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1
Plante, Gregory Vincent. „Therapeutic storytelling and the narrative perspective“. online access from Digital Dissertation Consortium, 2006. http://libweb.cityu.edu.hk/cgi-bin/er/db/ddcdiss.pl?3265885.
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2
Bitter, James. „Self-Disclosure and Storytelling in Adlerian Family Therapy“. Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/6117.
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Turski, Traci L. „The healing power of women's storytelling /“. Click for abstract, 1998. http://library.ctstateu.edu/ccsu%5Ftheses/1508.html.
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Thesis (M.S.)--Central Connecticut State University, 1998.Thesis advisor: Judith Rosenberg. "... in partial fulfillment of the Master of Science in Counselor Education." Includes bibliographical references (leaves 72-80).
4
Gagalis-Hoffman, Kelly. „Belief transmission through family storytelling : implications for family therapy /“. Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1505.pdf.
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5
Gagalis-Hoffman, Kelly. „Belief Formation Through Family Storytelling: Implications for Family Therapy“. BYU ScholarsArchive, 2006. https://scholarsarchive.byu.edu/etd/741.
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The purpose of this study was to phenomenologically explore and describe the influence family storytelling has on the formation and transference of beliefs. This study was a case study of one family who was identified as engaging in family storytelling. The participants were selected based on their participation in a 2004 pilot study, "A Phenomenological Examination of Family Recreational Storytelling." The results of the 2004 pilot study were analyzed for belief-centered themes. It was upon those themes that questions for this study were based. For this study it was hypothesized that: 1) storytelling strengthens family bonds and connections; 2) storytelling facilitates the creation of individual and familial beliefs; 3) these beliefs either facilitate or constrain the functioning capability of the family and its individual members; and 4) as this phenomenon is more fully understood, powerful interventions can be utilized by therapists and implemented in the field of marriage and family therapy. For the current study, it was concluded that family storytelling influences beliefs, which in turn affects individual action. Additionally, an individual's overall perspective on life is capable of being shaped by the tone and nature of the stories that children are told by their parents. Finally, this study provided insight into how clinicians can coach families to implement storytelling as a therapeutic intervention. Information regarding how parents used stories and the characteristics of the story, storyteller, and setting was outlined. How children used storytelling to form and establish beliefs was explored.
6
Bitter, James Robert, und Rebekah J. Byrd. „Human Conversations: Self Disclosure & Storytelling in Adlerian Therapy“. Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/920.
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Starting with Adler’s original work with families in an open forum, there is a long history of both self-disclosure and storytelling in therapeutic practice. This presentation traces that history and identifies the purposes and goals of these interventions in Adlerian therapy. Demonstrations of effective use are provided. Participants will learn the purposes and therapeutic goals for self-disclosure & storytelling in Adlerian counseling & therapy. Participants will learn guidelines for appropriate use of self-disclosure and storytelling in therapy.
7
Bitter, James Robert, und Rebekah J. Byrd. „Human Conversations: Self-disclosure & Storytelling in Adlerian Therapy“. Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/908.
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8
Bitter, James Robert, und Rebekah J. Byrd. „Human Conversations: Self-Disclosure and Storytelling in Adlerian Family Therapy“. Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/872.
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9
Bitter, James Robert, und Rebekah Byrd. „Human Conversations: Self-Disclosure and Storytelling in Adlerian Family Therapy“. Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/5209.
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Self-disclosure and storytelling have been part of Adlerian family therapy and counseling since Adler's public work with families and educators in Austria. The benefits of both—as well as the cautions for use—have been well documented in the literature. Still, those who are recently trained and/or new to the profession often seem reluctant to engage clients in the kind of human, person-to-person (and person-revealing) conversations that let clients know they are not alone in the world and that encourage them to be imperfectly human. The use of self-disclosure and storytelling occurs less in training programs that put a premium on "taking a professional stance" and with practicum/internship students who are still unsure of how to use themselves in the therapeutic process. The authors describe the purposes and constructions of effective self-disclosure and storytelling in Adlerian family therapy and suggest guidelines for therapeutic decision-making and use.
10
Shann, Stephen Charles, of Western Sydney Hawkesbury University, Faculty of Social Inquiry und School of Social Ecology. „Mating with the world : on the nature of story-telling in psychotherapy“. THESIS_FSI_SEL_Shann_S.xml, 2000. http://handle.uws.edu.au:8081/1959.7/93.
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What is going on in a therapeutic setting when one person tells a story to another? Is it really as it appears to be, with the story being told in order to communicate some information, either affective or factual? Or is this way of thinking about the business of therapy limiting, both for the people concerned (therapist and patient) and for those who theorise about the therapeutic process? These are the questions around which this work is organised. The thesis itself takes the form of a story being told, the story of a therapist, his client, and his clinical supervisor.The story of these relationships is used to argue that stories are told more to create something (a relationship) and forge something (a more vital connection to an animating world) than to communicate something.The author draws on both a philosophical, and a psychoanalytical tradition to show what he suggest are more vital ways of thinking about human behaviour in general and the therapeutic encounter in particular.Doctor of Philosophy (PhD)
11
Gagalis-Hoffman, Kelly. „An Examination of the Meaning of Family Recreational Storytelling among Parents and their Adult Children“. Diss., CLICK HERE for online access, 2004. http://contentdm.lib.byu.edu/ETD/image/etd450.pdf.
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12
DeWet, Anton. „Recovering the sacred way, cultivating wholeness through storytelling among survivors of organized violence“. Theological Research Exchange Network (TREN), access this title online, 2006. http://dx.doi.org/10.2986/tren.108-0027.
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13
Laas, Johannes Jurgens. „Verbeelding as verhaalskeppende aktiwiteit in narratiewe pastorale terapie“. Thesis, Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-09302004-113726/.
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14
Niestrath, Sean. „As those who have hope a Christian constructive approach to grieving death losses among members of the East Main Church of Christ, Kalamazoo, Michigan /“. Abilene, TX : Abilene Christian University, 2007. http://dx.doi.org/10.2986/tren.050-0154.
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15
Du, Plooy Corne Wilhelmus. „A premarital pastoral conversation - a wedding of stories a narrative approach /“. Thesis, Pretoria : [S.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-03062006-100436.
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16
James, Leila Linntoya R. „The Experiences of African American Marriage and Family Therapists: Their Contributions to the Marriage and Family Therapy Field“. Antioch University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1576700555849642.
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Espinàs, i. Olvera Laura. „Històries de malaltia : anàlisi narrativa en l'experiència de càncer“. Doctoral thesis, Universitat de Girona, 2010. http://hdl.handle.net/10803/8018.
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En la present tesi doctoral es presenta, des d'una perspectiva narrativa i socioconstruccionista, una aproximació a l'estudi de l'experiència de malaltia en càncer a partir del treball amb relats narrats. Es realitza una anàlisi narrativa de la construcció de les històries de malaltia a partir dels relats escrits per les persones "malaltes" i /o els seus familiars. Es cerquen elements per a la reflexió de: a) el paper de la narració en la comprensió de l'experiència de malaltia oncològica i la construcció narrativa d'identitat; b) l'ús del mètode d'anàlisi narrativa dins el camp de la salut/malaltia; i c) implicacions i aplicacions en la pràctica terapèutica. Seguint una orientació metodològica qualitativa, s'analitza la construcció de narratives de malaltia i del self, la construcció i relació amb els personatges de la història, la construcció de la malaltia (càncer), així com les potencialitats i limitacions de l'aproximació narrativa en l'estudi. Finalment, es presenten elements narratius per a la reflexió del seu ús en l'atenció psicològica i la pràctica del professional de la salut en càncer.In this doctoral thesis it is presented, from a narrative and socio constructionist perspective, an approach to the study of the cancer disease experience, based on working with narrated tales. A narrative analysis of disease stories construction is done from the tales written by ill people or their relatives. Elements for reflection are searched about: a) the narration role in the oncological disease experience understanding and the narrative construction of identity; b) the use of the narrative analysis method in the health/disease context; and c) implications and applications in the therapeutic practice. Following a qualitative methodological orientation, the disease and self narratives, the construction and relation between the story characters, and the disease construction (cancer) are analysed, as well as the potentials and limitations of the study narrative approach. Finally, narrative elements are presented for the reflection about its use in the psychological attention and cancer health professional practice.
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Bassalé, Parfait Adegboyé. „Music and Conflict Resolution: Can a Music and Story Centered Workshop Enhance Empathy?“ PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1122.
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The Story and Song Centered Pedagogy (SSCP) is a workshop that uses songs, stories and reflective questioning to increase empathy. This preliminary study tested the prediction that being exposed to the SSCP would increase empathy using, the Emotional Concern (EC) and Perspective Taking (PT) subscales of the renowned Interpersonal Reactivity Index (IRI) (Davis, 1990). Subjects self-reported their answers to the IRI before and after undergoing the SSCP intervention. Comparing their pre and post intervention results, no statistically significant changes were noticed for the EC and PT scales (p-value = 0.7093 for EC; p-value = 0.6328 for PT). These results stand in direct tension with the anecdotal evidence gathered from 10 years of action research that shows that the SSCP impacts audiences' ability to empathize. This opens the door for additional research with more rigorous methodology and a larger sample size which will allow for more interpretative analysis. These results also probe the concern about whether the IRI is the most suitable tool to quantitatively measure the empathetic responses caused by the SSCP and evidenced by action research.
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Hasdenteufel, Christina. „Narrativ som begrepp och användning inom arbetsterapi: en scoping review“. Thesis, Hälsohögskolan, Högskolan i Jönköping, HHJ, Avd. för rehabilitering, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-44620.
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Lopes, Claudia Regina Matas. „A contação de histórias como estratégia pedagógica na estimulação da linguagem oral e escrita de crianças com dificuldades de aprendizagem“. Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/25/25143/tde-30052017-205503/.
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O objetivo desta pesquisa foi elaborar e verificar a eficácia de um programa de intervenção pedagógica baseado nos recursos da Literatura Infantil e contação de histórias para crianças com dificuldades de aprendizagem e indicados para participar da Sala de Apoio Pedagógico (Reforço). Tal Programa demonstrou a importância de práticas pedagógicas em sala de aula, que aliem literatura e alfabetização para o aprimoramento da leitura, linguagem oral e escrita dos escolares. Foi delineado um programa de intervenção utilizando a Literatura Infantil e a contação de histórias, aplicado em 20 crianças de 07 a 10 anos de idade, de ambos os sexos, divididas em G1 (10 crianças) e G2 (10 crianças) pareados por sexo. Ambos os grupos apresentavam dificuldades de aprendizagem relatadas pelos professores das salas de aula regular e frequentavam a sala de Apoio Pedagógico (Reforço) de uma Escola Municipal de Ensino Fundamental no interior de São Paulo. As crianças do G1 foram expostas a princípio à intervenção pedagógica. As crianças do G2 não foram expostas a princípio à intervenção, mas por questões éticas, foram submetidos à mesma após o término do Programa. O referido programa constituiu-se de 14 sessões de frequência semanal, com duração aproximada de 60 minutos em cada sessão a ser realizada na sala de Apoio Pedagógico (Reforço) com a presença e participação ativa dos professores desta sala. Antes e após a aplicação do Programa, foram realizados testes para se avaliar o nível de escrita, linguagem e leitura dos escolares, assim como avaliação do desempenho de cada um deles pelo próprio professor da sala de aula regular que os mesmos frequentavam, para verificar se houve melhoria na aprendizagem dos mesmos. Portanto, este estudo implementou um Programa de Intervenção Pedagógica e demonstrou sua aplicabilidade e eficácia verificando-se que os escolares com problemas de aprendizagem apresentaram melhoria acadêmica na leitura, linguagem oral e principalmente na linguagem escrita.The objective of this research was to elaborate and verify the effectiveness of a pedagogical intervention program based on the resources of Children\'s Literature and storytelling for children with learning difficulties and indicated to participate in the Pedagogical Support Room (Reinforcement). This Program has demonstrated the importance of pedagogical practices in the classroom, which combine literature and literacy to improve reading, oral and written language of schoolchildren. An intervention program using Children\'s Literature and storytelling, was applied in 20 children from 7 to 10 years old, of both genders, divided into G1 (10 children) and G2 (10 children) paired by sex. Both groups had learning difficulties reported by teachers in regular classrooms and attended the Pedagogical Support Room (Reinforcement) of a Municipal School of Elementary Education in the interior of São Paulo. The children of the G1 were exposed in principle to the pedagogical intervention. The children of G2 were not exposed to the intervention principle, but due to ethical reasons, they were submitted to it after the end of the Program. This program consists of 14 sessions of weekly attendance, lasting approximately 60 minutes in each session to be held in the Pedagogic Support Room (Reinforcement) with the presence and active participation of teachers in this room. Before and after the application of the Program, tests were carried out to evaluate the level of writing, language and reading of the students, as well as evaluation of the performance of each of them by the regular classroom teacher that they attended, to verify There was an improvement in their learning. Therefore, this study implemented a Pedagogical Intervention Program and demonstrated its applicability and effectiveness by verifying that students with learning problems presented academic improvement in reading, oral language and mainly in written language.
21
Suvanto, A. (Anne). „Lapsi tarinaa rakentamassa:kielihäiriöisten lasten kerrontataidot ja niiden kuntoutuminen“. Doctoral thesis, Oulun yliopisto, 2012. http://urn.fi/urn:isbn:9789514298622.
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Abstract The aim of this descriptive study was to investigate differences in macro- and micro-structures in the narratives of language-impaired (n = 18) and typically developing (n = 10) children aged 4−6 years, the effect of the elicitation method on the frequency of structural features and the impact of the intervention used in the study on the development of narration. The study assessed the development of narration in three peer groups (rehabilitation group, control group and typically developing comparison group) with the aid of time-series design over a period of nine months. During six months, the lexicon and the cognitive schema of the narrative of the children in the rehabilitation group for language-impaired children was strengthened with training tasks and moments of reading involving dialogue arranged by the parents. The development of narration was assessed using the Bus Story sequence of pictures, a picture book with frogs, two sets of toys, a personal narrative and an assessment form completed by the parents. At baseline, the narratives based on sequences of pictures of the language-impaired children contained fewer episodes, story grammar categories, descriptions of events and expressions of evaluative language compared to typically developing children. In the narratives based on sets of toys the number of non-verbal grammatical categories was higher among the language-impaired children, and they told more personal narratives of a varying level compared to the typically developing comparison children. The narratives of language-impaired children contained fewer word units and communication units as well as temporal connectives than those of typically developing comparison children. Their communication units were also shorter and the percentage of functional words lower compared to the controls. Structurally the best narratives were children`s frog stories elicited with a wordless picture book. During the follow-up period, the macro- and micro-structure (number of word units and communication units, content words) of the retold and picture book narratives and expressions of evaluative language (all narratives) of the language-impaired children in the rehabilitation group reached nearly the same level compared to typically developing children. The communication units of the narratives became longer and the use of temporal connectives increased more in the rehabilitation group compared to the control group of language-impaired children. According to the parents’ assessment, intervention improved the children’s narration. Compared to their typically developing peers, language-impaired children under school age tell narratives with more structural weaknesses. The intervention used in the study promotes the macro- and micro-structures of children’s retold and picture-book narrativesTiivistelmä Tämän kuvailevan tutkimuksen tarkoituksena oli selvittää kielihäiriöisten (n = 18) ja tyypillisesti kehittyvien (n = 10) 4−6-vuotiaiden lasten kertomusten makro- ja mikrorakenteiden eroja, elisitointimenetelmän vaikutusta rakennepiirteiden esiintyvyyteen sekä tutkimuksessa käytetyn kuntoutuksen vaikutusta kerronnan kehittymiseen. Tutkimuksessa arvioitiin kolmen keskenään kaltaistetun ryhmän (kuntoutus- ja vertailuryhmä sekä tyypillisesti kehittyvät verrokit) kerronnan kehittymistä toistettujen mittausten aikasarjalla yhdeksän kuukauden ajan. Kielihäiriöisten kuntoutusryhmän lasten sanastoa ja kertomuksen kognitiivista skeemaa vahvistettiin puolen vuoden aikana harjoitustehtävien ja vanhempien järjestämien dialogisten lukutuokioiden avulla. Aineisto koostui kuvasarjoihin (Bus Story, sammakkokirja), lelusarjoihin ja henkilökohtaisiin kokemuksiin perustuvista kertomuksista sekä vanhempien arvioinneista. Perustason mittauksissa kielihäiriöisten lasten kuvasarjoihin perustuvissa kertomuksissa oli vähemmän episodeja, kielioppikategorioita, tapahtumakuvauksia ja arvioivan kielen ilmauksia kuin tyypillisesti kehittyneillä lapsilla. Lelusarjakertomuksissa ei-kielellisesti toteutuneiden kielioppikategorioiden määrä oli kielihäiriöryhmien lapsilla suurempi ja he kertoivat enemmän eritasoisia henkilökohtaisia kertomuksia kuin tyypillisesti kehittyneet verrokit. Kielihäiriöisten lasten kertomuksissa oli vähemmän sana- ja kommunikaatioyksiköitä sekä temporaalisia konnektiiveja kuin tyypillisesti kehittyneillä verrokeilla. Kommunikaatioyksiköt olivat myös lyhyempiä ja funktiosanojen prosentuaaliset osuudet pienempiä kuin verrokeilla. Elisitointimenetelmä vaikutti kertomuksen makrorakenteeseen siten, että lapset tuottivat rakenteellisesti parhaimpia kertomuksia sanattoman kuvakirjan avulla kaikissa kolmessa tutkimusryhmissä. Seurantajakson aikana kuntoutusryhmän kielihäiriöisten lasten toisto- ja kuvakirjakertomusten makro- ja mikrorakenne (sana- ja kommunikaatioyksiköiden määrät, sisältösanat) sekä arvioivan kielen ilmaisut (kaikki kertomukset) kehittyivät lähes samalle tasolle tyypillisesti kehittyvien lasten kanssa. Kertomusten kommunikaatioyksiköt pitenivät ja temporaalisten konnektiivien käyttö lisääntyi kuntoutusryhmällä enemmän kuin kielihäiriöisten lasten vertailuryhmällä. Kuntoutus kehitti lasten kerrontaa myös vanhempien arvioiden mukaan. Alle kouluikäiset kielihäiriöiset lapset kertovat tyypillisesti kehittyneisiin ikätovereihinsa verrattuna rakenteellisesti puutteellisempia kertomuksia. Tutkimuksessa käytetty kuntoutus kehitti lapsen toisto- ja kuvakirjakertomusten makro- ja mikrorakenteita
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Parv, Valerie. „Healing writes : restoring the authorial self through creative practice : and Birthright, a speculative fiction novel“. Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16646/1/Valerie_Parv_-_Birthright.pdf.
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Writing the speculative fiction novel, Birthright, and this accompanying exegesis, led me to challenge the validity of the disclaimer usually found in the front matter of most novels that the story is purely imaginary, bears no relationship to reality, with the characters not being inspired by anyone known or unknown to the author. For the first time in my career, I began to consider how writers including myself might frequently revisit themes and ideas which resonate with our lived experiences. I call this restorying, an unconscious process whereby aspects of one's life history are rewritten through one's creative work to achieve a more satisfactory result. Through personal contact, studying authors' accounts of their creative practices, and surveying current literature on narrative therapy, a case is made that, far from being generated purely from imagination, writers' creative choices are driven by an unconscious need to restory ourselves.
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Parv, Valerie. „Healing writes : restoring the authorial self through creative practice : and Birthright, a speculative fiction novel“. Queensland University of Technology, 2007. http://eprints.qut.edu.au/16646/.
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Writing the speculative fiction novel, Birthright, and this accompanying exegesis, led me to challenge the validity of the disclaimer usually found in the front matter of most novels that the story is purely imaginary, bears no relationship to reality, with the characters not being inspired by anyone known or unknown to the author. For the first time in my career, I began to consider how writers including myself might frequently revisit themes and ideas which resonate with our lived experiences. I call this restorying, an unconscious process whereby aspects of one's life history are rewritten through one's creative work to achieve a more satisfactory result. Through personal contact, studying authors' accounts of their creative practices, and surveying current literature on narrative therapy, a case is made that, far from being generated purely from imagination, writers' creative choices are driven by an unconscious need to restory ourselves.
24
Springate, Elisabeth. „Networks of resistance : digital media, storytelling, and acts of resistance to sexual assault /“. 2005. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR11903.
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Thesis (M.A.)--York University, 2005. Graduate Programme in Communication and Culture.Typescript. Includes bibliographical references (leaves 100-110). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR11903
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Shann, Stephen Charles. „Mating with the world : on the nature of story-telling in psychotherapy“. Thesis, 2000. http://handle.uws.edu.au:8081/1959.7/93.
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What is going on in a therapeutic setting when one person tells a story to another? Is it really as it appears to be, with the story being told in order to communicate some information, either affective or factual? Or is this way of thinking about the business of therapy limiting, both for the people concerned (therapist and patient) and for those who theorise about the therapeutic process? These are the questions around which this work is organised. The thesis itself takes the form of a story being told, the story of a therapist, his client, and his clinical supervisor.The story of these relationships is used to argue that stories are told more to create something (a relationship) and forge something (a more vital connection to an animating world) than to communicate something.The author draws on both a philosophical, and a psychoanalytical tradition to show what he suggest are more vital ways of thinking about human behaviour in general and the therapeutic encounter in particular.
26
Sanders, Debbie Anne. „The impact of storytelling on the social development of learners with Asperger's Syndrome“. Thesis, 2006. http://hdl.handle.net/10500/2239.
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This study investigates the nature of Asperger's Syndrome and specifically the social impairments experienced by learners affected by this syndrome. The incorrect social language, narrow interests and repetitive routines, and the deficits of theory of mind, central coherence and executive functioning of learners with Asperger's Syndrome are also outlined, and an attempt is made to relate these impairments to the social difficulties that learners with Asperger's Syndrome may experience in any inclusive setting.
Chapters two and three comprise an in-depth literature study on this specific subject, thus forming a basis for the empirical research reported in chapter five. A qualitative research design is used, first to gain information about and understanding of the nature of the social impairments that afflict learners with Asperger's Syndrome, and secondly to gauge the effectiveness of using social stories as a means to assist the social development of affected learners. More specifically, an ethnographic research design has been chosen for its flexibility which readily permits last-minute adjustments to suit any design, and also because it helps to give meaning to personal encounters. The sensitive nature of the topic is another important reason for choosing this approach (ie. interaction with the researcher could be "fine-tuned" to achieve the ends of this adapted interview situation effectively, circumspectly and safely without undue upset for all concerned).
The interview responses of two mothers of learners with Asperger's Syndrome, as well as the observation of these learners are reported. The results of the interviews and observations are checked against the literature study for corroboration in order to bring about a more positive awareness of the impairments experienced by these learners.
The technique of social stories was investigated as a method of enhancing the social development of learners with Asperger's Syndrome. Three specific social stories were developed for this research in order to test the effectiveness of this method. Positive outcomes were achieved after implementation of the stories.
Results of this study indicated that knowledge and understanding of Asperger's Syndrome, as well as positive attitudes, are critical to ensure the acceptance and accommodation of learners with Asperger's Syndrome in the school environment and in society as a whole. Also, the issue of accommodating learners with Asperger's Syndrome in an inclusive setting should receive concerted attention since it can have major implications for their educational prospects.Educational Studies
Thesis (D. Ed.)
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Busika, Nonkululeko Faith. „A critical analysis of storytelling as a drama therapy approach among urban South African children, with particular reference to resilience building through Iintsomi : Iintsomi story method a dramatherapy approach“. Thesis, 2016. http://hdl.handle.net/10539/19667.
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This qualitative research critically analyses storytelling as a drama therapy approach, with particular reference to resilience building through IintsomiIintsomi, an isiXhosa oral traditional storytelling method, among urban South African children. The research therefore enquires and demonstrates; in what ways IintsomiIintsomi as a method can be used to build resilience among young children with specific reference to grade 4 learners at Dumezweni Primary School in Diepkloof, Soweto. The overarching aim of the investigation is to propose storytelling as a method to be used to take care of the wellbeing of early developing children in societies that are affected enormously by social ills. It particularly casts light on the oral traditional storytelling method as an educational tool for building the skill of resilience. The methodology of this emperical research is founded upon the core principles of practice as research; this choice of method is as a result of the nature of the method of IintsomiIintsomi, which shifted with each session. The findings of the research are a collaborative process of practice and theory working together to answer the research question. The research as a whole provided a space where the children could listen, tell and reflect on their own stories.
This research report consists of an exploration of IintsomiIintsomi, playback theatre and narradrama in chapter one. In chapter two, the reader is introduced to the possibilities of IintsomiIintsomi working with the urban South African child. Chapter three gives an expedition of IintsomiIintsomi as a drama therapy approach. The case study of the grade 4 learners at Dumezweni Primary School is captured in chapter four. Chapter five demonstrates the methodology applied to investigate the method of IintsomiIintsomi, followed by a consolidation of the themes and therapeutic results is in chapter six. Chapter seven concludes and gives recommendations for the research.
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Scrimgeour, Elizabeth. „Honouring sacred spaces : voicing stories of terminal illness“. Thesis, 2002. http://hdl.handle.net/10500/892.
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The marginalisation of palliative and pastoral care practices by conventional approaches to care for terminally ill patients, motivated the research curiosity. The significance of terminal patient's spirituality,
their language practices and communities of concern are endorsed as being the major contributing factor to meaningful 'living' with terminal illness.
Listening to stories has been the qualitative research practice, revealing meaning-making, quest stories. Feminist theology and post-modern ideas and discourses have assisted me, and the participants, in the
deconstruction of power, patriarchy and dualism as the primary contributing factors to marginalisation of people due to illness, race, gender, poverty, culture and education. Pastoral care practices and feminist theology have guided us to emphasise the necessity to recognise the God of Grace as an important part to ensuring holistic patient care.
Recognising the 'God-Self, respectful narrative and pastoral care practices paved the way to honour sacred spaces and voice stories of terminal illness.Practical Theology
M.Th (Specialisation Pastoral Therapy)
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Joubert, Christina Margaretha. „Storievoltooiing : 'n projeksiemedium vir gebruik by elf- tot veertienjariges“. Diss., 1998. http://hdl.handle.net/10500/17033.
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Afrikaans textHierdie navorsing spruit uit die behoefte om doeltreffendheid van hulpverlening by kliente in die ouderdomsgroep elf- tot veertien jaar te verbeter. Die doel was om vas te stel of die projeksietegniek storievoltooiing by vroee adolessente nuttige responsies oplewer. Twee bestaande storievoltooiingsmedia, naamlik die Doss Fabels en die Madeleine Thomas Toets is toegepas saam met ander projeksiemedia en die responsies wat by storievoltooing gekry is, is geevalueer. Deur middel van 'n literatuurstudie is die eienskappe van die vroee adolessent nagegaan. Daar is spesiale aandag gegee aan die probleme wat kliente in hierdie ouderdomsgroep by hulpverlening vir die hulpvertener oplewer. Navorsing dui daarop dat die vroee adolessent 'n relatief hoe risiko loop om wordingsprobleme te ontwikkel. Vanwee die kenmerke van hierdie spesifteke ontwikkelingstadium, is erkende metodes van hulpverlening soos onderhoudvoering, nie altyd die aangewese of mees suksesvolle metode van hulpverlening nie. Tydens die empiriese ondersoek is gevind dat die proefpersone gunstig gereageer het op die storievoltooiingsmedia en nuttige responsies gelewer het. Die gevolgtrekking is gemaak dat storievoltooing as tegniek, moontlik 'n rol te speel het naas die meer bekende projeksiemedia soos die TAT en die OAP as hulpmiddel by diagnose van probleme by vroee adolessente.
This reseach evolved from the need to increase the efficiency of therapy with early adolescents. The objective was to establish whether story completion as projective technique elicits useful responses. Two existing story completion media, the Duss Fables and the Madeleine Thomas Test, were applied in addition to other projection media and the responses were evaluated. The characteristics of the early adolescent were studied as found in the literature. Research indicates that the early adolescent is at risk for various ontological and psychological problems. Because of the characteristics of clients in this specific developmental stage, accepted techniques in therapy, for example the interview, are not entirely successful when counseling early adolescents. It was found that testees responded positively to the story completion media and produced useful responses. The conclusion was that story completion may have a role to play as an instrument in diagnosing the problems of early adolescents.
Psychology of Education
M. Ed. (Voorligting)
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Clark, Mavis. „Psycho-educational intervention to improve the behaviour of children with attention-deficit/hyperactivity disorder“. Thesis, 1999. http://hdl.handle.net/10500/17891.
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Much has been said and written over recent years about Attention-Deficit/Hyperactivity
Disorder. There is a certain amount of confusion as to what exactly the condition
constitutes and controversy continues to rage regarding treatment.
A significant number of children appear to be affected. Previously, parents and teachers
·were blamed for failing to discipline effectively. Often, the difficulties remained
undiagnosed and untreated. Thanks to the wisdom of so many experts who have
generously shared their knowledge and considerable expertise, there is an increased
awareness of ADHD. Although there is no cure, there are ways to manage the difficulties.
However, early diagnosis and intervention is critical. Since many different symptoms are
associated with the disorder, a multi-modal treatment plan has been found to lead to a
better outcome.
For the purpose of this study, a multi-modal programme was planned to address the
needs of a small group of children with ADHD and their parents. The intention was to
empower the parents, within a supportive group environment, by providing them with
knowledge about the disorder and guidelines for managing the difficult behaviour. In
addition, an attempt was made to change the negative behaviour patterns of the children
through the medium of story-telling. It was hoped that by reducing the levels of parental
stress, parents would be more competent to cope with their educational demands, so that
their children could be guided more positively towards adulthood.
The results of the programme were positive. Teachers and parents reported better
behaviour by the children. The parents' stress levels were reduced. The parents
expressed greater understanding about the disorder and a hopefulness that they could
better manage their children. They felt they had benefitted from the advice given by other
parents who were facing similar challenges. However, they felt that a short-term
programme was insufficient to address all their needs and they expressed a need for ongoing
support. In view of the chronicity of the disorder and the constantly changing needs
of the child on his journey towards adulthood, cognisance was taken of the fact that longterm
intervention is essential.Psychology of Education
D.Ed. (Psychology of Education)
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Stasko, Carly. „A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and Healing“. Thesis, 2009. http://hdl.handle.net/1807/18109.
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This qualitative study uses narrative inquiry (Connelly & Clandinin, 1988, 1990, 2001) and self-study to investigate ways to further understand and facilitate the integration of holistic philosophies of education with media literacy pedagogies. As founder and director of the Youth Media Literacy Project and a self-titled Imagitator (one who agitates imagination), I have spent over 10 years teaching media literacy in various high schools, universities, and community centres across North America. This study will focus on my own personal practical knowledge (Connelly & Clandinin, 1982) as a culture jammer, educator and cancer survivor to illustrate my original vision of a ‘holistic media literacy pedagogy’. This research reflects on the emergence and impact of holistic media literacy in my personal and professional life and also draws from relevant interdisciplinary literature to challenge and synthesize current insights and theories of media literacy, holistic education and culture jamming.