The process of relational play therapy between a trainee therapist and a maltreated child : a case study
- Authors: Watkiss, Sheralyn Ann
- Date: 2014
- Subjects: Play therapy , Therapist and patient , Abused children
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9970 , http://hdl.handle.net/10948/d1020977
- Description: Research in the field of attachment theory and object relations theory has indicated that early attachments between a child and his or her primary caregiver have significant implications for the development of that child. Early relationships begin to shape the child’s sense of self and other and healthy relationships lead to secure attachments. However, children who encounter early maltreatment or a disruption in caregivers are particularly vulnerable to developing insecure attachments and a disrupted sense of self and other, which has consequences for their subsequent psychological development. In the South African context, increasing numbers of children are being orphaned or placed in formal foster care with many children at risk for insecure attachments. This has implications for therapeutic work with an increased need to promote secure attachment relationships and a stable sense of self and other. The current case study aimed to describe the relational experience of play therapy that took place between a maltreated five year old female child and a female trainee therapist with this purpose in mind. The therapeutic process was embedded within a relational therapy framework which included object relations and attachment theory. The researcher made use of a qualitative descriptive dialogic research approach to conduct the research. The data were analysed using content analysis, where the play therapy sessions were analysed according to concepts relating to Fairbairn’s (1963) object relations theory as well as Winnicott’s (1965) object relations theory. Prominent themes that emerged included the role of the holding environment, splitting of good and bad objects and the presence of a false self versus a true self. In addition, the conflicting presence of two repressed ego structures, namely the libidinal and antilibidinal ego structure were noted throughout the therapeutic process.
- Full Text:
- Date Issued: 2014
- Authors: Watkiss, Sheralyn Ann
- Date: 2014
- Subjects: Play therapy , Therapist and patient , Abused children
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9970 , http://hdl.handle.net/10948/d1020977
- Description: Research in the field of attachment theory and object relations theory has indicated that early attachments between a child and his or her primary caregiver have significant implications for the development of that child. Early relationships begin to shape the child’s sense of self and other and healthy relationships lead to secure attachments. However, children who encounter early maltreatment or a disruption in caregivers are particularly vulnerable to developing insecure attachments and a disrupted sense of self and other, which has consequences for their subsequent psychological development. In the South African context, increasing numbers of children are being orphaned or placed in formal foster care with many children at risk for insecure attachments. This has implications for therapeutic work with an increased need to promote secure attachment relationships and a stable sense of self and other. The current case study aimed to describe the relational experience of play therapy that took place between a maltreated five year old female child and a female trainee therapist with this purpose in mind. The therapeutic process was embedded within a relational therapy framework which included object relations and attachment theory. The researcher made use of a qualitative descriptive dialogic research approach to conduct the research. The data were analysed using content analysis, where the play therapy sessions were analysed according to concepts relating to Fairbairn’s (1963) object relations theory as well as Winnicott’s (1965) object relations theory. Prominent themes that emerged included the role of the holding environment, splitting of good and bad objects and the presence of a false self versus a true self. In addition, the conflicting presence of two repressed ego structures, namely the libidinal and antilibidinal ego structure were noted throughout the therapeutic process.
- Full Text:
- Date Issued: 2014
An evaluation of the factors affecting student success at a South African higher education institution : implications for management
- Authors: Watkiss, Sheralyn Ann
- Date: 2011
- Subjects: Education, Higher -- South Africa , College dropout -- Prevention , Management -- Education (Higher) -- South Africa
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:8817 , http://hdl.handle.net/10948/d1018826
- Description: The context of this study centres on Higher Education in South Africa, the role that this sector plays in terms of economic development and the implications that face Institutional management in retaining students in the Higher Education system. Central to this study is the notion that student development theory can be used as a basis towards understanding the customers of Higher Education, how to better serve the customers needs and finally, retain students in the system through more effective management practices. The education sector is growing at an increasingly rapid rate as a result of strategic goals of countries and organisations such as the United Nations promoting the notion of education for all people (Altbach, Reisberg & Rumbley, 2009). The aim of the strategic goals adopted by developing countries in particular is to enhance the human capital or skills and knowledge of its people since education is a known contributor towards economic, social and political development. Higher Education in particular is known to contribute towards the human capital and economic development of a country. The Higher Education sector in South Africa for instance contributes approximately 1.5 percent to the country‟s gross domestic product (GDP), significantly higher than other industry sectors (apart from gold and agriculture) in the country (van Heerden, Bohlmann, Giesecke, Makochekanwa, & Roos, 2007). Figure 1.1 provides a context of the relevant importance of the higher education sector towards economic growth.
- Full Text:
- Date Issued: 2011
- Authors: Watkiss, Sheralyn Ann
- Date: 2011
- Subjects: Education, Higher -- South Africa , College dropout -- Prevention , Management -- Education (Higher) -- South Africa
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: vital:8817 , http://hdl.handle.net/10948/d1018826
- Description: The context of this study centres on Higher Education in South Africa, the role that this sector plays in terms of economic development and the implications that face Institutional management in retaining students in the Higher Education system. Central to this study is the notion that student development theory can be used as a basis towards understanding the customers of Higher Education, how to better serve the customers needs and finally, retain students in the system through more effective management practices. The education sector is growing at an increasingly rapid rate as a result of strategic goals of countries and organisations such as the United Nations promoting the notion of education for all people (Altbach, Reisberg & Rumbley, 2009). The aim of the strategic goals adopted by developing countries in particular is to enhance the human capital or skills and knowledge of its people since education is a known contributor towards economic, social and political development. Higher Education in particular is known to contribute towards the human capital and economic development of a country. The Higher Education sector in South Africa for instance contributes approximately 1.5 percent to the country‟s gross domestic product (GDP), significantly higher than other industry sectors (apart from gold and agriculture) in the country (van Heerden, Bohlmann, Giesecke, Makochekanwa, & Roos, 2007). Figure 1.1 provides a context of the relevant importance of the higher education sector towards economic growth.
- Full Text:
- Date Issued: 2011
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