Teachers' perceptions and expectations of play therapy in a pre-primary school

[摘要] ENGLISH ABSTRACT: The purpose of this study is to explore teachers' perceptions and expectations ofnon-directive play therapy. Teachers such as those in this study, who are the referralagents for play therapy, can have an especially powerful effect on children's lives.Since their perceptions and expectations influence their decisions to refer childrenwho need emotional support, it is therefore essential that psychologists know andunderstand their perceptions and expectations. As psychologists we need to form asupportive and co-operative relationship with teachers so they understand our roleas therapists working with children. We need to understand and respect their roleand to value our partnership with them. This partnership is essential for successfulrelationships with children and their families.This study includes an analysis of the literature relating to social constructivism, thetheory that informs the fieldwork, the value of children's play, the theory of nondirectiveplay therapy and common perceptions and expectations of (non-directiveplay) therapy. The study is located within an interpretive paradigm. More specificallya basic interpretive study was used as a bridge to link the research questions andthe implementation of the research. The data were collected making use ofqualitative methodology and congruent methods of data collection and data analysis.A discussion of the identified categories and a summary of the findings is presentedin Chapter Four. Findings which emerged from the analysed data underline theimportance teachers ascribe to a close working relationship with psychologists.Teachers are often excluded from the process of play therapy, but need to feelvalued and included as they play a role in the process. The findings also show thatteachers feel there should be more training and information provided to parents andteachers to avoid false perceptions being created which lead to negativeexpectations. Teachers perceive the value in the process of non-directive playtherapy and expect that this process would be very beneficial for children. However,they feel that it is a last resort. They also expressed the need for assistance inmaking the referral for therapy. The final chapter presents the conclusions of thestudy, the limitations of the study, further research possibilities and personalreflections on the study.This research could provide psychologists working in a school setting with valuableinsights into the perceptions and expectations of teachers. It could also guidepsychologists working with the school system who wish to form a co-operativeworking partnership with teachers aimed at providing better support to the childrenand families with which they work.

[发布机构] Stellenbosch University