Dissertations / Theses on the topic 'Play – Psychological aspects'
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1
Barry, Donna Leigh. "Play of place of play." Thesis, Georgia Institute of Technology, 1989. http://hdl.handle.net/1853/23453.
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Melia, Francine. "The self at play? : a case study of reification and dereification in the play environment of American college theatre." Virtual Press, 2008. http://liblink.bsu.edu/uhtbin/catkey/1397643.
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This case study aims to better understand the process through which a college theatre actor creates and presents a dereified reified "self' (the character(s) they are portraying) in a play environment, and to consider to what extent this process is conscious. In essence, the actor attempts to take nothing for granted, taking apart and examining assumptions and their cultural context. This study posits that the actor is consciously aware of and is able to recognize and manipulate culture to construct a "self' (the character) within a "play universe." This study is unique as it focuses on the actors themselves as the agents of reification as well as dereification as their processes intersect with the director, the script, and eventually the audience. This study also considers the influence of play theory on developing and breaking the "rules" of the created cultural world of the stage play by utilizing the anthropological research methods supplemented with an analysis of the personal journals of cast members. The subject population is a cast of college-age students (18-28 years old), both males (9) and females (8), from Ball State University's Theatre and Dance Department who participated in the fall 2007 production of The Human Faustus Project, directed by Jennifer Blackmer.Department of Anthropology
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鄧嘉雯 and Ka-man Traci Tang. "An investigation of play in young children with autism." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37091694.
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Scherbarth, Andrew J. "Psychological Abuse and Health: What Role Does Forgiveness Play?" Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3918/.
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Existent literature suggests forgiveness could lead to either greater psychological abuse (reinforcement theory), or lower psychological abuse (interpersonal theory). Questionnaires were completed by 291 participants who were dating at least 2 months. More forgiveness-particularly Absence of Negativity-was related to less abuse received from their partner, and this effect was stronger for females than for males. Absence of Negativity (AN) was predictive of health variables (psychosomatic symptoms, mental and physical health), although Presence of Positive forgiveness did not predict health beyond the impact of AN. Abuse-forgiveness and assertiveness-forgiveness interaction terms were not significant predictors of health. Results indicate interpersonal theory describes the link between forgiveness and psychological abuse. Results suggest that focus on AN could be sufficient for mental or physical health change
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Kumar, Arati. "Level of challenge and task persistence : a study of children in a cognitive activity /." Thesis, This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-11072008-063215/.
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Lo, Ka-yee, and 勞嘉儀. "Therapeutic play intervention in promoting psychological well-being inhospitalized children with cancer." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B43251389.
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Mounicot, Marc. "Superstition and pre-game anxiety among male and female soccer players at various levels of play." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0004/MQ43920.pdf.
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Pon, Kwai-ling, and 潘桂玲. "My wonderful life: developing a game based intervention for patients with advanced cancer." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B44751461.
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Pappo, Harry A. "Simulation of the visuo-motor processes in the tracking and interception of a tennis ball in play." Thesis, Rhodes University, 1985. http://hdl.handle.net/10962/d1001431.
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In sports, one might wish to test new ideas regarding player movement, tactics, or strategy without subjecting the athletes to possibly wasteful or even harmful habit formations. If a method of simulation of the athlete can be devised, experiments might reasonably be conducted to evaluate the ideas independently of actual training or trial in the field. Simulation of a complex system generally begins with a long period of analysis. During this time there may be mathematical and programming explorations and constructions to sharpen and examine different approaches. Meetings are usually held by the participants to try to define the task and explore alternatives. Ideas are amplified, possibly discarded as not feasible, or incorporated into the system package. Gradually there evolves a tighter and more acceptable formulation using logical and mathematical expressions (Preface, p. vii)
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Snyder, Tara D. "The effects of toy exposure on children's prosocial and antisocial behavior." Thesis, This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-09122009-040431/.
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Pavlas, Davin. "A model of flow and play in game-based learning the impact of game characteristics, player traits, and player states." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4513.
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In this dissertation, the relationship between flow state, serious games, and learning was examined. Serious games, which are games that convey something other than enjoyment (e.g., learning), are increasingly popular platforms for research, training, and advertisement. The elements that make serious games useful to researchers, trainers, and practitioners are closely linked to those that make up the positive psychology construct of flow state. Flow state describes an optimum experience that is encountered when a variety of factors are met, and is characterized by high focus, engagement, motivation, and immersion. While flow state is often discussed in the serious games literature, in-depth empirical examinations of flow state remain elusive. In this dissertation I addressed this need by conducting a thorough literature review of flow, serious games, and game-based learning in order to propose a new model of flow in games. Two studies were conducted in support of this model. The first experiment consisted of the creation and validation of a play experience scale. Based on the data from 203 Study 1 participants, the Play Experience Scale was validated for use with video games. The 14-item version of the Play Experience Scale was composed of the components of freedom, lack of extrinsic motivation, autotelic experience, and direct assessment of play. The scale was reliable, with a calculated alpha of .86. In the second study, the newly developed scale was used alongside an immune system serious game to examine the impact of play, in-game performance, and emotional experience on flow in games. In an effort to provide a more symmetrical version of the scale, two items were added to the scale, resulting in a 16-item revision. Based on the empirical results obtained from Study 2's 77 participants, the proposed model of flow in games was revised slightly.; Though Study 2 only examined a subset of the overall model of flow in games, the evidence suggested the model was a good theoretical match. Further, the two added items of the Play Experience Scale were valid, providing a final 16-item version of the scale. Play and in-game performance were key predictors of game-based learning. Additionally, play, video game self-efficacy, and emotional experience exhibited a reciprocal relationship with flow state. Implications for serious game development, scientific research into games and learning, and industry testing of game playability were provided. Following these implications, conclusions were presented alongside suggestions for further research.ID: 029051055; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ph.D.)--University of Central Florida, 2010.; Includes bibliographical references (p. 163-184).
Ph.D.
Doctorate
Department of Psychology
Sciences
Applied Experimental and Human Factors
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Zhou, Ning, and 周寧. "Social skills and play development in young children with autism." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hdl.handle.net/10722/196527.
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The goal of the study was to investigate the contribution of early social skills to play development in preschool children with Autism (ASD). Two social skills, joint attention and imitation and their relationships with simple play and pretend play skills, were investigated. A longitudinal study with three phases of time was conducted to explore the sequence of the development of joint attention and imitation and play skills. Self-developed scales were used to measure the variables of interests and the reliabilities of the scales were established. Multiple regressions showed that imitation at Time 2 mediated the relation between joint attention at Time 1 and play skills at Time 3. The implication of the results for understanding the nature of play development and for design of early interventions for preschool children
with ASD are also discussed.published_or_final_version
Educational Psychology
Master
Master of Social Sciences
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Currin, Lisa Natalie. "A journey with an abused child : a non-directive play therapy perspective." Thesis, Nelson Mandela Metropolitan University, 2006. http://hdl.handle.net/10948/434.
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The extensive amount of research conducted in the field of family violence internationally indicates that child abuse has a detrimental effect on both the physical and emotional development of children as well as having a profound effect on an individual’s psychological development and functioning in adult life. The aim of this research study was to describe the therapeutic process that unfolded with a seven year old allegedly abused female client within the framework of non-directive play therapy. The case was further contextualised utilising Erik Erikson’s theory of psychosocial development. This study served to broaden the body of psychotherapeutic knowledge by means of meaningful qualitative enquiry. The client was referred for therapy because of severe emotional and behavioural problems following the alleged sexual abuse. The client was seen over a period of eight months and this included 11 sessions of non-directive play therapy, three parent interviews and psychometric assessments conducted by a colleague. The case study method was utilised in this study. To achieve the aim of the research, the methodology of choice was the descriptive dialogic case study. A purposive sampling technique was used in the selection of the research subject for this study. The data collection and analysis were conducted according to Yin’s (1994) analytical generalisation, which consists of two main strategies: (a) using a theoretical framework as a guide to determine what data is relevant; and (b) developing a matrix as a descriptive framework for organising and integrating the data. Furthermore, the process of data analysis was aided by the use of guidelines proposed by Irving Alexander (1988) with Axline’s non-directive play therapy and Erikson’s theory of psychosocial development as the theoretical frameworks. The findings of this study suggest that plotting the play therapy sessions according to the framework of the four stages of play therapy was a particularly useful tool to monitor Michelle’s progression through the therapeutic process. This can be seen as a valuable application of a tool which can be used within the non-directive play therapy approach. Contextualising Michelle’s development according to the stages of Erikson’s theory of psychosocial development was also found to be a valuable endeavour. According to her chronological age, Michelle should have been in the fourth stage of industry versus inferiority, but in reality Michelle was still struggling to strike a healthy balance between the terms of conflict of trust versus mistrust issues of the first stage. From a therapeutic point, this was an important exercise as it helped to inform the therapist and consequently, the therapeutic process. This research undertaking can be recognised as a positive demonstration of the value of non-directive play therapy (Virginia Axline) and Erik Erikson’s theory of psychosocial development in the therapeutic process. In addition, this study has served to facilitate a more holistic understanding of the case study approach to research. Recommendations regarding future research undertakings that utilise the case study approach and methodology have been made. Key concepts: child abuse; family violence; non-directive play therapy; Erik Erikson’s theory of psychosocial development; analytical generalisation; case study research.
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Shah, Phalguni S. "Children's preventive health care center with aspect of play for a child." Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/897516.
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Children are the most important asset for the society's future. They develop into maturity depending upon how they are moulded by their families, society, and the environment. They are very sensitive and could easily get influenced or affected by the slightest change. Therefore it is important to maintain a normal set-up for them under all of their routine and disturbed mental and physical conditions.Sickness and hospitals are one thing that affect a child's psychology. Children dread to get into the harsh technological environments of today's medical environments. Hospitals are constantly evolving to keep pace with the latest medical technologies. Additions or refurbishments or a totally new set-up usually focuses on the technological requirements rather than the human element of such an undertaking. The Riley Hospital for Children in Indianapolis presents an architectural opportunity to incorporate psychology of the environment into the design and construction of a new outpatient unit. By balancing the technological requirements with the physical and pschological needs of a child patient, one can create a healing environment more conducive to a rapid recovery. This thesis explores one of the possibilities of creating such an environment.Department of Architecture
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Luk, Yuk Fun. "Effects of play on children's psychological adjustment from the perspectives of primary school children, class teachers and student guidance teachers." HKBU Institutional Repository, 2002. http://repository.hkbu.edu.hk/etd_ra/438.
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DeHart, Gretchen L. "Out of character : issues of identity, acceptance,and creativity in tabletop role-playing games." Muncie, Ind. : Ball State University, 2008. http://cardinalscholar.bsu.edu/376.
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Kidd, Karen Danise. "Control of level of challenge and its effect on task persistence: a study of Csikszentmihalyi's concept of flow." Thesis, Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/53078.
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Csikszentmihalyi’s (1975) concept of flow was examined in a sample of 81 four-year-olds. Intrinsic motivation to continue playing, measured by the number of attempts to toss a bean bag through a target, was observed in both a choice and an assigned condition, order counterbalanced. In the assigned condition, subjects were randomly assigned to an easy or hard level of challenge, whereas in the choice condition, subjects could control the level of difficulty of the game by varying their distance from the target. Children in the choice condition made significantly (p < .05) more attempts than did children in the assigned-hard condition, and subjects in the assigned-easy condition made significantly (p < .05) more attempts than those in the hard condition, but there was no difference between the choice and easy conditions. No effect was found due to order in which conditions were received. Significant school differences were found in the choice condition only. Findings were interpreted as supporting the hypothesis that choice of level of difficulty has a significant positive effect on intrinsic motivation to continue an activity.Master of Science
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Kruzynski, Anna. "Play in toddlers with pervasive developmental disorder and autism : alternative assessment procedures and impact of treatment." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0003/MQ44328.pdf.
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Wright, Michelle. "Time, consciousness and narrative play in late medieval secular dream poetry and framed narratives." Thesis, University of South Wales, 2017. https://pure.southwales.ac.uk/en/studentthesis/time-consciousness-and-narrative-play-in-late-medieval-secular-dream-poetry-and-framed-narratives(7cbf5e12-c655-4177-84f8-1445f1ffef85).html.
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This thesis considers time and narrative play in dream poems and framed narratives. It begins with a chapter on the history of time perceptions and time-telling, and explores how ideas about time influenced medieval writers. It also surveys some modern views on the history of time-measurement a nd its influences on culture and the collective consciousness. Chapter two, after analysing the treatment of time in the Roman de la Rose, surveys some of the ways in which modern criticism has evaluated and conceived the genre of secular dream literature that developed from the Roman de la Rose. Chapter three examines the innovative use of the convention of beginning a poem with a seasonal opening and theorises that this becomes a `language' open to adaptation and variation. Chapter four looks in detail at Froissart's L`Orloge amoureus and discusses the clock as a new object which, contrary to the views of cultural historians, was embraced by medieval writers, religious and secular, to symbolise a range of virtues, qualities and ideas. I argue that the clock inspired creativity rather than heralding a rationalisation of the mind that would stifle imaginative responses to this new technology. Chapter five explores metafictional and self-reflexive devices in Froissart's Joli Buisson de Jonece and Chaucer's House of Fame. I consider how these texts play with narrative time and sequence by writing the genesis of the text into the poem. Finally, chapter six examines ideas of closure in medieval dream poetry and looks specifically at the reciprocity and inconclusiveness of the Judgement poems of Guillaume de Machaut. Because the second poem reverses the decision of the first poem, it brings into question the authority of the text and the unity of the authorial voice.
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Crow, Judy C. (Judy Carolyn). "Play Therapy with Low Achievers in Reading." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc332263/.
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Play therapy in a school setting was studied to determine its therapeutic effectiveness on students' reading achievement, self-concept, and locus of control. The sample consisted of 24 students in two first grade classes who had been retained because of low achievement in reading. Instruments used in the study were the Gates MacGinite Reading Test, the Piers-Harris Children's Self-Concept Scale, and the Intellectual Achievement Responsibility Questionnaire.
Analysis of covariance, used to test the significance of the difference between the adjusted post-test means of the experimental and control groups, showed that participants in play therapy scored significantly higher in self-concept than did those who were not exposed to treatment. No statistically significant differences were found between the two groups in reading achievement or locus of control.
Since research has shown that low achievers in reading tend to have low self-concepts, it seems reasonable to assume that improved self-concept would be related to improved reading scores. The nature of such a possible relationship needs further study. Recommendations were made for integrating affective components into academic remediation programs, and suggestions for further research were made.
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Collins, Kimberly. "Rapport building in child investigative interviews." Thesis, University of Stirling, 2012. http://hdl.handle.net/1893/9303.
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The rapport building phase of child investigative interviewing is referred to in practice guidelines as an essential. Nevertheless, in contrast with other aspects of the interview it has been subject to little empirical examination. There is a lack of information on the rapport phase’s impact on children’s communication and whether this changes across a variety of different circumstances. Finally, few researchers have empirically assessed different styles of rapport building. This thesis investigates the communicative influence of the rapport building phase in child investigative interviews. It also examines the effectiveness of a new collaborative play approach to rapport building with respect to its influence on children’s communication and the rapport levels between the interviewer and child. The investigation began by interviewing practitioners about their perceptions and experiences of rapport building practice, and their opinions on the use of play during the rapport phase. A grounded theory approach to analysis found that interviewers perceive the rapport phase as a tool for facilitating communication with children during the investigative interview. This is achieved in three main ways: (1) assessing the child during the rapport phase, (2) adjusting interview approach based on the child’s presentation during the rapport phase, and (3) producing a psychological outcome in the child that then facilitates communication. The resultant theory and the comments made about play rapport were used in subsequent experimental chapters to design and implement play rapport, and to interpret the empirical findings. The second line of enquiry investigated the communicative impact of a collaborative play approach to rapport building in adult-child interactions. Children across three different age groups (6-7, 8-10 & 12-14 year olds) were more communicative and demonstrated greater rapport with an adult after play rapport than children in a control condition. The findings indicate that a collaborative play format of rapport building is an effective communication facilitator. The third empirical study tested play rapport’s efficacy in a mock investigative interview situation. It was compared with the current open style of rapport building used by practitioners in the UK, and a control condition that involved no rapport phase. Older children (8-10 year olds) who experienced play rapport demonstrated information benefits in comparison with children in the control condition. No differences were found between the open style and the control, and the open style and play rapport for information detail or accuracy. Children (5-7 and 8-10 year olds) were however, more resistance to interviewer suggestion after engaging in a play rapport phase in comparison with children who experienced the open style of rapport building. These results indicate the potential of play rapport as a communication facilitator for children in investigative interview settings. The final empirical chapter examined anxiety data taken from the children during the third study. This was to address the hypothesis that improvements in recall as a result of the rapport phase, and in particular play rapport, were due to a reduction in the children’s anxiety levels. The data showed no differences across the rapport protocols in terms of anxiety for any of the measures. The information benefits found could therefore not be explained with respect to a reduction in anxiety. Alternative theories were then proposed, and future research outlined that could further investigate the psychological underpinnings of the communicative effects of the rapport phase, and the collaborative play rapport approach.
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Tosio, Paul. "An object relational psychoanalysis of selected Tennessee Williams play texts." Thesis, Rhodes University, 2003. http://eprints.ru.ac.za/17/.
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Schottelkorb, April A. "Effectiveness of Child-centered Play Therapy and Person-centered Teacher Consultation on ADHD Behavioral Problems of Elementary School Children: a Single Case Design." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc5125/.
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I examined the effectiveness of child-centered play therapy (CCPT) and person-centered teacher consultation (PCTC) for elementary school children identified with clinical or borderline levels of ADHD behaviors on the Teacher Report Form and the Conners' Teacher Rating Scale Revised - Short Form. Additionally, I examined the impact of CCPT and PCTC on the levels of parenting and teaching stress. Due to the current trend to determine interventions that are evidence-based through between-group or single case designs, for this study, I utilized a single case design experiment for which the behaviors of five children were examined. Trained observers utilized the Direct Observation Form in observations of all five students three times per week. Additionally, parents and teachers completed behavioral rating scales and stress inventories at pre-, mid-, and post-intervention. To prevent biased observational ratings, observers were blind to the assignment of the five children. Three students participated in 24 sessions of twice-weekly 30-minute sessions of CCPT, and these students' teachers participated in six sessions of once-weekly 10-minute PCTC. Two students participated in twice-weekly 30-minute sessions of reading mentoring, after which they participated in 14 sessions of CCPT. Visual analysis of the data indicated mixed results. Three students demonstrated substantial improvement in the observed ADHD behaviors within the classroom. Results of the parent and teacher assessment data were inconsistent, but did indicate behavior change for some children and a reduction in teaching stress for one teacher. Parenting stress appeared unaffected. Implications for future research regarding the use of single case design, the measurement of student behavior change, and issues of comorbidity are indicated.
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O'Keefe, Aimee Marie. "The effectiveness of play therapy in a school-based counseling program." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1686.
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This research project attempted to determine whether play therapy used to treat elementary and junior high school children in a School-Based Counseling program is effective. There is conflicting evidence in the literature as to the effectiveness of therapy with children, especially play therapy. This project used a qualitative design to evaluate play therapy used in a School-Base Counseling program (SBC). Randomly selected case files from the 1998-99 academic year were analyzed using questions considering demographic information for each child, the reason the child was referred to the program, the intervention used by the therapist, and the outcomes of therapy. The results of this project are inconclusive, but support the need for more research to be conducted in the area of play therapy.
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Topper, Kegan. "Narrative play therapy and the journey of a boy diagnosed with a learning disability: a case study." Thesis, University of Fort Hare, 2010. http://hdl.handle.net/10353/313.
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This study offers a detailed exploration of the personal narrative of a nine year old boy diagnosed with a learning disability, and explains how the nature of the therapeutic relationship facilitated shifts in his personal understandings of himself, others and the world. Children diagnosed with learning disabilities experience a range of challenges in their different life contexts, and particularly within the school context. This is often because of constant evaluation and surveillance from teachers, family members and peers, who define the child within rigid and limiting frameworks. Soon enough children diagnosed with learning disabilities develop problem-saturated narratives that can significantly influence their relationship with themselves and others. This is because the individualising effects of having a disability cause them to feel different or isolated from their peers. This study illustrates an eight session case study, facilitated by a narrative play therapy approach, between a counsellor, a child and his parents. The therapeutic encounters were intended to assist the child in moving away from problem-saturated narratives of incompetence and inferiority towards more preferred narratives that would positively influence his self esteem. Key words: learning disability, dyslexia, narrative, narrative therapy, identity, self esteem. Children Diagnosed with a Learning Disability Children who have been diagnosed with a learning disability often experience themselves and their world very differently from other children (Rodis, Garrod, & Boscardin, 2001). Within the educational system a considerable amount of pressure is placed on children to succeed. The educational discourse of achievement that professes itself to be the only direction from which a successful future can be attained, marginalizes and rejects those children whose knowledge and skills exist outside this rigid and oftentimes insensitive system of evaluation. As a result, children soon create problem saturated narratives, believing themselves to be the problem. However, in the last two decades there has been a move from reductionism to constructivism and as a result research in the field of learning disabilities has started to focus on children’s non-traditional strengths and talents, which are often misunderstood and ignored by schools. Armstrong (1987) sums it up as follows: The schools allow millions of imaginative kids to go unrecognised
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Chaudhry, Mohsana A. "Increasing Number of Toys: A Case Study of Response Generalization across Novel Toys." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc955028/.
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Children diagnosed with autism are often described as having limited or restricted activities that serve as reinforcers as compared to neurotypical peers. Many theories suggest that one of the many ways children develop is through participation in play. This results in children coming into contact with new environmental stimuli. The procedures used to enhance play skills for children diagnosed with autism typically involve training novel responses with novel stimuli (e.g., toys). This is often done using naturalistic procedures. Because multiple procedures are used, it is unclear what procedure or combination of procedures causes the increases in play repertoires. This study investigated an important component of the treatment package know as reciprocal imitation training. Specifically, the study examined whether increased opportunities, contingent imitation without the requirement to imitate, or contingent imitation with the requirement to imitate would increase the number of toys a child diagnosed with autism would play with. The results showed dramatic increases in the number of toys the child independently chose to play with and an increase in the spontaneous use of different response topographies across novel stimuli only when the student was required to imitate a model. The results are discussed in terms of mediated generalization, the use of common responses, stimulus class formation and stimulus class expansion.
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Kirby, Barbara Mary. "Playful sciencing and the early childhood classroom." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2662.
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The purpose of this project is to examine the power of play, guided discovery, and hands-on experiences in the early childhood classroom, specifically as it relates to early childhood science experience. This paper will also propose a science curriculum encompassing a hands-on, guided discovery, play-based approach.
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Taylor, Satomi Izumi. "The relationship between playfulness and creativity of Japanese preschool children." Diss., Virginia Tech, 1992. http://hdl.handle.net/10919/38537.
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Duncan, Pauline A. "Drawing as a method for accessing young children's perspectives in research." Thesis, University of Stirling, 2013. http://hdl.handle.net/1893/17258.
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Researchers have taken a particular interest in children’s drawings as a means of representing and communicating knowledge and perspectives but a review of literature reveals that researchers routinely use drawings as a way of obtaining data without considering their function or value. This ESRC-funded research aims to explore drawing as a method of accessing children's perspectives and has three central research objectives which consider methodological and analytical factors relating to the use of children’s drawings as a research tool. These are: to develop a principled approach to analysing and interpreting children’s drawings, to create guidelines for the use of drawing as a research tool, and to gather children’s perspectives on play through the method of drawing. The research objectives were achieved by asking the following three questions: How can children’s drawings be analysed using a principled approach? What are the major factors to be considered when using drawing as a research tool? What can drawings reveal about children's perspectives on play? The study involved two visits to the homes of eight preschool children aged four. The sample included four girls and four boys from central and north-east Scotland with half of the families being categorised as being of low socioeconomic status. Visits were flexible and unstructured allowing the child autonomy regarding our level of interaction and the types of activities (such as free play and conversation) with which they wished to engage. The second visit included a prompted drawing activity in which I invited children to express their perspectives on play. The topic of play was chosen (i) to offer children a meaningful research activity to investigate the issues surrounding the method, (ii) to explore the task of representing an abstract, yet familiar, concept and how this may influence children’s drawings and representations of play, and (iii) as an extension of the ESRC project Young Children Learning with Toys and Technology at Home (Plowman et al., 2012) by giving greater emphasis to children's own perspectives on play and exploring the ways in which this can be achieved. My theoretical approach is not to consider drawings as reproductions of reality, but to value and attempt to understand children’s drawings as a semiotic vehicle in which messages are created and conveyed during the drawing process through representation and signification. Informed by social semiotics (Kress & van Leeuwen, 1996) the research presents an innovative four-step approach to analysing children's drawings (4-SASA). The protocol, a key contribution of the research, was developed to promote a more systematic analysis, involving (i) isolating signs within drawings through manual annotation, (ii) documenting the child’s understanding of signs and the significance attributed to them, (iii) organising signs using specific categories of social semiotic analysis (mode, size, colour, salience) and identifying the child’s motivation and interest for specific sign production, and (iv) synthesis of the child’s perspectives from steps 1-3. Post hoc methodological examinations elucidated the following four key factors to be considered when using young children’s drawings: (i) contextual sensitivity of the drawing process, (ii) children’s perceptions of the research task, (iii) the complex task of representing an abstract and elusive concept such as play, and (iv) whether there is a fundamental difference between drawing spontaneously (non-commissioned) and drawing on request. Evidence from the study supports previous literature in demonstrating the potential of drawing as a method of accessing children’s perspectives. However, findings suggest that rather than routinely selecting drawing as a method for representing children’s perspectives, researchers need to be more thoughtful about the ways in which factors such as the social and contextual framing of drawing and approaches to data collection can affect research outcomes. The thesis concludes by discussing how these emerging issues impact research outcomes, along with implications for future implementation and analysis of drawings.
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Jun, Ye-Hwa. "A Study of the Relationship between Field-Independent and Field-Dependent Cognitive Styles and Social Behaviors during Free-Play of Preschool Children." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331292/.
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The problem of this study was to discover the relationship between field-independent and field-dependent cognitive styles and social behaviors during free-play of preschool children in a school setting. This study also compared the field-independent and field-dependent cognitive styles and social behaviors during free-play between age-groups and sex-groups. Thirty-six children from a university child development laboratory were subjects. They were selected from a 3-year-old classroom and a 4-year-old classroom. The research instrument, the Preschool Embedded Figures Test, was utilized to measure field-independent and field-dependent cognitive styles. The children's social behaviors were observed during free-play for four consecutive weeks. The nine categories of social behavior were solitary, parallel, and group play; .unoccupied, onlooker, transitional, and aggressive behaviors; and conversations with teachers and conversations with peers. Correlations between field-independent and field-dependent cognitive styles and social behaviors indicated that field-independence/field-dependence was related to social orientations in preschool children and also related to the choice of play activity. Field-dependent children tended to engage in conversations with teachers more often than field-independent children. Four-year-old children who were field-independent tended to spend more time in solitary play than 4-year-old children who were field-dependent. Four-year-old boys who were field-independent tended to play more often in the manipulative learning center than 4-year-old boys who were field-dependent. There were significant differences between age-groups but not significant differences between sex-groups in field-independence/field-dependence. Some social behaviors were significantly different between age-groups and sex-groups. Three-year-old children participated significantly more in physically aggressive behavior and less in conversations with peers than 4-year-old children. Boys engaged significantly more in aggressive behavior than girls.
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Zeug, Nicole M. "Increasing activities and interests in a child dually diagnosed with PDD-NOS and DS." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9003/.
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Expanding interests may be a behavioral cusp, resulting in widespread changes across skills, and therefore is particularly relevant in intervention programs for children with autism. Little research has addressed directly increasing the diversity of activities and interests for this population. This study describes a program developed to increase activities and interests in a girl dually-diagnosed with pervasive developmental disorder (PDD-NOS) and Downs syndrome (DS). A multiple-baseline design across stimuli was employed to evaluate the program. The results show that the program increased number of total and different toy interactions. No effects were observed for overall duration of toy interactions. Results are discussed in relation to play skill instruction and preference assessment literature, the cusp, and autism intervention programs.
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Duffy, Kathleen M. "Filial therapy a comparison of child-parent relationship therapy and parent-child interaction therapy /." Muncie, Ind. : Ball State University, 2008. http://cardinalscholar.bsu.edu/747.
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Ambra, Karen. "A avaliação da brincadeira de faz de conta por meio do ChIPPA: perspectivas para a prática pedagógica na Educação Infantil." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21256.
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Fundação São Paulo - FUNDASP
ChIPPA, on the play of “make-believe”, are perceived as pedagogically relevant to Early Childhood Education. For this purpose, twelve children, attending this level of education, participated in the study, as well as four teachers who worked there, in this level of education, and one primary school literacy teacher, all of them from a private school, located in the south of São Paulo (SP), Brazil. The literature review showed that play is a difficult concept to define, still seen in the daily school life as a natural phenomenon. It has also been demonstrated that, on the contrary, it has a social character, which is why it should be understood as a child right and, thus, intentionally implemented in schools too. The theoretical perspective adopted was Socio-historical Psychology, especially the Vygotskian concepts that deal with the relations of learning and development, of language and thought, of meanings and significance, of mediation and zone of proximal development, and the role of play in the child development. The method consisted in the application of the Children's Initiated Assessment Tool (ChiPPA) to the participating children and the use of two questionnaires, addressed to the teachers: one focused on their initial ideas about playing and their presence in the daily life of the Early Childhood Education, and another, after having made available the information on the ways of playing of each child, to verify if this data could guide the teaching planning and improve the educational practices. The results show that the ChIPPA can guide the elaboration of pedagogical objectives, since they indicate the different levels of abilities of the children in “make-believe” play. In addition, the teaching discourses that initially defended the play, but did not implement it in the quantity and quality expected in the daily school life, pointed out that, knowing the children's abilities in the games proposed, new pedagogical perspectives were unveiled, that is, the need to extend the frequency of play and its duration; to propose situations of “make-believe” play and symbolic play, and also to analyze carefully the play to, based on this, propose better planned pedagogical interventions. It was suggested that ChIPPA is an important tool for teachers in the service of learning and child development
Esta pesquisa teve como objetivo investigar se (e como) os dados oferecidos pelo ChIPPA, sobre a brincadeira de faz de conta da criança, são percebidos como pedagogicamente relevantes para a Educação Infantil. Para tanto, participaram do estudo doze crianças que frequentavam este nível de ensino, quatro professoras que nele atuavam e uma alfabetizadora do 1º ano do Ensino Fundamental de uma escola particular, situada na zona sul da cidade de São Paulo (SP), Brasil. A revisão de literatura mostrou que a brincadeira é um conceito de difícil definição, visto ainda no cotidiano escolar como um fenômeno natural. Foi também demonstrado que, ao contrário, ela possui caráter social, razão pela qual deve ser entendida como um direito infantil e, deste modo, implementada intencionalmente também nas escolas. A perspectiva teórica adotada foi a Psicologia Sócio-histórica, em especial os conceitos vigotskianos que tratam das relações da aprendizagem com o desenvolvimento, da linguagem com o pensamento, de sentidos e significados, de mediação e zona de desenvolvimento proximal e o papel da brincadeira no desenvolvimento infantil. O método consistiu na aplicação do Instrumento de Avaliação do Faz de Conta Iniciado pela Criança (ChiPPA) junto às crianças participantes e no emprego de dois questionários, dirigidos às professoras: um voltado às suas ideias iniciais sobre o brincar e a presença dele no cotidiano da Educação Infantil e, outro, após ter disponibilizado as informações sobre as formas de brincar de cada criança, para verificar se estes dados poderiam orientar o planejamento docente e aprimorar as práticas educativas. Os resultados mostram que o ChIPPA pode orientar a elaboração de objetivos pedagógicos, por indicarem os diferentes níveis de habilidades das crianças no brincar de faz de conta. Adicionalmente, os discursos docentes que defendiam inicialmente o brincar, mas sem o implementar na quantidade e qualidade esperada no cotidiano escolar, apontaram que, conhecidas as habilidades das crianças nas brincadeiras propostas, novas perspectivas pedagógicas foram descortinadas, ou seja, a necessidade de ampliar a frequência das brincadeiras e seu tempo de duração; de propor situações de faz de conta em torno do brincar convencional e do brincar simbólico e, também, de analisar criteriosamente a brincadeira para, com base nisso, propor intervenções pedagógicas mais bem planejadas. Sugeriu-se, portanto, que o ChIPPA constitui uma importante ferramenta para as professoras, a serviço da aprendizagem e do desenvolvimento infantil
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Deniger, Marcy M. (Marcy Marble). "An Ethnographic Study of the Use of Puppetry with a Children's Group." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc331542/.
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This study utilized an ethnographic methodology to examine and describe the various aspects and processes occurring in a children's group as the members created their own puppets and accompanying puppet plays. Individual and interactive behavior patterns were isolated and analyzed as a means of gaining an in depth understanding of the puppetry process. The puppetry process, in turn, was viewed in terms of information it provided regarding the individual members and the group process. The facilitative and non-facilitative aspects of the procedure were delineated. The adult leader met with a group of six boys, in grades four and five, for 12 one-hour sessions in which they made puppets and then created puppet plays around issues that they had articulated as problems. The group sessions were videotaped and transcribed. The transcriptions were coded in an effort to extensively analyze the puppetry process and the group process, and the ways in which the two processes interacted. An independent observer/rater was utilized in order to provide some validity for the researcher's reported results. The puppet-making task appeared to offer an opportunity for individuals to begin to come together in a common, but individual task. Characteristic styles and individual personality dynamics were evidenced. General response to the task was enthusiastic, with varying degrees of satisfaction expressed regarding their finished products. The play-creating and performing process met with less success than the puppet-making. While the group members appeared to be generally amenable to contributing ideas for the puppet plays, the process met with far more resistance in the cooperative task of putting their ideas into a finished product. The group discussion and interaction that occurred around these tasks provided a vehicle by which to view levels of interpersonal skills and the group's overall stage of development. The puppets the children created appeared to act as metaphors in expressing the group members' views of themselves and in enabling the symbolic representation of some of their central concerns. The plays they created paralleled the process that actually took place in the group. The subject matter and content of the puppets and plays provided information and evidence as to how each member approached and solved problems. The discrepancies in the ways in which the researcher and the independent observer/rater viewed the positive and negative social/emotional interactions of the group members, coupled with the small number of subjects included in this study preclude generalizing to other groups of children at this time. Further studies, with additional groups of children, utilizing parametric statistics are called for before any such generalizations can be made.
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Jervis, Teresa Ann. "Picking up the pieces : a group therapy plan for adult survivors of childhood incest." Thesis, Kansas State University, 1986. http://hdl.handle.net/2097/9922.
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Gruel, Nancy L. "Effects of open-plan housing on perceived household crowding among families with children." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-06062008-170237/.
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Gérard, Fabien. "La certitude et de doute: recherche du mystère et quête identitaire dans le cinéma de Bernardo Bertolucci." Doctoral thesis, Universite Libre de Bruxelles, 2002. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/211352.
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Peeler, Scott Edward. "The dynamics of proximity : Hitchcock's cinema of claustrophobia." Scholarly Commons, 1988. https://scholarlycommons.pacific.edu/uop_etds/2151.
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The implication of space in film is worth exploring in detail particularly with regard to the films of Alfred Hitchcock, since he is, perhaps more than any other filmmaker, concerned with the dynamics of proximity. Possibly because of his experience as a set designer on Graham Cutt’s silent films Woman to Woman (1922), The White Shadow (1923), The Passionate Adventure (1924), The Blackguard, and The Prude’s Fall (both 1925), Hitchcock very early in his career was faced with the task of expressing himself - without words - through setting, set shape, and room size. In Francois Truffaut's book, Hitchcock, the Master relates an important (since he remembers his) childhood episode in which his father arranged for the chief of police to lock him in a jail cell for five or ten minutes, admonishing that, “This is what we do to naughty boys.” Consequently, we see in Hitchcock’s films (which were all visually designed by him in the storyboard process) a persuasive aura of claustrophobia which involves a certain amount of connotes guilt and fear. As I intend to explain, this claustrophobia has far-reaching implications in five hermeneutic contexts, proving to be an important key to his moral-aesthetic universe.
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Melzer, Dawn K. "Sandwich or soap? : object substitution during pretend play by very young children." 2003. https://scholarworks.umass.edu/theses/2406.
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Tannock, Michelle Thérèse. "Young children's rough and tumble play: an exploratory study." Thesis, 2005. http://hdl.handle.net/1828/1975.
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This study explores, through observations and interviews. the rough and tumble play of young children in early childhood settings. The purpose of this study was to gain an understanding of how early childhood educators, parents, and young children interpret rough and tumble play. The study also identified the extent to which rough and tumble play is included or not included within early childhood settings.
Participants in this study included 11 educators, 16 parents, and 16 children from four settings. Observations of the play of children and the responses of the educators to rough and tumble play were made at two settings. During 30:25 hours of observation, 110 incidents of rough and tumble play were recorded.
Twenty-seven distinct rough and tumble play behaviours were exhibited during the observation period. Behaviours included components that had been identified as rough and tumble play in previous research and also additional behaviours that were not previously identified as elements of rough and tumble play.
Results of the interviews of adults indicate that there is perceived value in rough and tumble play: the play needs to be supervised; the play is more acceptable at home rather than at daycare: adults are unaware of formal policies or guidelines for the play: and adults reject the notion that the play may be linked to aggressive behaviour. Results of the interviews with children indicate that adults place restrictions on the play; it is important that no one is hurt; there are gender differences: and while all the children were observed engaged in the play, 60% of the children stated that they do not engage in rough and tumble play at daycare.
The results of this study will have implications for the understanding of child development. It may be that rough and tumble play evolves as children age; that children move into more, or less, complex play behaviours as they mature. This study might also have implications for early childhood education. The parents and educators conceded a lack of knowledge about rough and tumble play. This finding highlights the need for the development of teacher and parent education resources.
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KONOPLEVA, Tatyana. "Metody výuky klavírní hry, jejich přednosti a zápory." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-317337.
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The thesis deals with the beginnings of learning to play the piano and its methodological specifics. It describes a method in the form of games as an effective way of teaching preschoolers and younger school children, as well as shaping their gaming system and influence the psychological aspect, which is important for ensuring that the actual teaching and follow more advanced stages, without gambling corrections or repairs.
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Mkhoma, Themba. "Songs and storytelling – a therapeutic theatre-making process as a tool to heal the wounds of the past." Thesis, 2017. https://hdl.handle.net/10539/24468.
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A research report submitted to the Faculty of Humanities University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the degree of Master of Arts (Drama Therapy), 2017The main intention of this paper is to share my experiences and discoveries explored through a theatre-making qualitative research process. In this manner, I created and directed my own autobiographical play as a means of revisiting and working through specific traumatic events in my past. The aim is to share how this helped heal the wounds of the past. In this paper, I have included my personal encounters, my observations and my reflections how Therapeutic Theatre and theatre-making methodologies were used in creating, in rehearsing and in the performance of the play to facilitate the healing of my traumatic past. The play, entitled Home Is Where Pap En Vleis Is, deals with a specific event believed to be the source of the trauma I have been dealing with. I used the play as a vehicle to journey into a dark forest to face my demons. As in Psychodrama, or in Robert Landy’s Role Method, the actor who played me took an auxiliary role while I, as the director, took the role of the helper. Together, we journeyed into the dark forest of my psyche to meet the ghosts needing to be laid to rest. Apart from seeking healing, as a training Drama Therapist, I also wanted to learn about the transformative potential of Therapeutic Theatre. As in the mythological Gilgamesh’s quest (Booker 2004:72) or as in the hero’s journey (Campbell 1968: 227), I wanted to come back with the boon. I needed to collect the “valuable prize”, by contributing to the development of Therapeutic Theatre in the South African context. Sharing the play with the audience was also a way of journeying with the larger community.
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Bowen, Zazie Jay. "Children and play in Mayurbhanj District, Odisha." Phd thesis, 2012. http://hdl.handle.net/1885/150418.
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This thesis is an ethnographic and conceptual examination of peer play among school-aged children in rural North Odisha, India in 2008. In contrast to theorizations of play as socialization and transformation, this thesis develops a view of play as 'interaction', or dynamic exchange, with implications for cross-cultural ethnographies of play.
Despite the unbiquity of play scholarship, play remains an ambiguous concept. Anthropologists are particularly interested in play as either a modality of socialization, i.e, as children's enculturalizaton into adult social and economic roles for their own future adult roles (thus perpetuating existing social structural/cultural paradigms); or as transformative performances that either actualize social change, or present a plethora of possibilities for cultural transformation and foster flexibility of cultural adaptive potential. However, the present ethnography provides evidence for a synthesis: play as a mode of interaction/dyamic change with context. The ethnography suggests that the socialization model represents children as too passive and the transformation model inadequately accounts for external processses and structures that shape children at play. The synthesis suggests that children at play are involved in dynamic exchanges with context: they imbibe their contexts through sensory-motor exchanges; they are constrained by their environment and micro and macro forces which shape them and their play performances; they make autonomous sense (and nonsense) of their lived experiences and circumstances; and they do in fact shape and transform context. This model of play as interaction is supported by insights from a combination of Sutton Smith's theory of play as performance and from enactivism (a cognitive development theory).
In the Santal and Ho dominated block of my research in Mayurbhanj district, play is central to children's peer sociality and interactions with local landscapes. This thesis examines the relations between children's play acts and the contexts in which they are performed. In particular it draws connections between young people's enactments of play and rural Odishan senses of spatiality, village sociality, sacred/festival performances, gendered identities, conceptual paradigms, schooling and children's work.
The thesis also focuses on interactions between local contexts and state policy and administration. In tribally dominated areas such as Mayurbhanj, recently invirgorated state and international projects of rural development emphasise schooling as never before, increasingly impinging on children's lives. Mayurbhanj children have also long been important participants in the socio-economies of their home villages, where agri-forestry is both the predominant economic livelihood and encompasses a sacred complex of beliefs and practices and village social relations. This thesis treats Mayurbhanj children's autonomous peer play as a special mode of social and socio-spatial interaction and individiual - collective sense making, taking account of interactions between changes and continuities in conditions of their lives. This study has critical and practical implications for the current macro-economic project of schooling. In rural schools, the schooling project emphasizes the transmission of bodies of knowledge/texts, particularly through rote learning and under-emphasizes student-centred sense-making processes and the playfulness that exists and is quite characteristic of children's autonomous enthusiastic sense-making and innovation in rural settings outside of schools. The notion of play as interaction thus has critical and practical applications: for cross-cultural play ethnographies; for understanding children's play as both experience and social cognition; and for rural school learning strategies.
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Hough, Angela Mary. "An exploration of the intrapsychic themes in the play of children affected by HIV/AIDS using the Sceno test." Thesis, 2001. http://hdl.handle.net/10413/3111.
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This study is an exploratory investigation aimed at understanding the intrapsychic themes of children affected by HIV/AIDS, using the medium of the Sceno test. The Sceno test is a play assessment technique. The aim of this research was to ascertain if the Sceno test would be a useful procedure to increase our understanding of children's intrapsychic experience of illness, impending death, and/or the death of their parents. Four children, between the ages of 7 - 11, who are affected by HIV/AIDS and are living in a children's home, were assessed three times. Two children not affected by HIV/AIDS
but who had lost their parents were also included in the study. The assessment sessions were videotaped and then the action and dialogue transcribed. A hermeneutic phenomenological methodology was used within a narrative framework to interpret the 'text' of the children's play. Several important themes arose in analysis. Children were concerned with routines,
particularly within the family. This is believed to be demonstration of a need for security and structure. The role of the Mother as caring and nurturing occurred often in the childrens' play. This demonstrates attachment or wish for attachment to this figure. Other important themes were those of organising the environment and having control over the context of the play, and the theme of the doctor and illness. The Sceno was found to be a valuable means of eliciting the intrapsychic themes of these children. Limitations and implications of the study are considered.Thesis (M.A.)-University of Natal, Pietermaritzburg, 2001.
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??, Beckett Cynthia June School of Sociology UNSW. "Playing in the in-between: implications for early childhood education of new views on social relations." 2007. http://handle.unsw.edu.au/1959.4/40704.
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Social relations are commonly seen as exchanges between entities, a view implicitly indebted to Hegel?s account of the development of independent subjectivity. It is an analysis that explains many social interactions but that cannot explain key moments in social life. These moments occur in the non-Euclidean space and time of the in-between. This concept will be elucidated in this thesis through analysis of fieldwork examples and in relation to the work of Martin Buber and Donald Winnicott. The in-between arises when adults and children play together in the way described by Winnicott as playing in the third zone. A phenomenological, interpretive analysis of forms of relations between parents and their two year old children revealed playing in the in-between during everyday family life. While the fieldwork focuses on families at home, the arguments are not restricted to this arena. It has implications for those working with young children, challenging the current emphasis on a task-oriented focus on teaching and learning. A focus on social exchange creates early childhood programs that lack opportunities for being in the present moment in an unforced, un-knowing way. Such programs achieve set goals but may lack moments of infinite mutuality and tenderness such as those observed in the research. Relations cannot form when there is a continual focus on what is understood and known, on past accomplishments and future objectives. The in-between has three aspects; being fully present, un-knowing and mutuality through love. This analysis provides new views that will encourage opportunities for children and staff to be with one another in simple but profound moments of the in-between.
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Wren, Bridget Paula. "Gestalt play therapy with children receiving remedial intervention." Diss., 2006. http://hdl.handle.net/10500/1090.
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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)
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Claxton, Amy. "Playing together and staying together : an analysis of leisure activities and marital quality across the transition to parenthood." 2006. https://scholarworks.umass.edu/theses/2441.
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Concepcion, Rebecca Yahnke. "The role exercise may play in how survivors of domestic violence feel and view themselves." Thesis, 2004. http://www.oregonpdf.org.
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Thesis (M.S.)--Oregon State University, 2004.Includes bibliographical references (leaves 52-53). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.
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Creighton, Alison L. "Play songs and lullabies : features of emotional communication and developing mother-infant attachment." Thesis, 2014. http://handle.uws.edu.au:8081/1959.7/565628.
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The aim of this thesis was to increase understanding of how singing play songs and lullabies facilitate emotional communication and contribute to mother-infant attachment. The study employed a mixed methods design to examine subjective, behavioural and musical facets of live singing interaction between mothers and their 5-9 month old infants. Twenty-three typical mothers participated in the study, twelve in a singing condition and eleven in a non-singing control condition. Mothers in the singing condition were videoed singing songs with their infant in a dedicated recording room and then interviewed about their experience of singing interactions. Mothers in the non-singing condition were videoed interacting without singing that is, speaking to their infant and playing with toys. These mothers were also interviewed about their experience of non-singing play interactions. Three analyses were conducted. Firstly, individual and group themes were derived from the interview transcripts and compared to Condon and Corkindale's (1998) four maternal constructs of attachment, including: (1) pleasure in proximity, (2) tolerance/acceptance, (3) need gratification and protection, and (4) knowledge acquisition. The group themes for the experience of singing were also compared to group themes of the experience of non-singing play interactions. Secondly, video footage of mother-infant interaction was used to rate the quality on interaction according to Emotional Availability Scales (Biringen, 2008b). Also, the scales ratings for singing interactions were compared to the ratings for non-singing play interaction. Lastly, excerpts of singing interaction from a subset of singing mothers were transcribed from the video footage and the music analysed to explore how mothers facilitate optimal and less-optimal song-based emotional communication. Interview findings revealed that the mothers' experience of singing and non-singing interaction facilitated various positive emotional and mental states related to three of the four maternal constructs of attachment. However, singing and non-singing groups’ experience was related to different sets of constructs. The experience of singing was related to pleasure in proximity, need-gratification and tolerance/acceptance whereas the experience of non-singing interaction was related to pleasure in proximity, need-gratification and knowledge acquisition. This indicates that the experience of singing and non-singing interactions provided unique contributions to mother-infant attachment. On the Emotional Availability Scales, both singing and non-interactions were rated similarly, except for the scale of Non-Intrusiveness where mothers in the singing group were rated slightly lower than the non-singing group. These findings illustrate that the simple act of singing does not automatically equate to optimal interaction. The third analysis of the musical features revealed that underlying the singing interactions were particular musical principles that facilitate optimal and less-optimal dimensions of emotional availability. These principles were both inherent to the musical composition and behaviourally implemented by the mother. Importantly, it was the mothers' responsive manipulation of musical elements that primarily facilitated emotional availability. In other words, it was the way in which mothers sang in response to the context that facilitated optimal or less-optimal singing interaction. This study contributes to knowledge by conceptualising and explicating the inner processes involved with facilitating emotional communication and how this impacts on maternal attachment constructs. The findings enhance understanding and further support and clarify the use of singing as a potential therapeutic tool for attachment intervention in the first year of life.
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Roux, Ronel. "Gestalt play therapy with the high school learner with Spina Bifida." Diss., 2005. http://hdl.handle.net/10500/2512.
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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)