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Kincel, Adam. "Embodying collective Gestalts : an autophenomenography of culture, masculinity and sexuality in Gestalt Therapy." Thesis, University of Brighton, 2017. https://research.brighton.ac.uk/en/studentTheses/bcfb4d8c-0b65-4be9-b789-b984cdd91e17.
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Gestalt therapy has been concerned about social and political issues from its very beginning. Although Gestalt therapy theory considers the relationship between the person and their environment, that environment is often reduced in individual and group therapy to early development within clients’ family or relational one to one dynamics. Yet our personal embodied experiences are never separated from the social, political and material context. Grounded in contemporary materialistic philosophy this research study interweaves the social, the material, the professional and the personal. It describes and analyses the personal journey of becoming a Gestalt therapist in Poland and England, through analyses of masculinity, sexuality, relationality and culture. The autophenomenographic method employed enables the embodied personal experiences of the author to be studied as a gateway to the most significant personal, historical and societal events that enable its creation and maintain its shape. Although this study is predominantly based on an understanding of embodied experiences produced through autobiographical writing, other methods are used such as interviews with the researcher’s mother and sister, a reflective journal, drawings, a family diagram and photographs. Each of these methods was selected to enhance the awareness of the meeting points between the researcher’s body and different cultures. Embodiment is also central to the design and implementation of this study. It informs the data analysis, starting with phenomenological attention to embodied sensations that are considered dialogical and culturally embedded, and ending with the production of the research body that is personal and vulnerable yet informative. Furthermore, embodiment is at the centre of the ethics of this study, with detailed embodied attention guiding the researcher through ethical considerations to maintain the dignity and safety of each research participant. The focus on embodiment guarantees that every part of the research is produced in the emerging relationship between the researcher and the environment that includes the diversity of academic and gestalt cultures. This thesis advocates for a more collective understanding of embodied sensations emerging in the therapeutic context as collective gestalts. Special consideration is given to Gestalt therapy cultures where practitioners are encouraged to explore their collective gestalts and bring their own collective vulnerability to the consulting rooms. Collective gestalts can be explored in various context and large groups are discussed as an environment that provide suitable challenge for this exploration. A proposition is made to expose psychotherapists’ vulnerability to collective gestalts in support of the dialogue that can bring about social and political change through individual, group and large group therapy.
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Disque, J. Graham. "Gestalt Art Therapy for Children of All Ages." Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etsu-works/2822.
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O'Regan, Patrick. "Positioning Gestalt Professional Education in the Changing Cultural Context: The Experiences of Providers." Thesis, Griffith University, 2021. http://hdl.handle.net/10072/403242.
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Gestalt therapy is a form of psychotherapy founded in the early 1950s as an approach to enhancing the health of its clients within a supportive therapeutic relationship by enhancing their self-awareness, choice, and spontaneity. The provision of Gestalt professional education for Gestalt therapy practitioners is closely linked with the beginnings of Gestalt therapy. It mainly occurs in private training institutes. Gestalt professional education providers are under pressure to respond to the demands of a changing cultural context such as through the provision of credentials endorsed by national regulatory authorities. However, only limited empirical research has been conducted on that situation. The goal of this research project, then, was to explore the key understandings, dilemmas, experiences, and decisions of major players within Gestalt professional education institutes in relation to what they saw as the demands of the contemporary cultural context. Three research questions were formulated to address that goal:
(1) What are the understandings and experiences of the directors, academic staff, and students of Gestalt professional education institutes regarding the issues arising in their institutes from the contemporary cultural context?
(2) What are the understandings, choices, and directions informing their programs in response to those issues? and
(3) How are the institutes responding to the issues?
A qualitative multiple case study methodology was employed involving five institutes from Australia and New Zealand. Three sources of data were used to build each case: qualitative individual interviews; focus group discussions; and formal and informal documents. Participants were the institute directors, a selection of academic staff, and a selection of students. A peer-reviewed article has been published as part of the PhD project (O’Regan, Bagnall & Hodge, 2017). That article identified three common modes of Gestalt professional education in Australia and New Zealand. This study refined these modes as non- accredited, professionally accredited, and higher education. Following an interpretive and reflective analysis of the data, seven dimensions were constructed to articulate a cohesive response to the research questions:
(1) philosophical integrity, as the extent to which the given mode was seen as either facilitating or inhibiting an institute’s ability to conform to the underlying philosophy of Gestalt therapy;
(2) curricular quality, as the extent to which the mode was seen as influencing the rigour and quality of an institute’s curriculum;
(3) institutional autonomy, as the extent to which the given mode was seen as either facilitating or inhibiting an institute’s ability to make decisions freely and without external restraints;
(4) compliance costs, as the extent to which an institute was seen as being required to expend resources in order to join or stay within the given mode;
(5) student access, as the extent to which the mode was seen as promoting a diverse student population within an institute;
(6) institutional sustainability, as the extent to which the mode was seen as enhancing the ongoing financial security of an institute; and
(7) graduate marketability, as the extent to which graduates from the given mode were seen as being attractive in their professional field.
The study revealed that relevant stakeholders were faced with ambiguous and paradoxical demands in maintaining the integrity, rigour, and sustainability of their institutes. The major tensions centred on how institutes managed the threats to their sustainability while staying true to the philosophical underpinnings of Gestalt therapy. It was found that the mode of Gestalt professional education reflected how the institutes responded to the tensions inherent within each dimension. Each modal position presented advantages and disadvantages in managing those tensions. The study further highlighted the point that those within higher education risked their philosophical integrity by engaging in the performative and instrumental practices required by the regulators. Those institutes in the non-accredited mode (and to a lesser extent the professionally accredited mode), while complying with the existential and humanistic strivings of Gestalt, presented barriers for potential students from low socioeconomic backgrounds to join their institutes, aligned to the institutes’ user-pays model.
The research makes a unique scholarly contribution to the field, both in its substantive findings and in the modal and dimensional frameworks developed in the study. The substantive findings are expected to inform providers of Gestalt professional education in their reflections and deliberations on their own experiences, the options that they face, and the choices that they make. The modal and dimensional frameworks may serve as a model for future research into the field. The issues identified and examined in this project may have interest and value also for those from cognate educational settings.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School Educ & Professional St
Arts, Education and Law
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Loffredo, Ana Maria. "De cotovelos apoiados no para-peito da palavra: no cenário clinico, qual e o horizonte?" Universidade de São Paulo, 1992. http://www.teses.usp.br/teses/disponiveis/47/47133/tde-03122018-150126/.
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Analisa as relações da gestalt terapia (gt) com a psicanálise, questão considerada central devido ao retorno de grande parte da gt contemporânea ao referencial psicanalítico. Articula as questões analisadas em torno da linguagem na gt e da proximidade entre o discurso poético e o produzido no processo terapêutico. Apresenta a relação entre os instrumentos metodológicos que caracterizam a gt com o procedimento fundado na interpretação, método constitutivo da doutrina e técnicas psicanalíticas. Verifica que a descristalização da neurose se da também, e necessariamente, pela fala; todo trabalho terapêutico e obrigatoriamente atravessado pelo verbal; a polaridade do discurso neurótico e o discurso poético, que pretende romper as regras e e tomado aqui, como modelo de referencia, limite para o qual tende o discurso neurótico, não importa se chega la. Coloca que o sentido do que seja interpretação, do ponto de vista analítico, e distorcido, no geral, na literatura gestáltica, tendendo-se a confundi-la com o procedimento de construção e, mesmo nesse caso, esse conceito não e compreendido corretamente. Entendendo poesia como uma operação alquímica pela qual os elementos recuperam sua natureza original, conclui que pode haver poesia no espaço terapêutico e que estar em estado de disponibilidade a emergência da experiencia poética e condição e razão de ser do trabalho terapêuticoThis work concernes the relationships between Gestalt Therapy and Psychoanalysis, wich is one of the most important sources presented in the body of influences that originated its formation. Taking into account the return of great part of contemporary Gestalt Therapy to the psychoanalytic frame of reference, that relationship is posed as a central question. The integration field, presented here, is articulated around the question of language in Gestalt Therapy and the question of proximity between the poetic discourse, and the discourse produced in the therapeutic process. In order to better deal with this theme methodological instruments are presented. They characterize either the therapeutic action in the Gestalt Therapy as well as the methodological procedure wich constitute the psychoanalytic doctrine and technique
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White, Michael V. "Therapist operations that facilitate very good moments in Gestalt therapy sessions." Thesis, University of Ottawa (Canada), 1993. http://hdl.handle.net/10393/6630.
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Using a procedure that borrowed from both a quantitative and a qualitative research approach to psychotherapy, this study investigated audiotaped recordings of six sessions of Gestalt therapy conducted by five distinguished therapists. This in-depth, discovery-oriented research explored the interrelations between in-session client conditions, therapist operations and very good moments. In the first phase of the study, composite descriptions of six categories of very good moments were generated, based on the identification and the subsequent descriptions of 17 instances of very good moments made by a team of twelve judges. The six categories of very good moments were: From Neutral to Strong Feeling; Strong Expression Directly Toward Therapist; Extratherapy Behavior Change Intention; Acceptance of Problem-Self; State of General Well-Being; and New, Deeply Felt Personality Process-State. In the second phase of the investigation, judges identified explicit therapist operations and methods which, when carried out under identified client conditions or states, were judged as being instrumental in the subsequent occurrence of the given category of very good moments. The main finding was as follows: (a) The skilled and competent use of specific therapist operations, (b) with a client who is ready and willing to use the operations, and to move toward that very good moment, (c) appeared to result in the occurrence of that very good moment. For practitioners who value these categories of very good moments, the findings may be used as provisional suggestions for ways of facilitating the occurrence of these very good moments. For researchers, the findings are illustrative of continuing explorations into how psychotherapy works, into the relations between in-session client conditions or states, therapist operations, and consequent in-session very good moments. By means of careful, in-depth examination, researchers can learn what practitioners do to help bring about important and useful in-session client events.
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Maxey, Win. "Gestalt therapy approaches with aggressive children in a day care setting." Thesis, Virginia Tech, 1987. http://hdl.handle.net/10919/45822.
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This research study was designed to evaluate whether or not Gestalt therapy approaches could be used effectively when intervening with aggressive acts in a day care setting. Five focus children were observed at timed intervals as to whether or not they were aggressive, how the caretaker intervened, and how the children responded to the caretaker intervention. After a baseline of aggressive acts was established, caretakers were trained to use Gestalt therapy intervention methods. Comparisons were made to establish whether there were fewer aggressive acts after Gestalt therapy intervention methods were used and if the children responded more positively to these intervention methods. This study suggests that Gestalt therapy intervention methods could be used in a day care setting to effectively deal with childrenâ s aggression.
Master of Science
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Zimmermann, Lawrence J. "Some implications and applications of gestalt therapy for use in pastoral counseling." Theological Research Exchange Network (TREN), 1992. http://www.tren.com.
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Gomes, Patrícia Wallerstein. "Gestalt-terapia herança em re-vista." Universidade Católica de Pernambuco, 2001. http://www.unicap.br/tede//tde_busca/arquivo.php?codArquivo=83.
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Este trabalho investiga e discute as possíveis razões que levaram a Gestalt-terapia a ter a imagem de uma abordagem frágil, sem consistência teórica e, portanto, mais fácil de ser exercida, vez que não exigiria do profissional uma capacitação teórica ou a necessidade de estudos mais aprofundados. A autora, definindo-se como herdeira desta abordagem, resgata sua origem e concepção, apontando a importância dos pais, Fritz e Laura Perls, considerando suas crenças, mitos e valores pessoais e a influência, direta ou indireta, destes nos seus legados. Tal busca, referendada e constituída junto ao contexto da época da criação da Gestalt-terapia, objetiva compreender o cenário social e cultural e suas respectivas exigências, com vistas a inserí-la e aos seus conceitos num panorama maior que lhes conceda sentido. A pesquisa contou com entrevistas de três gestalt- terapeutas brasileiros da atualidade, considerados também herdeiros, e, por esta referência, irmãos da autora. Seus depoimentos foram registrados, tendo-se o intuito de, com esse diálogo, observar a compreensão que têm da Gestalt-terapia enquanto corpo teórico, como também suas percepções sobre as possíveis causas para a mal-dição desta abordagem, qual seja sua carência de fundamentação teórica. O estudo aponta ser necessário à formação do gestalt- terapeuta um referencial teórico-prático que revele e considere as influências sofridas pela abordagem, e explicite os construtos e conceitos por ela utilizados. É ainda de fundamental importância que se faça a distinção do que é a Gestalt-terapia daquilo que se constitui como o jeito de ser do seu pai, Fritz PerlsThis paper researches on the possible reasons which made the Gestalt-therapy show a fragile approach image, with no theoretical basis, and therefore easier to be dealt with since it wouldnt demand a deep knowledge from the professional Gestalt-therapist. The author, here defining herself as heiress to this approach, rescues the Gestalt-therapys origin and concepts pointing out to the importance of its founders, Fritz and Laura Perls . She considers their beliefs, myths and personal values as well as their direct or indirect influence on the Gestalt-therapys destiny. This study, wich focus on the Gestalt-therapy very beginning, aims to clearly understand the social-cultural aspect and its demands, with the purpose of analysing the Gestalt-therapy and its concepts in a much broader context that makes it meaningful. This research is made up of interviews with three current Brazilian Gestalttherapists, who are also considered heirs, hence this autors brothers. The main goal for interviewing those therapists was not only to analyse their individual comprehension about Gestalt-therapy itself as theory but also to have their own opinion about the possible causes for todays superficial approach of this therapy. This study highlits that a Gestalt-therapist needs theoretical and practical pillars that reveal and consider not only the influence undertaken by such a light Gestalttherapy approach but also that clarifies the concepts which this therapy makes use of. It is still paramount that one distinguishes between what Gestalt-therapy actually is from something that merely makes up its fathers (Fritz Perls) way of being
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Dolbec, Andre. "Towards a systematic methodology of planned intervention in the organised education/learning process." Thesis, Lancaster University, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.254025.
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Hinksman, Barrie L. J. "Is Gestalt therapy compatible with feminist theology? : a study of "practical-values"." Thesis, University of Birmingham, 2002. http://etheses.bham.ac.uk//id/eprint/320/.
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Interdisciplinary work is of the essence of pastoral theology, most obviously where theology and the human sciences interact. Such work carries with it a number of risks that are not always addressed or even recognised. The principal risk is that a facile attempt to forge links between disciplines may lead to serious distortions of the meanings of both. This thesis examines gestalt therapy and feminist theology as possible candidates for interdisciplinary work. By reading and interrogating the literature of both disciplines, it identifies their origins and analyses their core ideas. The thesis affirms disputed links between gestalt philosophy, psychology and the later therapy, and examines other contributors to the development of gestalt and its core ideas. It next examines the development and scope of feminist theology before analysing core ideas across the range of voices in feminist writing. From these core ideas it is possible to establish the values that writers and practitioners find important in their lives (practical-values). On this basis, it is shown that these two disciplines, despite differences of history and purpose, are compatible with each other and therefore suitable candidates for interdisciplinary work.
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Kayyali, Yousef John. "Therapist Personal and Professional Experience as Predictors of Gestalt Therapy Contact Resistances." Thesis, Adler School of Professional Psychology, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10936230.
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Gestalt therapy postulates psychological illness and health are interwoven with how a person gets in touch or interrupts contact with self, others, the environment, and the spiritual field (Brownell, 2018; Corey, 2005; Perls, 1969, 1973, 1942/1993; Perls, Hefferline, & Goodman, 1951/1994; Perls, 1976; Polster & Polster, 1973; Prosnick & Woldt, 2014; Yontef, 1993, 1999). Preliminary research found support for psychological wellness and disturbance relative to Gestalt therapy contact styles between human organism and environment (Byrnes, 1975). The purpose of this study was to investigate four predictor variables of therapist age, professional experience, theoretical orientation, and preferred theoretical orientation as a client vis-à-vis seven criterion variables of Gestalt therapy contact resistances —or interruptions to contact. Essentially, this study hypothesized therapists with more experience (i.e., age, and professional practice) and Gestalt therapy exposure (i.e., practicing, and receiving Gestalt therapy as a client) would obtain lower scores on the seven Gestalt contact resistances: Confluence, Desensitization, Introjection, Projection, Retroflection, Deflection, and Egotism—as gauged by the Gestalt Inventory of Resistance Loadings (GIRL; Woldt & Prosnick, 2014a). Archival datasets comprising 291 mental health trainees, professionals, and affiliates were utilized. Age and Gestalt therapy theoretical orientation were most supported suggesting Gestalt therapy coupled with aging process attenuate Gestalt contact resistances. Professional experience and Gestalt therapy preference as a client produced partial support indicating these two variables also aid in the diminution of Gestalt contact resistances. In sum, 13 out of 28 hypotheses (i.e., 46%; four more neared significance) were statistically significant cementing credence for the utility of Gestalt therapy modi in helping both psychotherapists and clients alike transcend obstacles precluding growth, maturation, actualization, organismic self-regulation, authenticity, and wholeness .
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Stander, Charlize. "Communicating through Gestalt play techniques: the experiences of adolescents with a hearing impairment." Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/78027.
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Hearing impairment is a major impairment that disrupts one of the most important
functions and needs of the human being, namely, to communicate. Due to elusive
understanding of the phenomenon, hearing impairment is seen as one of the serious
anomalies, next to visual impairment.
Hearing loss has adverse effects on speech, language, cognitive and psychosocial
development, and subsequently affects educational and vocational attainment. There is
also an effect of hearing loss on behavioural and social functions, as well as general
quality of life. The effects of hearing loss are different for everyone, but most hearingimpaired adolescents suffer some social, psychological and physical problems as a result
of their hearing loss.
It is against this background that the study sought to explore whether the communication
between the adolescent with a hearing impairment and a social worker or a counsellor
could be improved. The researcher therefore implemented the use of Gestalt play
techniques with adolescents who live with a hearing impairment with the aim of exploring
their experiences of communication by means of these techniques. Gestalt play
techniques were utilised in order to gain insight into the experiences of adolescents when
making use of these techniques for communication.
The research was conducted by means of a qualitative research approach. The study
was exploratory and descriptive in nature and the type of research was applied. The
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researcher made use of an instrumental case study as a research design. Non-probability
sampling methods were used, as the sample was not randomly selected. Specific criteria
were specified for selection of five participants. Data collection by means of semistructured interviews was conducted after group sessions were held to explore the
experiences of adolescents with a hearing impairment of communicating through Gestalt
play techniques. During the research, play techniques were used to enhance
communication and the ‘sense of self’. There was, however, no exploration of specific
issues and therapy was not provided. Data was analysed by making use of thematic
analysis by identifying themes or patterns in the data.
The empirical findings confirmed different experiences by participants in terms of
communication by means of play techniques. Techniques selected were non-threatening,
easy to understand and not for therapeutic purposes. The use of contact functions
enhanced the sense of self, which allowed participants to express their emotions. The
participants indicated drawing, clay and drawing a safe place as useful and positive
experiences. The use of play techniques and activities that were abstract in nature were
not generally experienced in a positive manner. The participants were supportive in the
group setting as they had shared experiences and understandings, which enabled them
to talk freely and openly. Their need to connect with peers, especially having a hearing
impairment in common, bonded them. Therefore, play techniques to enhance
communication had a positive emotional effect on participants as heightened awareness
of emotions were experienced.
Recommendations for practice can be highlighted as social workers or counsellors should
be knowledgeable regarding adolescent development and hearing impairment as a phenomenon, about various communication forms and should be able to adjust their communication style when communicating with hearing-impaired children/adolescents. It is also important that time is spend on the establishment of a therapeutic relationship with the child/adolescent.Mini Dissertation (MSW (Play-based Intervention))--University of Pretoria, 2020.
Social Work and Criminology
MSW (Play-based Intervention)
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Bitter, James Robert. "Two Approaches to Counseling Parents Alone: Toward a Gestalt-Adlerian Integration." Digital Commons @ East Tennessee State University, 2004. https://dc.etsu.edu/etsu-works/5206.
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This article concentrates on two models of therapy, one Gestalt and the other Adlerian, that were presented at a Brief Therapy Conference and involved demonstrations with parents. Both sessions focused on the needs of individual parents who sought help with their relationships with a daughter and a son, respectively. Typescripts of each session are provided along with an assessment of purpose, awareness, contact, and experience (P.A.C.E.) as these relate to the flow and rhythms of therapy.
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Spillman, Craig W. (Craig Warren). "An Historical Analysis of the Published Works of Fritz Perls." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc332429/.
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This study presents a topical and chronological analysis of the published works of Fritz Perls with particular attention to specified theoretical continua. The theoretical continua specified are: 1. Determinism vs. Free Will, 2. Unconscious vs. Conscious, 3. Monism vs. Dualism, A. Physical vs. Mental, 5. Nativism vs. Environmental ism, 6. Elementalism vs. Holism, 7. Reactive vs. Proactive, 8. Subjective vs. Objective, 9. Responsibility vs. Helplessness, 10. Thinking vs. Feeling, and 11. Heterostasis vs. Homeostasis. Each continuum is analyzed in reference to Perls' published thought and his stated beliefs are described and reported. Large sections of the dissertation are devoted to the intellectual, philosophical, and emotional influences that led Perls to write the theory of Gestalt therapy. The dissertation concludes with the report of Perls' position on each defined continuum, with discussion of empirical studies, Gestalt therapy and other major theories of counseling that hold parallel theoretical positions, concluding with a discussion of the limitations of the theory of Gestalt therapy and of this dissertation.
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Harrison, Sharon Francis. "Therapeutic focus on client nonverbal expressions an investigation of individual therapy within a Gestalt framework." Thesis, University of Ottawa (Canada), 1988. http://hdl.handle.net/10393/5185.
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Louw, Elsabe. "Gestaltspeltegnieke in die assessering van die pleegkind se eiewaarde in sy middelkinderjare." Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-04172007-145003.
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Poppa, Carla Cristina. "O suporte para o contato: uma proposta de ampliação para a clínica gestáltica de crianças." Pontifícia Universidade Católica de São Paulo, 2016. https://tede2.pucsp.br/handle/handle/19583.
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This work describes the care that provide constitutive experiences, which allow children to constitute their selfsupport to live their experience with autonomy, and thus, to become able to enjoy the traditionally interventions proposed in the Gestalt-therapy approach, guided by the method of expansion of awareness. Therefore, three therapeutic processes were presented and analyzed, which allowed to identified the care that represent the environmental support to the child's needs, which were named as: attention to interrupted movements, empathy, affective action and narrative. The constitutive experiences communicated the creative adjustment that children had done and the singular suffering they experience facing the impasse at their development. This communication, along with field information, with the support from the theory and the psychotherapist selfsupport allowed the construction of clinical reasoning and definition of therapeutic management. Besides, it was possible to identify that children psychotherapy process also includes care at the parents’s sessions so they can constitute or expand their selfsupport and offer environmental support to the child's needs. The care that were offered at the parents’s sessions were named as: environmental support to their needs, interlocution to their experiences and description of the child's experience. The care described at this work were concretized in the relationship with the children and their parents, as they were sustained by the psychotherapist selfsupport, which made it possible to recognize the sensations aroused in contact with the child and their caregiver, reflect on the experience to identify the need that was expressed by them. Thus, this work proposes an extension of the therapeutic management at the clinic with children, when the child has not yet assimilated his or hers selfsupport, which is necessary to use the method of awareness expansion, providing, in the therapeutic relationship, constitutive experiences that constitute the child's selfsupport
Esse trabalho descreve os cuidados que proporcionam experiências constitutivas, que permitem à criança constituir seu autossuporte para vivenciar sua experiência com autonomia e, assim, poder vir a usufruir das intervenções tradicionalmente propostas dentro da abordagem, orientadas pelo método da ampliação da awareness. Para tanto, três processos terapêuticos foram apresentados e analisados, o que permitiu identificar os cuidados que representam o heterossuporte para as necessidades da criança: atenção aos movimentos interrompidos, empatia, ação afetiva e narrativa. As experiências constitutivas comunicavam o ajustamento criativo que a criança havia realizado, e o sofrimento singular que vivenciava diante do impasse que enfrentava em seu desenvolvimento. Esta comunicação e as informações do campo, com apoio da teoria e do autossuporte da psicoterapeuta, permitiram a construção do raciocínio clínico e a definição do manejo terapêutico. Além disso, foi possível identificar que o processo de psicoterapia de crianças inclui também os cuidados nas sessões com os pais para que eles possam constituir, ou ampliar o seu autossuporte e exercer a função de heterossuporte para as necessidades da criança. Os cuidados que foram oferecidos nas sessões com os pais foram nomeados de: heterossuporte para as necessidades, interlocução para as experiências e descrição da experiência da criança. Os cuidados descritos nesse trabalho se concretizaram na relação com as crianças e seus pais, pois estavam sustentados no autossuporte da psicoterapeuta, o que tornou possível reconhecer as sensações despertadas no contato com a criança e com o seu cuidador, e refletir sobre a experiência para identificar a necessidade que era expressa pelo Outro. Assim, esse trabalho propõe uma ampliação do manejo da clínica com crianças, quando elas ainda não assimilaram o autossuporte necessário para usufruir do método da ampliação da awareness, proporcionando, na relação terapêutica, experiências constitutivas, que constituam o autossuporte da criança
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Brisbois, Blake. "The Lived Experience of Facilitating the Violet Oaklander Model of Psychotherapy for Children and Adolescents." Antioch University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1467798020.
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Winter, Carla Marika. "Bemagtiging van enkelouerkinders in hulle laat middelkinderjare in 'n middestad konteks deur gestaltgroepwerk." Thesis, Pretoris : [s.n.], 2003. http://upetd.up.ac.za/thesis/available/etd-01262004-082356.
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Roth, Adam Harold. "A Gestalt oriented phenomenological and participatory study of the transformative process of adolescent participants following wilderness centered rites of rassage." Cleveland, Ohio : Cleveland State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=csu1273163917.
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Thesis (Doctor of Philosophy in Urban Education)--Cleveland State University, 2010Abstract. Title from PDF t.p. (viewed on May 12, 2010). Includes bibliographical references (p.191-201). Available online via the OhioLINK ETD Center
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King, Sharron G. "The differential effects of empathic reflection and empathic reflection plus the gestalt empty-chair dialogue on the issue of unfinished business." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28090.
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The purpose of this study was to explore the specific client issue of unfinished business by comparing the differential effectiveness of empathy plus the Gestalt empty-chair technique and empathic reflection. The population consisted of 28 subjects drawn from students enrolled in the first year of a Master's Degree program in Counselling Psychology at a major university. The subjects received two counselling sessions in either the empathy plus Gestalt condition or the Empathic reflection condition. Two relationship instruments, the Empathy Scale of the Barrett-Lennard Relationship Inventory and the Task Dimension of the Working Alliance Inventory, were administered to assess the subject's perception of their therapist's behaviour and to screen for subjects who were not engaged in the process. Two outcome measures, the Target Complaint Measure and the Affective Reactions Questionnaire, were used to assess the amount of resolution subjects felt in their presenting complaint and the amount of change in their feelings toward the significant other. Two session measures, the Session Evaluation Questionnaire and the Target Complaint Discomfort Box Scale, were used to assess the current amount of discomfort regarding the presenting complaint and to evaluate the subject's perception of the sessions. The study showed that empathy plus the Gestalt empty-chair dialogue produced significantly more tolerance in the subjects' feelings toward a significant other person as measured by the Affective Reactions Questionnaire on an issue of unfinished business than those produced by empathic reflection. The results further suggest that a greater improvement in initial target complaint as measured by the Target Complaint Measure was felt for the empathy plus Gestalt condition than for the empathic reflection condition.
The review of the literature suggests that the issue of unfinished business is an important one and the tentative results from this study suggest the need for further investigation to determine if the preliminary results are upheld in a clinical setting. The tentative results suggest that the Gestalt empty-chair dialogue in the context of an empathic relationship may make a contribution to the treatment of the issue of unfinished business.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
22
Oelofsen, Melanie. "The use of Gestalt therapy as an alternative assessment technique with primary school girls who have been sexually abused." Diss., Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-11192007-080043/.
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Coetzee, Elthea. "Creative group music teaching and the principles of Gestalt play therapy in the foundation phase in South African education." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5290.
Full textAbstract:
Thesis (MMus (Music))--University of Stellenbosch, 2010.ENGLISH ABSTRACT: Music teaching in groups is an important aspect of the development of the child in Foundation Phase teaching. Early childhood has been described as the most critical period in the child’s musical development. With the introduction of Outcomes based Education in South Africa, the curriculum regarding the presentation of music classes has changed. Similarities between music group classes and Gestalt Play Therapy were investigated, with the aim of incorporating concepts of Gestalt Play Therapy into music group classes. Legislation was studied in order to determine the expectations of the South African government, and specifically the education departments, relating to music teaching. In the present curriculum, the weight allocation for music in the Foundation Phase was significantly reduced from what it was previously. Teachers must structure their own music programme into their curriculum. Investigation into the presentation of creative music group classes, with the incorporation of the principles of Gestalt Play Therapy, was undertaken in this research study. Gestalt Play Therapy is a holistic approach that combines the principles of Gestalt theory with Play Therapy. Research was undertaken to investigate whether specific stages in Gestalt Play Therapy could be successfully combined with music group classes. This research emphasizes that the developmental stages of the child, specifically physical, neurological, cognitive and language development, should be taken into account when presenting lessons, and that children may be guided towards a higher level of integration and balance in themselves. Research into OBE principles suggests that the way forward could be a continuation of the OBE model, but with certain amendments. An inductive study of practical observation and presentation of creative group classes was undertaken. It was found that most teachers were not adequately qualified to present music classes, and creativity was not satisfactorily addressed in their lessons.
AFRIKAANSE OPSOMMING: Musiekonderrig in groepe is ‘n belangrike aspek rakende die ontwikkeling van die kind in Grondslagfase onderrig. Vroeë kinderjare word beskryf as die mees kritieke periode in die kind se musikale ontwikkeling. Met die inwerkingstelling van Uitkomsgebaseerde onderrig in Suid-Afrika, het die kurrikulum aangaande die aanbieding van musiekklasse verander. Ooreenkomste tussen musiekonderrig in groepe en Gestalt Spelterapie is ondersoek, met die doel om konsepte van Gestalt Spelterapie in musiekonderrig in groepe te inkorporeer. Wetgewing is bestudeer om die verwagtinge, aangaande musiekonderrig, van die Suid Afrikaanse regering, en spesifiek die onderwysdepartemente, te bepaal. Binne die huidige kurrikulum is die gewig toegeken aan musiek, binne die Grondslagfase, aansienlik verminder van voorheen. Onderwysers moet self hul musiekprogramme binne hulle kurrikulum struktureer. ‘n Ondersoek is geloods om die aanbieding van kreatiewe musiekonderrig in groepe te kombineer met die beginsels van Gestalt Spelterapie. Gestalt Spelterapie is ‘n holistiese benadering wat die beginsels van Gestalt teorie kombineer met Spelterapie. Navorsing is gedoen om te bepaal of spesifieke stadia in Gestalt Spelterapie suksesvol gekombineer kan word met musiekonderrig in groepe. Hierdie navorsing benadruk dat die ontwikkelingsstadia van die kind, spesifiek fisiologies, neurologies, kognitief en taalontwikkeling, in ag geneem moet word wanneer lesse aangebied word, en dat kinders hierdeur gelei kan word na ‘n hoër vlak van innerlike integrasie en balans. v Navorsing gedoen betreffende die beginsels van Uitkomsgebaseerde onderrig is aanduidend dat hierdie onderrigmodel wel voortgesit sou kon word, maar met bepaalde aanpassings. ‘n Induktiewe studie van praktiese waarneming sowel as aanbieding van kreatiewe groepsklasse is onderneem. Daar is bevind dat die meeste onderwysers nie voldoende gekwalifiseerd is om musiekklasse aan te bied nie, en kreatiwiteit is ook nie bevredigend in hulle lesse aangespreek nie.
24
Ivancko, Silvia Martins. "Uma compreensão psicossomática do órgão de choque através do trabalho com polaridades." Pontifícia Universidade Católica de São Paulo, 2006. https://tede2.pucsp.br/handle/handle/15489.
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The objective of this work was to investigate the relationship of the psychic functioning in chock organ, in twenty subjects considered healthy. The subjects were indicated by acquaintance, and were volunteers what were attended individually. As a procedure, was used the active imagination, directed by the researcher, focusing the main organs and systems of the organism. To conclude this phase, the subjects had to elect a fragile and a strong organ of their body. The next phase from the election of these organs, the subjects experienced the empty chair procedure, where they supposedly sit their chock organ on a chair in front of them to talk to this organ, switching chair and roles. This procedure helped the subjects to know about their polarities and content projected in the organs. After this, the same procedure was repeated, but at this time with the organ chosen as strong. From these dialogues was possible to identify the psychic content of the subject, in the parts represented by those organs. The identification of the psychic contents occurred through a phenomenological analysis of the contents projected to the elected organs and happened in partnership with the subject. Followed five support sessions were we worked with the subjects, individually, the psychic functioning projected in the chock organ. Two months after the last support session, there was an evaluation of the results where was found a perceptible improvement of the contact with the chock organ. The subjects established relationship of the psychic functioning with the impacts in their chock organ, where the greater part presented improvement of the symptoms and in some cases absent of them
Este trabalho teve como objetivo investigar a relação do funcionamento psíquico com o órgão de choque, em vinte sujeitos considerados saudáveis. Os sujeitos foram voluntários indicados por conhecidos e foram atendidos individualmente. Como procedimento, utilizou-se a imaginação ativa, dirigida pela pesquisadora, focando os principais órgãos e sistemas do organismo. Ao finalizar, o sujeito elegia um órgão frágil e um órgão forte do seu corpo. A seguir, partindo da eleição destes órgãos, os sujeitos experienciavam o procedimento da cadeira vazia , onde supostamente colocavam seu órgão de choque na cadeira a sua frente e estabeleciam diálogo com o mesmo, trocando de cadeira e de papéis. Este procedimento auxiliava os sujeitos a perceberem suas polaridades e conteúdos projetados nos órgãos. Em seguida repetia-se o procedimento, desta vez com o órgão escolhido como forte. A partir destes diálogos, identificava-se o conteúdo psíquico do sujeito, através das partes representadas por tais órgãos. A identificação do conteúdo psíquico dava-se através de análise fenomenológica do conteúdo projetado aos órgãos eleitos e acontecia em parceria com o próprio sujeito. Seguiram-se cinco sessões de suporte onde se trabalhava, individualmente, com os sujeitos, o funcionamento psíquico projetado no órgão de choque. Dois meses após a última sessão de suporte, houve a avaliação dos resultados, onde se encontrou uma perceptível melhora no contato com o órgão de choque. Os sujeitos estabeleceram relação do seu funcionamento psíquico com os impactos no seu órgão de choque, a maioria apresentou alívio dos sintomas e em alguns casos a ausência deles
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Wren, Bridget Paula. "Gestalt play therapy with children receiving remedial intervention." Diss., 2006. http://hdl.handle.net/10500/1090.
Full textAbstract:
Traditional remedial intervention programmes address academic and perceptual deficits but not emotional needs. Existing literature suggests that most children with learning disabilities have concomitant emotional, behavioural and social difficulties; however an apparent lack of consensus regarding the types of emotional and behavioural difficulties faced by these children exists especially amongst teachers, parents and professionals in the field of learning disabilities. The aim of this study was to discover which emotions might emerge during Gestalt play therapy sessions with children receiving remedial intervention. Three respondents from three different remedial programmes participated in the study. Data was gathered from the therapeutic sessions as well as from unstructured interviews with parents, teachers and professionals in the field of learning disabilities. Recommendations are made as to how Gestalt play therapy could be implemented as an additional support for children receiving remedial intervention.Tradisionele remediërings-programme spreek slegs akademiese en perseptuele tekortkominge aan en nie emosionele behoeftes nie. Bestaande literatuur dui daarop dat die meeste kinders met leerprobleme gepaardgaande emosionele, gedrags- en sosiale probleme ervaar. Daar is egter 'n gebrek aan konsensus tussen onderwysers, ouers en professionele persone op die gebied van leerprobleme, oor die tipe emosionele en gedragsprobleme waarmee hierdie leerders te kampe het. Die doel van hierdie studie was om vas te stel watter emosies tevoorskyn mag kom, tydens Gestalt-speel-terapie-sessies met leerders wat remediëringsonderrig ontvang. Drie respondente van drie verskillende remediërende programme het aan die studie deelgeneem. Data is ingesamel van terapeutiese sessies, sowel as van ongestruktureerde onderhoude met ouers, onderwysers en professionele persone in die veld van leerprobleme. Die bevindings van die studie blyk in ooreenstemming te wees met bestaande literatuur, naamlik dat kinders met leerprobleme bykomende emosionele en sosiale probleme ondervind. Aanbevelings is gemaak oor hoe Gestalt spelterapie geïmplementeer kan word as 'n addisionele ondersteuning vir kinders wat remediërende intervensie ontvang.
Social Work
M. Diac. (Play Therapy)
26
Fourie, Natasja. "The integration of gestalt play therapy in occupational therapy: a needs assessment." Thesis, 2005. http://hdl.handle.net/10500/1989.
Full textAbstract:
Many fields of interest, of which Pediatrics is one, exist in Occupational Therapy. In the field of Pediatrics there are also diversity fields of interest. Many diagnostic groups are treated in the field of Pediatric Occupational Therapy. The traditional Pediatric Occupational Therapy process aims at treating the child holistically with regards to his cognitive, perceptual, motor and emotional areas of development. It seems that there is a tendency to focus on the more tangible aspects of development rather than the less visible elements such as emotional needs and problems. The question that might be asked is whether Pediatric Occupational Therapists are in fact equipped to deal with emotional needs and problems.
Due to the nature of their work, there is a strong possibility that Pediatric Occupational Therapists can encounter children who suffer from emotional problems. These children are more often than not seen by Occupational Therapists although the therapists might prefer to rather work on the more tangibly aspects of development.
This research study was aimed at assessing the need amongst Pediatric Occupational Therapists to deal with emotional problems. After completing the study it was possible to make valuable conclusions and recommendations. Gestalt Play Therapy was also proposed as a possible approach in dealing with children's emotional needs and problems in the course of their Occupational Therapy intervention.
OPSOMMING
Arbeidsterapie omsluit `n breë spektrum van spesialiteitsrigtings, waarvan Pediatrie een is. Binne die veld van Pediatrie blyk daar egter verdere diversiteit te wees met betrekking tot die diagnostiese groepe wat binne hierdie veld hanteer word. Die tradisionele Pediatriese Arbeidsterapie proses het ten doel om die kind holisties te benader met verwysing na die kognitief -perseptuele, motoriese en emosionele ontwikkelingsareas van die kind. Dit blyk egter dat daar `n geneigdheid is, en moontlik ook groter gemak bestaan om eerder aan die meer sigbare aspekte soos byvoorbeeld perseptuele en motoriese ontwikkeling te werk. Die vraag kan dus gevra word of Arbeidsterapeute genoegaam toegerus is om ook aan die emosionele behoeftes en probeleme van die kind aandag te kan gee.
Die moontlikheid dat Arbeidsterapeute vanwee die diversiteit met betrekking tot die diagnostiese groepe wat ter sprake is in kontak kan kom met kinders wat ook emosionele behoeftes en probleme het bestaan. Alhoewel hierdie kinders opgeneem word in die Arbeidsterapie proses, is behandeling dikwels net op die tasbare ontwikkelings areas gerig.
Die navorsing was spesifiek daarop gerig om te bepaal of daar wel `n behoefte bestaan onder Arbeidsterapeute om kinders se emosionele behoeftes aan te spreek. Na afloop van die studie, en nadat alle toepaslike inligting geïntegreer is, is daar waardevolle afleidings gemaak en is hierdie behoefte onder Arbeidsterapeute bevestig. Gestalt Spelterapie is ook voorgestel as `n moontlike benadering wat geïntegreer kan word ten einde die Arbeidsterapeut instaat te stel om meer effektief te werk te gaan met die kind se emosionele behoeftes en probleme.Social work
D.Phil.
27
Van, Riet Dricky-Mari. "The utilisation of Gestalt play therapy with children in middle childhood who stutter." Diss., 2008. http://hdl.handle.net/10500/1820.
Full textAbstract:
The aim of the study was to determine how Gestalt play therapy may be used in the therapeutic treatment of children in middle childhood who stutter.
Stuttering is a problem that touches the lives of many people and is associated with great interpersonal distress. Stuttering is especially difficult for children in middle childhood, a time dominated by the school experience. Gestalt play therapy creates a child-friendly environment, in which the child can share information in a safe manner through the use of play therapeutic techniques.
Literature was reviewed according to relevant topics, semi-structured interviews were conducted with three respondents, the data obtained was qualitatively analysed and research findings were discussed.
The researcher concludes that Gestalt play therapy can be used to good effect with children who stutter, as it allows them to work through their emotions, and therefore, encourages them to communicate more freely within the therapeutic environment.Social Work
M. Diac. (Play Therapy)
28
Maree, Mariese. "The utilisation of Gestalt Play Therapy in occupational therapy intervention with traumatised children." Diss., 2007. http://hdl.handle.net/10500/1625.
Full textAbstract:
The aim of the qualitative study was to explore and describe the utilisation of Gestalt Play Therapy in Occupational Therapy intervention with traumatised children. An applied study was conducted and the case study strategy was used with a flexible design. Objectives for the study included conducting literature reviews regarding the profile of the traumatised child and Occupational Therapy and Gestalt Play Therapy intervention with the traumatised child. The empirical study included data collection and analysis, with data gathered through semi-structured interviews. The gathered data was analysed with the use of Creswell's Data Analysis Spiral.
The empirical data showed that Occupational Therapists do utilise Gestalt Play Therapy in their intervention with traumatised children by drawing on their combined knowledge base of Gestalt Play Therapy and Occupational Therapy. Occupational Therapists then conduct a holistic assessment and treatment aims are set according to the assessment with a focus on providing holistic intervention.Social Work
M.Diac. (Play Therapy)
29
Mackay, Betty Nichol. "The Gestalt two-chair technique: how it relates to theory." Thesis, 1995. http://hdl.handle.net/2429/7509.
Full textAbstract:
Using Q-Methodology, this study sought to find empirical support
for the three stage model of the Gestalt two-chair technique and the
theory underlying how and why it is effective, put forth by L. S.
Greenberg (1979; 1983). A structured Q-Sort was constructed using
the factors of Conflict Resolution (CR) and the Gestalt concept of
Contact (C) in a 2X2 factorial design. Each factor was divided into two
levels CR - Resolved/Unresolved, C - Interruption-of-contact/Contact.
The factors of CR and C were expected to interact before and after
successful and unsuccessful therapy for decision-making. Individuals
who were Unresolved in their decision-making were expected to
experience Interruption-of-contact while individuals who were
Resolved from an integrated sense of self were expected to experience
being in Contact. The 85 item sort was validated by experts in Gestalt
theory and therapy as representing the three stage model and the
theory underlying it. Eight subjects, ambivalent about remaining in
their marriages, performed the Q-Sort before and after 6 sessions of
therapy using the two-chair technique.
Moderate support was found for the 3 stages of the model,
Opposition, Merging and Integration. Some support was found for the
interaction of the factors of CR and C. Significant 2-way interaction
was found for 1 subject before and after therapy considered successful
according to the model. Significant 2-way interactions were found
after successful therapy for four subjects but not before. Significant
2-way interactions were not found for subjects after unsuccessful
therapy. When therapy was successful the factors of CR and C
interacted as predicted. When therapy was not successful the factors of CR and C did not interact as predicted. The factors of CR and C did
not interact for individuals who were experiencing a great deal of
interruption-of-contact, indicating there is a possible pre-stage to the
model where CR and C are independent of each other or where other
factors may be involved. This study expanded the research on the
Gestalt two-chair technique in several ways. It found some empirical
support for the model and the theory underlying it. It found areas
were CR and C do not interact as predicted by theory. It extended the
range of application of research on two-chair technique from career
decision-making to divorce decision-making.
30
Hoosain, Shanaaz. "Resilience in refugee children: a gestalt play therapy approach." Diss., 2007. http://hdl.handle.net/10500/729.
Full textAbstract:
The aim of the research study was to explore resilience in refugee children, using a Gestalt approach to play therapy. The hypothesis, was that a Gestalt approach to play
therapy could promote resilience in Refugee children. A literature review was conducted. This revealed that unaccompanied refugee children were unique because they need to deal with trauma, loss and change while having to adjust to living in a new country and many have to learn to speak a new language. The research method was a multiple case study and an intervention research model was used to implement the research. Schoeman's Working Model was used as the Gestalt play therapy approach. Attributes of resilient children were used to measure the results.
The researcher concluded that play therapy with a Gestalt approach may promote resilience in refugee children because it increases the numbers of protective factors in a
child's life.Social Work
M. Diac. (Play Therapy)
31
Roodt, Zarine. "Writing in therapy: a gestalt approach with an adolescent." Diss., 2006. http://hdl.handle.net/10500/2445.
Full textAbstract:
This exploratory and descriptive investigation used the case study as research strategy to indi cate how writing may be used as a specialised form of therapy for an adolescent in the phase of mid-adolescence. The study researched and consolidated a body of knowledge concerning writing in a therapeutic context, while highlighting the Gestalt therapeutic approach. Its empirical integration culminated in a method for the use of therapists who irrespective of their therapeutic orientation wish to apply writing in therapy with adolescents.
The dissertation argues that writing practised from a Gestalt therapeutic perspective should move
gradually from being a tool of self-expression to becoming one of self-nurturing. It should guide the client through a process of self-regulation to a point of self-support. In such a process, writing in therapy will evolve into writing as therapy, a therapy practised by the client her- or himself as a means of achieving equilibrium.Social Work
M. Diac. (Play Therapy)
32
Truby, Elvir Joan. "The use of digital media within gestalt play therapy." Diss., 2011. http://hdl.handle.net/10500/4818.
Full textAbstract:
The world is dominated by digital media that have become central to many children’s lives. Children born in the last 30 years have become known as ‘digital natives’, as digital technology has always been part of their experiential field. The use of such media in play therapy could offer innovative ways of enhancing dialogue with those children in whose field they are included, as they have been to date unexplored in play therapy interventions, possibly resulting in missed therapeutic opportunities.
This mixed methods research took the form of an email questionnaire sent out to play therapists in South Africa to ascertain whether digital technology is being used in therapy and, if so, which digital media are being used and how. Additionally, a focus group interview was conducted using the same questionnaire to ensure data triangulation. The data gathered were analysed qualitatively, and an understanding was gained regarding the current use of digital media in play therapy.Social Work
M. Diac. (Play Therapy)
33
Edwards, D. J. A. "Cognitive restructuring through guided imagery : lessons from Gestalt therapy." 1989. http://hdl.handle.net/10962/d1013181.
Full textAbstract:
[Summary] In this chapter, a guided imagery method used in gestalt therapy was described in detail and analyzed into its specific components. The basic principles underlying the imagery work were shown to be analogous to those upon which standard cognitive therapy is founded, and this was illustrated by means of case examples, first from one of Perls' dreamwork seminars and then from the author's case files. It was shown how the method could be used to elicit the idiosyncratic meanings of the client in relation to a specific theme and to identify core dysfunctional assumptions. Illustrations were given of specific techniques that could be employed to challenge and restructure these cognitions. The benefits of the imagery modality are that it provides: (1) access to cognitions underlying emotional responses that may be difficult to identify through questioning, (2) a holistic presentation of networks of beliefs, and (3) a means of keeping the client in contact with avoided painful affect. Once a good conceptualization of the client's problem has been achieved, guided imagery provides a modality within which specific strategies for cognitive restructuring can be facilitated through guided discovery. Therapists who are willing to explore this modality and find an aptitude for it will be gaining access to something that will greatly enrich their potential for helping and can provide exciting avenues for developing their own creativity in the challenging work of enabling clients to identify and free themselves from dysfunctional personal meaning systems.
34
Kirkpatrick, Kristin LeClair Neff Kristin D. Rude Stephanie Sandra. "Enhancing self-compassion using a gestalt two-chair intervention." 2005. http://repositories.lib.utexas.edu/bitstream/handle/2152/1966/kirkpatrickd27295.pdf.
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Johnsen, Elouise. "Die benutting van Gestaltspelterapie met visueel gestremde kinders." Diss., 2011. http://hdl.handle.net/10500/5699.
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The researcher found little information in literature reviewed about how Gestalt Play
Therapy is being used in the treatment of visually impaired children. The aim of the
study was to expand knowledge regarding this issue.
A basic qualitative research study of an exploratory and descriptive nature was
undertaken to describe how this therapy may be used in the treatment of such
children. A representative sample was drawn from the population, consisting of
gestalt play therapists who previously provided assistance to these children, using a
purposive non-probability method. Data collection took place through the execution
of semi-structured telephone interviews. Collected data was analysed using the
Thematic Content Analysis to search for related themes (in line with the objectives of
the study) in transcribed interviews. The general conclusion drawn from the empirical
data was that gestalt play therapy can be used to good effect in the treatment of
visually impaired children.Die navorser het gevind dat daar weinig inligting in die literatuur beskikbaar is oor hoe gestaltspelterapie in die hulpverlening aan visueel gestremde kinders benut kan word. Die doel van die navorsingstudie was dus om kennis uit te brei rakende die benutting van gestaltspelterapie in die hulpverlening aan visueel gestremde kinders. 'n Basiese kwalitatiewe navorsingstudie met 'n verkennende en beskrywende aard is onderneem om te beskryf hoe gestaltspelterapie benut word met betrekking tot visueel gestremde kinders. 'n Verteenwoordigende steekproef is getrek, volgens 'n doelgerigte nie-waarskynlikheidsmetode, vanuit die populasie bestaande uit gestaltspelterapeute wat al van tevore hulp aan visueel gestremde kinders verleen het. Data-insameling het plaasgevind deur middel van semi-gestruktureerde telefoniese onderhoude. Die versamelde data is volgens die Tematiese Inhoudsanalise ontleed deur verbandhoudende temas (ooreenkomstig die doel van die studie) in getranskribeerde onderhoude te soek. Die algemene gevolgtrekking wat vanuit die empiriese bevindinge gemaak kan word, is dat gestaltspelterapie wel in die hulpverlening aan visueel gestremde kinders benut kan word.
Social Work
M.Diac. (Play Therapy)
36
Hitge, Erika. "The use of gestalt therapy to re-write life script." Diss., 2006. http://hdl.handle.net/10500/1664.
Full textAbstract:
The aim of this research was to determine how Gestalt Therapy could be utilised to re-write life script. Transactional Analysis terminology was translated into Gestalt Therapy, especially the terms life script, life position and re-writing in the literature study. Gestalt Therapy concepts of importance for the research were also discussed in the literature study. An empirical study was conducted, involving one respondent, for whom Gestalt Therapy sessions were provided with the aim of determining how life script could be re-written through such intervention. Gestalt Therapy concepts and life script concepts were identified during the therapy process. A re-written life script was formulated by the researcher corresponding with the level of functioning of the respondent during therapy and in relation to the respondent's life position. The researcher deducts from the entire study, but especially from the empirical study that life script can be re-written by means of utilising Gestalt Therapy.Social Work
M. Diac. (Play Therapy)
37
Richardson, Nicola. "The handling of aggression in therapy from a Gestalt perspective." Diss., 2007. http://hdl.handle.net/10500/1937.
Full textAbstract:
This qualitative study aimed to explore how to handle aggression in therapy from
a Gestalt perspective. In order to reach the aim of this study a conceptual
framework was done exploring terms central to this project including aggression
and Gestalt Play therapy. Unstructured, telephonic interviews were then
conducted with seven Gestalt Play therapists working with children in the
Western Cape exploring ways to handle and treat aggression in therapy. The
data collected during these interviews were then analyzed and several themes
were identified and explored by conducting a literature control. Guidelines were
then formulated and written on how to handle aggression in therapy from a
Gestalt perspective as part of the concluding chapter of this research report.Social Work
M. Diac (Play Therapy)
38
Rust, Nolene. "Die benuttingswaarde van musiek as medium tydens kontakmaking in die Gestaltspelterapeutiese proses." Thesis, 2007. http://hdl.handle.net/10500/1674.
Full textAbstract:
This study was aimed at exploring and describing the role of music as a medium in
the Gestalt play therapy process with children who experience emotional distress
and therefore suffer loss of healthy contact. The case study method was used as
research strategy. A literature study of the Gestalt approach and Gestalt play
therapy was carried out as well as a study of the child in middle childhood, the child
experiencing emotional distress in the form of loss, and music as a medium.
In implementing of this research study three case studies were described. The
sampling method was based on a non-probability purposive sampling technique. The
criteria for inclusion in this study were children who experience emotional distress in
the form of loss and who, subsequently, do not make effective contact. Between
seven and eight therapeutic sessions per child were conducted. The role of music
was evident in all three cases.SOCIAL WORK
MDIAC (PLAY THERAPY)
39
Gehle, April Angela. "Identifying supervision resources available to recently qualified play therapists working from a Gestalt approach in South Africa." Diss., 2013. http://hdl.handle.net/10500/9199.
Full textAbstract:
In South Africa the Center for Child Youth and Family Studies is training practitioners yearly to
work as play therapists from a gestalt approach. Once these practitioners successfully complete their
training and qualify they could begin practicing play therapy from a gestalt approach. Each of these
recently qualified play therapists is then responsible for organising and committing to their own
supervision.
Therapists who do not attend supervision risk stagnation and burn out due to a lack of positive
interaction in relation to receiving knowledge and support from those more experienced in gestalt
play therapy and from their peers. At present there is a perceived lack of supervision resources
based on a gestalt approach particularly for those recently qualified play therapists working from a
gestalt approach that are geographically distant from the areas where training takes place.
This study sought to answer the question of what supervision resources are currently available to
recently qualified play therapists working from a gestalt approach in South Africa. In order to
answer this question combined quantitative and qualitative research approaches were used. An
internet survey questionnaire was completed by recently qualified play therapists working from a
gestalt approach which formed part of the quantitative section of the research. Structured interviews
were conducted via Skype with professionals experienced in the field of Gestalt therapy theory and
supervision from a gestalt approach and this formed part of the qualitative section of the research.
Overall the results from the merged data indicate a lack of supervisors qualified to give supervision
based on a gestalt approach. This factor contributes to the overall lack of supervision resources
based on a gestalt approach for recently qualified play therapists working from this approach.
Geographical distance from supervision resources places financial and time constraints on recently
qualified play therapists that prevent them from accessing supervision based on a gestalt approach.
Despite this results indicate those recently qualified play therapists working from a gestalt approach
are attempting to meet their responsibility and requirement for supervision.Psychology
M. Diac. (Play Therapy)
40
Potgieter, Colleen Angela. "Creating awareness of contact-making styles through movement within a gestalt context." Diss., 2006. http://hdl.handle.net/10500/1707.
Full textAbstract:
Movement intervention in a Gestalt therapeutic setting using structured activities and free improvisation is a successful method in creating awareness of contact-making styles for late adolescents. An overview of the existing literature regarding the theoretical aspects of the interrelatedness of movement therapy, awareness, contact-making styles and the use of movement as a therapeutic intervention within a Gestalt context was presented. This included a description of the meta-theoretical assumptions that underpinned the research. A case-study consisting of eight late-adolescent females using the exploratory and descriptive nature within the qualitative research model was applied. All participants reported growth and awareness within themselves. The researcher concludes that movement intervention within a Gestalt therapeutic context can support an approach that adapts itself to the developmental phase of the individual and is a creative way of maintaining interest and focus.Social Work
M. Diac. (Play Therapy)
41
Roux, Ronel. "Gestalt play therapy with the high school learner with Spina Bifida." Diss., 2005. http://hdl.handle.net/10500/2512.
Full textAbstract:
This research was directed at determining the value of Gestalt play therapy for the high school learner with Spina Bifida. By undertaking a literature study regarding the child with Spina Bifida, as well as Gestalt play therapy, it was possible to determine what needs and difficulties these learners experience and how Gestalt play therapy can be implemented to address these needs and difficulties.
The researcher concludes that any high school learner experiences a lot of developmental changes, but for the learner with Spina Bifida there are not only the social, personal, physical and emotional changes, but also the fact that because of the disability, more support and help structures are needed. It became evident that, for these learners, Gestalt play therapy is a very effective and useful intervention technique. Learners were guided towards awareness of themselves, as well as their inner strength to face the unfinished business in their lives.Social work
M. Diac (Play Therapy)
42
chen, Jin-Lain, and 陳金連. "Loosen the knot of role frame-After the gestalt therapy training." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/47469598783689253333.
Full textAbstract:
碩士國立臺北教育大學
教育心理與諮商學系碩士班
95
Abstract After this is penetrates the gestalt therapy training to inquire into the self- life story the paper, in the paper "I" is an important main body, a research object, "I" is studied by at the same time body for the researcher, inside this may not have the role confusion the question, how but paid attention in me constructs constructs "the past" about mine story, as well as how "the annotation" this did about "mine story" significance, good let in the life this moment be able "gestalt", No longer because excessively many "worried", "fears" really limits oneself presents oneself, also no longer because "bogs down" goes all out to accuse oneself, loses the life the vigor. Such paper, may let the oneself passing demand dissatisfied life pull "this very moment" to obtain gestalt, gradually removes the disturbance, presents once more to the life enthusiasm, but also by no means completely satisfies researcher itself. After instead the researcher attempts the penetration to present four years gestalt therapy training the life experience, to the way which oneself narrated showed Republic of China four, the 50's births the female which grows in the economy poor home environment, the institute "introjection" on oneself body all sorts of creeds, how "will the frame live" own in the future each kind of growth, "will constrain oneself helps the others" is the most core subject, in the life other people all is most important, but own will be base and lowest, own "the demand" forever will be suspends finally, not not importantly at. The public situation always must display one side which most "good" most "should" do, after section of days, and further because is "excessively are many" "excessively", constrains own demand, but falls ill or roars expresses own disaffection and the grievance. Therefore, such about mine paper, the attempt guides the reader to enter the understanding tradition society to attach on the feminine body the role frame, diligently earnest must act "the good daughter", "good wife", "the good wife", "good mother", "the good colleague", "the good work partner" and so on the multiple role, unceasingly is requested, also unceasingly requests "own", finally completely loses "oneself", put behind oneself "is real" appearance. Forgets oneself also is only a person, has the demand, has "the seven emotions and six sensory pleasures" the person. The change possibly occurs in the gestalt therapy course, continues the life practices after the treatment experience and converses, the province thinks the oneself since childhood until now life story, "introjection" many has not digested after oneself does not gather at present real life the values, how restudies finds the balance point in the traditional society to the female character anticipation with the self- demand between, and must study after oneself "perceived" does the choice is responsible for, to study more relaxing with to lay down.
43
Strydom, Willie Andries. "Pastoraat aan getraumatiseerde kinders in die intensiewesorgeenheid: ’n Gestalt benadering." Thesis, 2011. http://hdl.handle.net/10500/4765.
Full textAbstract:
In Suid-Afrika word kinders dikwels opgeneem in die Intensiewesorgeenheid na 'n traumatiese gebeurtenis. Die Kerk het die opdrag om vir hierdie kinders te sorg en wel in die vorm van pastoraat. In die praktyk ontvang kinders egter nie altyd die sorg waarop hulle geregtig is nie. Een van die faktore waarom dit nie altyd gebeur nie, is omdat daar gebruik gemaak word van 'n intervensie metode wat steun op verbale kommuniekasievaardighede.
Die ses stappe van intervensienavorsing is gebruik om 'n pastorale praktykmodel in die vorm van 'n kursus te ontwikkel. Die aanvanklike praktykmodel is in gevallestudies getoets en later verfyn. Die klem van hierdie praktykmodel is die gebruik van spel as modus van intervensie vanuit 'n Gestalt benadering.
Die kursus sal pastors en geestelike werkers in staat stel om effektief vir kinders te sorg. Die hoofkonsepte van die navorsing vorm die vertrekpunte van die kursus saam met praktiese oefeninge in spelterapietegnieke.Many children in South-Africa are admitted in the Intensive Care Unit after a traumatic event. The Church is called to care for these children in the form of pastoral care. In practise children are often neglected and do not receive the care that they are entiteld to. One of the main reasons is because pastors and religious workers use an intervention method that depends mainly on the verbal skills of the child. The six steps of intervention research was used to develop a pastoral model in the form of course. The innitial intervention model was tested in case studies and refined. The focus of this model is to use play as a mode of intervention from a Gestalt approach. The course will enable pastors and religious workers to care for children more effectively. The main concepts of the research forms the basis of this model with practical excercises.
Social Work
D. Diac. (Spelterapie)
44
Fourie, Alma. "A Gestalt program for establishing a contact making process of inclusion between educators and learners in the foundation phase." Thesis, 2005. http://hdl.handle.net/10500/1269.
Full textAbstract:
The relationship that exists between the educator and the ]earners is very important. A
positive relationship will contribute to the learners' feeling safe to explore their potentiaL
A positive relationship will lead to educators feeling motivated towards teaching.
Educators do, however, bring unfinished business to the classroom that affects their
relationship with their learners. The learners also bring unfinished business to the
classroom that affects their relationship with their educators. The resulting educatorlearner
relationship is characterized by a contact making process of exclusion. 'I11is often
leads to disciplinary problems and learners being referred to the school psychologist for
counseling.
The first research objective, therefore, was to develop a Gestalt program that wiiJ assist in
creating a safe environment in which the learners and educators can share their feelings
and emotions. The second objective was to establish a contact making process of
inclusion between learners and educators in the foundation phase.
After reviewing literature on the research problem. the researcher consulted experts on
the subject. Thorough research was done on existing literature relating to the research
problem. Using as a base the information gathered from consulting experts, the literature
search and the preliminary exploratory studies, the researcher developed the program.
The program was first pilot tested at school A. After completion of the pilot study, the
program was tested under field conditions at school B. Qualitative and quantitative data
analysis procedures were used to analyze the data. The results from both the pilot test and
the field test indicated that the program increased the awareness of the educators who
formed part of the experimental group. The awareness of the educators who formed part
of the control group, who did not receive the intervention, stayed the same. The results of
the research project allowed the researcher to continue developing a product for
dissemination.
The research study contributed to the development of a Gestalt program that assisted in
creating a safe environment where the learners and educators could share their feelings
and emotions. The program also contributed lo creating a contact making process of
inclusion between educators and learners in the foundation phase. Finally the research
study provided a program that can be used to assist professionals and other individuals in
the fields of education, psychology or social work.Social work
M. Diac.
45
Krčmářová, Barbora. "Moc jako aspekt terapeutického vztahu v rámci gestalt přístupu." Master's thesis, 2013. http://www.nusl.cz/ntk/nusl-321331.
Full textAbstract:
The diploma thesis is focused on a phenomenon of power in therapy relationship in way of Gestalt approach. It's based on a relationship concept between psychotherapist and client which is a fundamental factor in psychoteraphy change. The power is perceived in accordance with Michela Foucalt's theory as a natural and necessary relational phenomenon. In Gestalt approach intentions we pursue ways, in which the psychoterapist is aware his power, how he gets in touch and how he deals with it. Diploma thesis has got a theoretical empirical character, the theoretical part sumarizes knowledge about power, relationship like a base of helping professions work and basic knowledge from Gestalt therapy field. Empirical part uses design of qualitative metodology. We got data about Gestalt therapists' attitudes, perception and understanding of the power phenomenon. These gained data are processed by the grounded theory method and compared with other data. Next possibilities of broadening gained informations and working with them in therapy field are mentioned in the conclusion. Our results broaden knowledge about therapy relationship characteristics and bring an inspiration for psychotherapy training attenders, practising therapists and other helping professionals.
46
Hsieh, Iou-Zen, and 謝曜任. "A narrative research of my process of change in receiving Gestalt therapy." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/08216150936711150806.
Full textAbstract:
博士國立高雄師範大學
輔導與諮商研究所
95
Based on the narrative approach, the main purpose of this research was to explore the researcher’s own experiences of receiving Gestalt therapy including the process of changing, the significant themes as well as the directions of changing. The researcher went through 34 Gestalt therapy sessions that were transcribed verbatim to be used as the basic text for analyzing. The findings of this research were as follow: In the process of changing, the client (the researcher) went through the following six stages: Stage 1: resistance and testing. Stage 2: liberation and chaos. Stage 3: break- through and adventure. Stage 4: deeper exploration. Stage 5: transformation and change. Stage 6: resilience and integration. The significant themes of changing including: 1. Authority: from submitting to outside authority to listening to inner self. 2. Inner cultivation and integration: from single-method and obeying to multi-methods and flexibility. 3. Career development: from denial and avoidance to meaning seeking. 4. Relationships: from competition to appreciation and cooperation. 5. Sex and gender: from alienation and fixation to deconstruction and flexibility. The directions of changing including: 1. Developing sense of subjectivity and clear boundary. 2. Deconstructing past behavioral patterns and developing new behaviors. 3. Developing self-assertiveness and healing abilities.
47
Tsao-ti, Sun, and 孫兆玓. "An Analysis of Change Process of Gestalt Oriented Therapy with the heartbrokens." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/41376637503915117735.
Full textAbstract:
碩士國立高雄師範大學
輔導研究所
92
The purpose of this research is to understand the change processes of three clients who broke up with their ex-lover and received Gestalt therapy. The researcher analyze the elements of Gestalt therapy that contributed to healing, and studied the emcjanisms that facilitated these clients’ changes. Each client went through 3 to 4 individual counseling sessions, immediately followed by Interpersonal Process Recall interviews . The Gestalt counseling sessions were virtually self-seeking processes for the three clients. For each of the clients, a big Gestalt experience circle was formed during the therapeutic process, inside which there were a number of small Gestalt experience circles creatively designed by the counselor. Among the transitions of images and backgrounds, the client got to find a change pivot which he or she could focus on at the moment. In some way, all three clients went from complete sorrow and not knowing about any emotion except grief in themselves to starting to interact and find support from the environment, and discovering how to make use of this support to exercise self-help. The clients also went from immersion in grief to later on being able to accept the multiple facets of themselves and their own emotions, and to let these emotions flow freely. Furthermore, they went from sadness out of the breakup to realization of the fact that they were not victims of the breakup and instead they learned something from it. Finally, they went from hoping to make it up with their exes to discovering that they were able to live a happy life by themselves. Through the counseling processes, the clients gradually took self-control back and experienced true self-contact. And, the study found that the elements in Gestalt therapy which contributed to healing of the clients include: (1) Support and acceptance, (2)Excerpt, mirroring and guidance, (3)Contact of body and emotion, (4)Materialization, (5)Injection of hope, (6)Empty chair dialogue, (7)Dual chair dialogue. The study also found that Change mechanisms of the clients include: (1)Explosion of emotions, (2)Awareness of one’s own emotions, (3)Re-recognize one’s relationship with others, (4)Self-understanding and intellectual break-through, (5)Challenge and construction of awareness — awareness of middle-ground, (6)Motivation of change, (7)Self-motivation and positive self-teaching, (8)Self-monitoring — afterward awareness
48
Chiu, Li-Ying, and 邱莉縈. "The Research on the Effects of Gestalt Therapy for Childrenwith Anger Issues." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/90446891735583839395.
Full textAbstract:
碩士臺北市立大學
心理與諮商學系心理與諮商教學碩士學位班
104
The main purpose of the research was to explore the effects of Gestalt Therapy for children with anger issues.The researcher desiged an individual counseling program of Gestalt therapy once a week, 10 times in total.Each counseling session lasted 40 minutes. The researcher served as the counselor of three elementary school students with anger issues. The research utilizes the qualitative information as the primary content of analysis. The qualitative information are the counseling process by verbal and nonverbal messages of client and the contents of interviews with parents before and after the counseling program. The finding of the researcher are as follws： 1. The counseling program of Gestalt therapy can provide children a positive way to vent their emotion and energy. 2. The counseling program of Gestalt therapy can improve the ability of self-expression. 3. The counseling program of Gestalt therapy can expand the ability of awareness and make children have the experience of slow and investment. 4. The counseling program of Gestalt therapy can expand the ability of awareness, then let children know more clearly the reasons leading to angry and the consequence of their different reacts. Based on the results, suggestions for counseling in elementary school students and future research was proposed at the final.
49
Terrapon, Wendy. "Utilizing dyadic brief gestalt play therapy within an unstable adolescent foster placement." Diss., 2001. http://hdl.handle.net/10500/2889.
Full textAbstract:
In the experience of being a play therapist and social worker, the researcher became aware of the breakdown of adolescent foster placements. Although there are many causal factors of adolescent foster care breakdown, it was the treatment and sustaining of these placements that the researcher was interested in. The utilization of dyadic brief Gestalt play therapy aims to support the relationship between the carer and adolescent in order to sustain and stabilize the foster placement.
The empirical study includes data collection and analysis. The data was gathered through observations and field notes from unstructured interviews, in this case the dyadic therapeutic process with the adolescent and carer. The data was then analyzed, and eleven outcomes were discussed: the building of a therapeutic relationship, the process of dialogue, the gaining of awareness, contact, resistance, the internal working model, polarities, working in the here and now, the utilization of Gestalt experiments and Gestalt play therapeutic techniques. In addition, the implications of the brief Gestalt therapeutic model were identified. These themes are discussed fully in the final chapter encompassing conclusions and recommendations.This study found that it was possible to work effectively with the adolescent and carer in a dyadic brief Gestalt therapeutic way utilizing play therapy techniques. Recommendations regarding the conclusions were made in relation to the outcomes of this study.Social Work
M.Diac. (Play therapy)
50
Freedman, Grant. "The string model: a gestalt approach to consulting psychology." Thesis, 2006. http://hdl.handle.net/10500/1659.
Full textAbstract:
This exploratory research addressed the challenge of improving consulting psychologists' ability to add value to their clients in a complex world, in which it is increasingly difficult to differentiate and understand domain phenomena and to promote healthy growth and development in individuals, groups and organisations. To solve this problem, a Gestalt Approach, comprising the String Model and a congruent methodological framework, was developed using analogies and metaphors from the physical sciences.
The Gestalt Approach was applied at the individual, group and organisational levels. The String Model promoted excitement and interest in the client systems and desedimented preconceptions and patterns of thinking, facilitating the destruction of existing figures, and the differentiation and exploration of new figures from background phenomena. The methodological framework promoted experimentation and dialogue in an environment conducive to exploration and promoted contact with foreground phenomena.
At the individual level, awareness was heightened of the role and development of a historically disadvantaged South African. The individual and the position for which he was being developed were described in terms of the String Model, creating insights which were not in the client system before. A clear, holistic picture of the individual's developmental areas emerged. The approach facilitated contact between the individual and key roleplayers who must create an enabling environment and provide resources conducive to individual development.
At the group level, the String Model proved useful in assisting a Board of Directors to clearly differentiate the Board from other groups in the client system. Discussion amongst the participants, who had diverse perspectives, promoted a common understanding of the Board's structure and functioning. Participants were able to differentiate the current dysfunctional status of the Board from the ideal in String Model terms and develop a joint plan to make the Board a healthier entity.
At the organisational level, the model according to which a gold mine was structured and managed, was changed due to insights engendered by the Gestalt Approach. The String Model proved to be useful in conceptualising the mine as a whole, with the various sub-systems thereof inextricably related. Changes were made that promote interaction, communication, integration and performance.Industrial Psychology
D. Comm. (Industrial Psychology)