THE HANDLING OF AGGRESSION IN THERAPY FROM A GESTALT PERSPECTIVE by NICOLA ...

127 Pages·2008·0.34 MB·English

THE HANDLING OF AGGRESSION IN THERAPY FROM A GESTALT
PERSPECTIVE
by
NICOLA RICHARDSON
submitted in part fulfillment of the requirements
for the degree of
MASTER OF DIACONIOLOGY
(DIRECTION: PLAY THERAPY)
At the
UNIVERSITY OF SOUTH AFRICA
SUPERVISOR: MRS. C. VAN WYK
NOVEMBER 2007
STATEMENT
Student number: 3591-458-0 (1)
I declare that “THE HANDLING OF AGGRESSION IN THERAPY FROM A
GESTALT PERSPECTIVE”, is my own work and that all the sources that I have
used or quoted have been indicated and acknowledged by means of complete
references.
____________________________ ___________________________
NICOLA RICHARDSON DATE
DEDICATION
I dedicate this study to my parents for their endless support and
encouragement. Their constant guidance and love have been an
inspiration to me to achieve my goals and dreams.
ACKNOWLEDGMENTS
Herewith I would like to acknowledge and thank the following people:
Nick for standing by me through this process and for your unwavering
love and support.
My family for their constant support and encouragement. Thank you
for believing in me and supporting my dreams.
My supervisor, Mrs. Carlien van Wyk, for her excellent guidance and
the many hours devoted to this project.
Dr. Munita Dunn for her assistance with my research. Thank you for
your extra effort and friendly support.
The respondents who took time to participate in this research. Your
involvement and assistance is what made this study possible.
SUMMARY
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.
KEY WORDS
Aggression
Gestalt Perspective
Middle childhood
Play therapy
Handle
Qualitative
Therapeutic Relationship
Boundaries
Alternatives
Parental involvement
INDEX
CHAPTER ONE: INTRODUCTION TO THE RESEARCH
1.1. Introduction 1
1.2. Rationale for study and problem formulation 2
1.3. Research approach 7
1.4. Research procedure and work method 9
1.5. Ethical aspects 14
1.6. Definitions and main concepts 16
1.7. Outline of research report 18
1.8. Summary 19
CHAPTER TWO: CONCEPTUAL FRAMEWORK: AGGRESSION
AND GESTALT PLAY THERAPY
2.1. Introduction 20
2.2. Aggression 20
2.2.1. Defining Aggression 21
2.2.2. Subtypes of Aggression 22
2.3. Aggressive behavior in children 24
2.3.1. The development of aggression in children 25
2.3.2. Risk and protective factors in the development of aggression
in children 28
2.3.3. Adaptive and maladaptive aggression 29
2.4. Aggression in therapy 31
2.4.1. Rationale for using Gestalt play therapy with aggressive
behavior in children 31
2.4.2. Aggressive behavior in the playroom 32
2.4.3. Limit setting with aggressive behavior in therapy 33
2.4.4. Stages of Play therapy with children displaying aggressive
behavior 35
2.5. Gestalt Play Therapy 36
2.6. Theoretical concepts of Gestalt Play Therapy 37
2.6.1. Field Theory 38
2.6.2. Holism 38
2.6.3. Homeostasis/Organismic Self-regulation 39
2.6.4. Awareness 39
2.6.5. The here and now 40
2.6.6. Contact 40
2.6.7. Contact boundary disturbances 41
2.6.7.1. Deflection 42
2.6.7.2. Desensitisation 42
2.6.7.3. Introjection 43
2.6.7.4. Projection 43
2.6.7.5. Retroflection 44
2.6.7.6. Confluence 45
2.6.8. Polarities 45
2.6.9. Responsibility 46
2.6.10. Resistance 46
2.7. Objectives of Gestalt Play Therapy 47
2.8. The Therapeutic relationship 49
2.9. Summary 50
CHAPTER THREE: RESEARCH FINDINGS AND LITERATURE
CONTROL
3.1. Introduction 52
3.2. Aim and Objectives of research 52
3.3. Research process 53
3.3.1. Research and work procedure 53
3.3.2. Description of universe, sample and sampling technique 54
3.3.3. Method of data collection 54
3.3.4. Interviewing schedule 55
3.3.5. Method of data analysis 56
3.4. Empirical data 56
3.4.1. Main theme One: Setting boundaries/limits in the playroom 57
3.4.1.1. Sub theme One: Boundaries/limits promote a therapeutic
relationship and security within the playroom 61
3.4.1.2. Sub theme Two: Boundaries/limits should be flexible according
to the child’s needs 62
3.4.2. Main theme Two: Promote the child’s emotional awareness 63
3.4.2.1. Sub theme One: Encourage the exploration of emotions
through verbal communication with the child 65
3.4.3. Main theme Three: Establish a good therapeutic relationship
with the child 67
3.4.3.1. Sub theme One: The therapeutic relationship should provide
security, acceptance and empowerment 70
3.4.4. Main theme Four: Staying with the child’s process during therapy 71
3.4.4.1. Sub theme One: Allow the child to direct the flow of the therapy 74
3.4.4.2. Sub theme Two: The therapist must remain flexible within the
therapeutic process 75
3.4.5. Main theme Five: Encourage the child to take responsibility
for their emotions and behavior 76
3.4.5.1. Sub theme One: Responsibility enhances self-control and
empowers the child 78
3.4.6. Main theme Six: Exploring appropriate alternatives with the child 80
3.4.6.1. Sub theme One: The therapist should guide the child into
finding his or her own alternatives 84
3.4.7. Main theme Seven: Involve the parents as part of the child’s
therapy 85
3.4.7.1. Sub theme One: Ways to get the parents involved in the child’s
therapy 91
3.5. Summary 92
CHAPTER FOUR: CONCLUSIONS, SUMMARY AND
RECOMMENDATIONS
4.1. Introduction 93
4.2. Research question 93
4.3. Evaluation of meeting the aim and objectives 94
4.3.1. Aim 94
4.3.2. Objectives 94
4.4. Summary of the chapters of this report 97
4.4.1. Chapter 1: Introduction to research 97
4.4.2. Chapter 2: Conceptual framework 97
4.4.3. Chapter 3: Research findings and literature control 98
4.5. Conclusions 98
4.6. Guidelines for therapists 102
4.7. Limitations of the study 105
4.8. Recommendations for further research 106
4.9. Summary 106
REFERENCE LIST
Appendix 1: Respondent letter
Appendix 2: Consent form