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.
- Full Text:
- 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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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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