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Regaining homeostasis : a Gestalt therapeutic process model for teachers suffering from career related stress

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dc.contributor.advisor Bloem, C.H.M. (Dr.)
dc.contributor.author Horn, Annamarie
dc.date.accessioned 2009-10-28T11:53:54Z
dc.date.available 2009-10-28T11:53:54Z
dc.date.issued 2009-03
dc.identifier.uri http://hdl.handle.net/10500/2747
dc.description D.Diac. (Play Therapy) en
dc.description.abstract Teachers in South Africa experience strain and tension, unique to their specific work description, which is evident in the career-related stress symptoms experienced by the individual teachers, the high rate of absenteeism amongst teachers, as well as the high attrition rate. Although factors causing teacher-stress, and the consequences thereof, have been extensively researched, a limited number of empirical evaluations of the effectiveness and accessibility of stress-management programmes have been conducted. Due to the holistic nature of Gestalt therapy, its emphasis on the here-and-now and the Gestalt principles of awareness, dialogue and process, a Gestalt therapeutic process model was developed to empower teachers to regain homeostasis. The aim and objectives of the research were the design, development, presentation and evaluation of a Gestalt therapeutic process model for teachers suffering from career-related stress, in their quest to regain homeostasis. The model was developed to be implemented within the school environment by a trained member of the school management team. The process of intervention research was used for the research study. A functional Gestalt therapeutic programme, based on the theoretical Gestalt therapeutic model, was developed and presented to ten teachers, selected through purposive sampling, and again to five different teachers, selected through theoretical sampling. The teachers identified were representative regarding age, gender, race and years in education. Triangulation was used and qualitative and quantitative data were collected simultaneously. The hypothesis stated for the research was that if teachers, suffering from career-related stress, were exposed to a Gestalt therapeutic model, they would regain homeostasis. Both the qualitative and quantitative data supported the hypothesis. The effect of the variables on each other was compared to confirm the reliability, applicability and neutrality of the research data. At the end of the three month research period the teachers who were exposed to the said model experienced less stress-related symptoms, as well as growth towards maturity and self-support, which would ultimately result in the regaining of homeostasis. A further objective of the research was to determine the feasibility of a trained school management team member implementing the Gestalt therapeutic process model at school. The qualitative data collected, indicated the feasibility thereof on condition that the school management team member did receive the necessary Gestalt therapeutic training. en
dc.format.extent 1 online resource (xxix, 522 leaves)
dc.language.iso en en
dc.subject Gestalt therapy en
dc.subject Career-related teacher-stress en
dc.subject Organismic self-regulation en
dc.subject Homeostasis en
dc.subject Intervention research en
dc.subject.ddc 616.89143
dc.subject.lcsh Gestalt therapy
dc.subject.lcsh Teachers -- Job stress -- South Africa
dc.subject.lcsh Homeostasis
dc.subject.lcsh Behavior modification
dc.title Regaining homeostasis : a Gestalt therapeutic process model for teachers suffering from career related stress en
dc.type Thesis en
dc.description.department Social Work


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