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You searched for subject:( Gestalt playtherapy). Showing records 1 – 3 of 3 total matches.

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University of South Africa

1. Van der Merwe, Fredrik Hendrik. Gestaltspelterapie program vir bewuste multisensoriese waarneming .

Degree: 2005, University of South Africa

The purpose of this study is the development of a Gestalt therapeutic program for conscious, multisensory perception. The program is aimed at children in the age group between eight and twelve years. A qualitative research approach is used with grounded theory as research strategy. Applied research is used with incidental sampling. The objectives as the steps taken to attain the purpose were literature study of the main concepts, the development of the program, and the refinement of the program. A collective energy model is designed to conduct the program in a group of eight children. After the observation of the interaction in the group and feedback by the group members the program was refined in nine sessions. The research was done in the theoretical framework of gestalt play therapy. Advisors/Committee Members: Schoeman, J. P (advisor).

Subjects/Keywords: Multi sensory perception; Gestalt group therapy; Gestalt playtherapy; Awareness; Child in the mid childhood; Qualititve research; Applied research; Dialogue; Excistence; Phenomenology

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Van der Merwe, F. H. (2005). Gestaltspelterapie program vir bewuste multisensoriese waarneming . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/1805

Chicago Manual of Style (16th Edition):

Van der Merwe, Fredrik Hendrik. “Gestaltspelterapie program vir bewuste multisensoriese waarneming .” 2005. Masters Thesis, University of South Africa. Accessed January 21, 2020. http://hdl.handle.net/10500/1805.

MLA Handbook (7th Edition):

Van der Merwe, Fredrik Hendrik. “Gestaltspelterapie program vir bewuste multisensoriese waarneming .” 2005. Web. 21 Jan 2020.

Vancouver:

Van der Merwe FH. Gestaltspelterapie program vir bewuste multisensoriese waarneming . [Internet] [Masters thesis]. University of South Africa; 2005. [cited 2020 Jan 21]. Available from: http://hdl.handle.net/10500/1805.

Council of Science Editors:

Van der Merwe FH. Gestaltspelterapie program vir bewuste multisensoriese waarneming . [Masters Thesis]. University of South Africa; 2005. Available from: http://hdl.handle.net/10500/1805


University of South Africa

2. Swart, Elsie Susanna Elizabeth. Sensoriese stimulasie van die laerskoolkind met disleksie .

Degree: 2009, University of South Africa

Dyslexia is a difficulty in learning to read and write, with many implications for the children because of emotional and behavioral problems. The suspicion that they might experience problems with sensory integration as well, is confirmed in the literature. The purpose of sensory stimulation in Gestalt playtherapy is to raise the level of awareness of themselves and in this research, playtherapy was done with three primary school children with dyslexia. Information was further obtained through a literature study, semi-structured interviews and observations. It was clear that the sensory stimulation was part of the therapeutic sessions and led to thoughts, feelings, and behaviour. The qualitative characteristics which the sensations had for the children were observed and confirmed by the literature. Conclusions and recommendations were made according to the objectives of the study and this research made an important contribution to understanding the sensory awareness of children with dyslexia. Opsomming Disleksie is `n leergeremdheid met baie implikasies vir die kinders en wat kan lei tot emosionele en gedragsprobleme omdat hulle nie altyd aanvaar word deur hul portuurgroep nie. Die vermoede dat kinders met disleksie ook probleme ondervind met sensoriese integrasie, is in die literatuur bevestig. In hierdie navorsing is Gestaltspelterapie gedoen met drie laerskool kinders met disleksie om die kinders se bewussynsvlak van hulself te verhoog. Inligting is verder ingesamel deur `n literatuurstudie, waarneming en semi-gestruktureerde onderhoude met kundiges en ouers. Die kwalitatiewe kenmerke wat die sensasies vir die kinders gehad het is waargeneem en dit was duidelik dat die sensoriese stimulasie wat deel van die spelterapiesessies was, aanleiding gegee het tot voorgrondse gedagtes, gevoelens en gedrag. Hierdie waarnemings is in die literatuur bevestig en gevolgtrekkings en aanbevelings is volgens die doelwitte gemaak. Gevolglik het hierdie navorsing `n belangrike bydrae gelewer om die sensoriese belewenis van kinders met disleksie beter te verstaan. Advisors/Committee Members: Grobler, H. B. (Mnr.) (advisor).

Subjects/Keywords: Sensory integration dysfunction; Feelings; Learning difficulty; Playtherapy; Behavior change; Awareness; Gestalt; Sensory integration dysfunction; Feelings; Learning difficulty; Playtherapy; Behavior change; Awareness; Dyslexia; Primary school children; Gestalt; Sensory stimulation

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Swart, E. S. E. (2009). Sensoriese stimulasie van die laerskoolkind met disleksie . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/1504

Chicago Manual of Style (16th Edition):

Swart, Elsie Susanna Elizabeth. “Sensoriese stimulasie van die laerskoolkind met disleksie .” 2009. Masters Thesis, University of South Africa. Accessed January 21, 2020. http://hdl.handle.net/10500/1504.

MLA Handbook (7th Edition):

Swart, Elsie Susanna Elizabeth. “Sensoriese stimulasie van die laerskoolkind met disleksie .” 2009. Web. 21 Jan 2020.

Vancouver:

Swart ESE. Sensoriese stimulasie van die laerskoolkind met disleksie . [Internet] [Masters thesis]. University of South Africa; 2009. [cited 2020 Jan 21]. Available from: http://hdl.handle.net/10500/1504.

Council of Science Editors:

Swart ESE. Sensoriese stimulasie van die laerskoolkind met disleksie . [Masters Thesis]. University of South Africa; 2009. Available from: http://hdl.handle.net/10500/1504


University of South Africa

3. Van Heukelum, Gudrun. Transformative self-discoveries for a preschool child : from a passive to an agentic lifeposition .

Degree: 2003, University of South Africa

This explorative case study was undertaken to uncover how transformative self-discoveries were facilitated through Gestalt playtherapy, enabling agency of a single pre-school participant. Data were captured around the participant's baseline agentic status; emerging agency, facilitated trough the intervention and post-intervention agentic status. A content analysis aided thematic coding. Theme 1 identified inherent agency trends and the agency blocks "what is that". Theme 2 dealt with patterns of active resistance "I don't want to feel / I don't want to know". Theme 3 captured enhanced agentic behaviour "I can and I understand". Through the intervention the participant's entrapped agency was unleashed, leading to an awareness of her `being', enabling her `doing' and thereby allowing her to `become'. Enabled agency increased the participant's active involvement in her life and her engagement in developmental tasks was increased. Implications of the findings support further investigation and application of this intervention. Advisors/Committee Members: Schoeman, J. P (advisor).

Subjects/Keywords: Agency; Gestalt playtherapy; Preschool development; Resistance; Being doing and becoming; Developmental task fulfillment; Self-discoveries; Paediatric occupational therapy; Health promotion; Self-regulation in infants; Self-disposition; Well-being; Ego-development; Phenomenological context; Adverse environments

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Van Heukelum, G. (2003). Transformative self-discoveries for a preschool child : from a passive to an agentic lifeposition . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/840

Chicago Manual of Style (16th Edition):

Van Heukelum, Gudrun. “Transformative self-discoveries for a preschool child : from a passive to an agentic lifeposition .” 2003. Masters Thesis, University of South Africa. Accessed January 21, 2020. http://hdl.handle.net/10500/840.

MLA Handbook (7th Edition):

Van Heukelum, Gudrun. “Transformative self-discoveries for a preschool child : from a passive to an agentic lifeposition .” 2003. Web. 21 Jan 2020.

Vancouver:

Van Heukelum G. Transformative self-discoveries for a preschool child : from a passive to an agentic lifeposition . [Internet] [Masters thesis]. University of South Africa; 2003. [cited 2020 Jan 21]. Available from: http://hdl.handle.net/10500/840.

Council of Science Editors:

Van Heukelum G. Transformative self-discoveries for a preschool child : from a passive to an agentic lifeposition . [Masters Thesis]. University of South Africa; 2003. Available from: http://hdl.handle.net/10500/840

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