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dc.contributor.authorLouw, Christina Johannaen_US
dc.date.accessioned2012-08-27T15:45:52Z
dc.date.available2012-08-27T15:45:52Z
dc.date.issued2011en_US
dc.identifier.urihttp://hdl.handle.net/10394/7056
dc.descriptionThesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2012.
dc.description.abstractThis study focuses on the use of a bridging technique to overcome contact–making barriers in adolescents. Contact is regarded as an integral part of all human experiences, but barriers (also called contact boundary disturbances) often hinder effective contact–making with the environment. To overcome contact boundary disturbances, several model bridges were constructed prior to the study and these were used as a metaphor during the intervention phase with adolescents. The goal of the research was to determine whether a technique called “bridging” could overcome contact boundary disturbances in adolescents in therapy. The research was conducted from an existential–phenomenological Gestalt approach. Combined quantitative and qualitative approaches were followed and a single system experimental design, A–B–A–A, was applied. A total of 14 adolescent participants between the ages of 11 and 14 were purposefully selected from three different schools in the Gauteng Province, South Africa, as well as their parents and teachers. Quantitative data were collected from the pre–intervention assessment, the post–intervention assessment and a follow–up assessment where questionnaires were completed by the researcher for each of the adolescent participants. The follow–up assessment was done four weeks after the postassessment in order to determine the consistency of the intervention. These questionnaires were analysed according to the semantic differential scale, and raw scores were plotted on line and bar graphs in order to assess the contact skills and contact boundary disturbances in the participating adolescents. Qualitative data were collected through semi–structured interviews with parents and teachers and through therapeutic interventions with adolescents. The data were analysed using the Creswell spiral and the a priori and inductive coding approaches. Three main themes were identified which were contact boundary disturbances, personal emotional factors and behavioural factors. Quantitative and qualitative data results and findings were discussed in context, to the relevant literature. The findings of the data indicated that the bridging technique can be useful in working with adolescents in therapy to overcome contact–making barriers.en_US
dc.publisherNorth-West University
dc.subjectContacten_US
dc.subjectContact-making barriersen_US
dc.subjectAdolescenceen_US
dc.subjectBridging techniqueen_US
dc.subjectOrganismic self-regulationen_US
dc.subjectCreative adjustmenten_US
dc.subjectTherapeutic interventionen_US
dc.subjectKontaken_US
dc.subjectKontakgrensversteuringsen_US
dc.subjectAdolessensieen_US
dc.subjectOorbruggingstegniek adolessensieen_US
dc.subjectOrganismiese self-reguleringen_US
dc.subjectKreatiewe aanpassingen_US
dc.subjectTerapeutiese intervensieen_US
dc.titleUtilising the bridging technique during therapy to overcome contact–making barriers in adolescentsen
dc.typeThesisen_US
dc.description.thesistypeMastersen_US


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    This collection contains the original digitized versions of research conducted at the North-West University (Potchefstroom Campus)

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