. This framework was further based on the implementation of creative expressive art in therapy. The objectives of this study were to develop and describe a framework which aimed at facilitating inner strength building in adolescent girls with depressive symptoms, as well as to propose guidelines for the implementation of this framework. Inner strength is defined as that part of the psyche that remains intact, vibrant and resourceful, even as the client presents with symptoms of distress. Due to the lack of research regarding the building of inner strength in adolescent girls with depressive symptoms through ego state therapy and creative expressive art in therapy, this study aspired to address this gap. A qualitative approach has been used for this study. The design employed was that of multiple case study. The data was collected from five different sources, namely, audio recordings and transcriptions, observation, reflections, documentation and artefacts. Thematic analysis was used to analyse the material. For the purpose of the research, three participants were chosen. Each participant attended nine therapeutic sessions based on the framework suggested by this study. It became evident at the outcome of the sessions, that throughout the process, the participants felt that their inner strength grew and their depressive symptoms diminished. This research contributed to the world of theory and practice by proposing a unique, practical and brief framework for the treatment of depression in adolescent girls. It is recommended that further research be conducted in order to evaluate this framework in different conditions. , D.Ed. (Educational Psychology)
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- Authors: Blumenau, Dvori
- Date: 2019
- Subjects: Depression in adolescence , Teenage girls - Psychology , Art therapy for teenagers , Ego (Psychology) , Adolescent psychotherapy
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/401943 , uj:33615
- Description: Abstract : Depression has become an epidemic in the 21th century, and the age of those presenting with depressive symptoms continues to drop to early adolescence. Research and statistics have also shown that adolescent girls are more susceptible to experience depression than adolescent boys. As the current approaches to the treatment of depression have some short-comings, this research study proposed an additional framework to the treatment of depression in adolescents. This framework was based on the implementation of the Ericksonian principle of utilisation, namely, utilising and building upon the client’s assets and strengths in therapy. It was also based on the SARI model of ego state therapy as it expanded on phase one of the SARI model and enhanced its implementation in dealing with adolescent girls with depressive symptoms. Part of Phase 1 of the SARI model includes hypnosis for inner strength building. Hypnosis is a technique which has been used in this study. This framework was further based on the implementation of creative expressive art in therapy. The objectives of this study were to develop and describe a framework which aimed at facilitating inner strength building in adolescent girls with depressive symptoms, as well as to propose guidelines for the implementation of this framework. Inner strength is defined as that part of the psyche that remains intact, vibrant and resourceful, even as the client presents with symptoms of distress. Due to the lack of research regarding the building of inner strength in adolescent girls with depressive symptoms through ego state therapy and creative expressive art in therapy, this study aspired to address this gap. A qualitative approach has been used for this study. The design employed was that of multiple case study. The data was collected from five different sources, namely, audio recordings and transcriptions, observation, reflections, documentation and artefacts. Thematic analysis was used to analyse the material. For the purpose of the research, three participants were chosen. Each participant attended nine therapeutic sessions based on the framework suggested by this study. It became evident at the outcome of the sessions, that throughout the process, the participants felt that their inner strength grew and their depressive symptoms diminished. This research contributed to the world of theory and practice by proposing a unique, practical and brief framework for the treatment of depression in adolescent girls. It is recommended that further research be conducted in order to evaluate this framework in different conditions. , D.Ed. (Educational Psychology)
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