The effect of a creative drama experience on the adolescent child
- Authors: Winterbach, Thelma
- Date: 2014-11-19
- Subjects: Drama - Therapeutic use , Creative ability in children , Creative thinking
- Type: Thesis
- Identifier: uj:12949 , http://hdl.handle.net/10210/12838
- Description: M.A. (Counselling Psychology) , Please refer to full text to view abstract
- Full Text:
- Authors: Winterbach, Thelma
- Date: 2014-11-19
- Subjects: Drama - Therapeutic use , Creative ability in children , Creative thinking
- Type: Thesis
- Identifier: uj:12949 , http://hdl.handle.net/10210/12838
- Description: M.A. (Counselling Psychology) , Please refer to full text to view abstract
- Full Text:
Narradrama as group therapeutic intervention in addressing inner strength of mildly intellectually impaired children who have been sexually abused
- Authors: Bezuidenhout, Carla
- Date: 2012-08-30
- Subjects: Sexually abused children , Children with mental disabilities - Counseling of , Drama - Therapeutic use
- Type: Mini-Dissertation
- Identifier: uj:3436 , http://hdl.handle.net/10210/6831
- Description: M.Ed. , Some children in South Africa are confronted with various adversities that affect their functioning. In order to deal effectively with adversity, children need inner strength. Inner strength is a force that people have within them that motivates them to face challenges, to stand up against adversities, and to perform an effective life after difficulty. Examples of adversities are mild intellectual impairment and traumatic events such as sexual abuse. Children who are mildly intellectually impaired and who have been sexually abused often present with language and communication difficulties and low levels of self-esteem. Inner strength is needed to rise above and to stand steady and firm during difficult experiences. This research study was conducted to establish how Narradrama as group therapeutic intervention can address the inner strength of mildly intellectually impaired children who have been sexually abused. Narradrama is an intergration between Narrative Therapy and Drama Therapy, which makes use of creative art therapy. This study reveals how expressive arts and creative activities are therapeutic and are effective in the healing process. The theoretical framework of Performative Psychology formed the basis of the study, which also incorporates Social Constructivism according to Vygotsky’s perspective of social experiences shaping the way individuals view the world. This framework suggests that people’s daily performances shape the stories they and others form about themselves and informs who they are. With regards to this research study, addressing inner strength is needed in order for children to create new performances that can form alternative stories of who they are. The utilization of Narradrama activities were investigated in the process of addressing inner strength. A qualitative research approach was chosen to understand the research topic from the participants’ perspective. It relates to the Interpretivist/Constructivist paradigm that focuses on how people create meaning out of their lives and experiences. A phenomenological design was chosen to explore Narradrama as group therapeutic intervention to address inner strength, and to explore the essence of the lived experiences of participants. Data collection methods included unstructured in-depth interviews, artefacts and documents, and participant observation. As a method for data analysis, the thematic analysis was used to identify themes that emerged from different data sets. The first main theme that emerged related to intra-personal knowledge, which included, self-knowledge, resilience, and self-expression through creative activities. Another main theme was interpersonal skills that related to connectedness with others. The study concludes with a discussion of possible contributions, limitations and recommendations for future research.
- Full Text:
- Authors: Bezuidenhout, Carla
- Date: 2012-08-30
- Subjects: Sexually abused children , Children with mental disabilities - Counseling of , Drama - Therapeutic use
- Type: Mini-Dissertation
- Identifier: uj:3436 , http://hdl.handle.net/10210/6831
- Description: M.Ed. , Some children in South Africa are confronted with various adversities that affect their functioning. In order to deal effectively with adversity, children need inner strength. Inner strength is a force that people have within them that motivates them to face challenges, to stand up against adversities, and to perform an effective life after difficulty. Examples of adversities are mild intellectual impairment and traumatic events such as sexual abuse. Children who are mildly intellectually impaired and who have been sexually abused often present with language and communication difficulties and low levels of self-esteem. Inner strength is needed to rise above and to stand steady and firm during difficult experiences. This research study was conducted to establish how Narradrama as group therapeutic intervention can address the inner strength of mildly intellectually impaired children who have been sexually abused. Narradrama is an intergration between Narrative Therapy and Drama Therapy, which makes use of creative art therapy. This study reveals how expressive arts and creative activities are therapeutic and are effective in the healing process. The theoretical framework of Performative Psychology formed the basis of the study, which also incorporates Social Constructivism according to Vygotsky’s perspective of social experiences shaping the way individuals view the world. This framework suggests that people’s daily performances shape the stories they and others form about themselves and informs who they are. With regards to this research study, addressing inner strength is needed in order for children to create new performances that can form alternative stories of who they are. The utilization of Narradrama activities were investigated in the process of addressing inner strength. A qualitative research approach was chosen to understand the research topic from the participants’ perspective. It relates to the Interpretivist/Constructivist paradigm that focuses on how people create meaning out of their lives and experiences. A phenomenological design was chosen to explore Narradrama as group therapeutic intervention to address inner strength, and to explore the essence of the lived experiences of participants. Data collection methods included unstructured in-depth interviews, artefacts and documents, and participant observation. As a method for data analysis, the thematic analysis was used to identify themes that emerged from different data sets. The first main theme that emerged related to intra-personal knowledge, which included, self-knowledge, resilience, and self-expression through creative activities. Another main theme was interpersonal skills that related to connectedness with others. The study concludes with a discussion of possible contributions, limitations and recommendations for future research.
- 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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