Wanneer 'n individu affektief en kognitief in 'n krisis inbeweeg, verberg die presipiterende gebeure dikwels die werklike presipiteerder. Die individu bevind horn gewoonlik in 'n situasie waarin hy dit moeilik of onmoontlik vind om selfstandig te reageer. Ingryping in die situasie word dan nodig om die voortbestaan van die individu te verseker.
Van die twee groepe, naamlik predisponerende - en presipiterende faktore in opvoeding, is dit gewoonlik een of meer van laasgenoemde wat die presipiteerder vorm. Hieronder resorteer persoonlike - en antler verliese, deur onder andere dood en egskeiding, verlies aan sekuriteit en status, fisiese-, emosionele- en seksuele molestering, asook depressie.
In die opvoeding van die kind, is dit die selfkonsep as dimensie van die self, wat in volwassewording, en dan veral die kognitiewe en affektiewe komponente, die inisieerder van gedrag is.
Dit is in sy opvoeding dat die kind in sy primere opvoedingsituasie,
waarin hy deur opvoedingsfoute en - belemmeringe, nie altyd daarin kan slaag om effektiewe relasies te stig nie.
Die intrapsigiese selfgesprek moet optimaal deur selfaanvaarding,
selfagting en 'n gerigte handelingsgeneigdheid die self aktualiseer. Waar die klimaat en leefwereld van die kind in opvoeding, relasievorming sodanig affekteer dat emosionele wording geinhibeer word, kan 'n vrugbare teelaarde vir 'n krisis ontstaan.
Vanuit Relasieterapie kan 'n opvoedkundige ingryping as 'n spesifieke program vir krisishantering, beplan word. Aanwysbare fasette van Rasioneel-Emotiewe Terapie, Realiteitsterapie asook Krisisintervensie, word by die' program ingeskakel.
Om die werking van die program te illustreer, is een geval volledig as idiografiese studie aangebied. Orie ander gevalle word in kort detail beskryf as bevestiging van die ondersoek.
Deur die essensies betekenisgewing, betrokkenheid, belewing en selfaktualisering in te skakel, is die onderskeie hipoteses
aanvaarbaar bevind. Opvoedkundige ingryping in 'n krisissituasie ontleed eerstens die funksioneringsbeeld van die persoon. Daarna word die handelinge as profenomeen
verbeeld.
Deur gebruik te maak van 'n selfkonsepvraelys en kaartprojeksietoets
word die relasies en persoonsbeeld van
beskou. Na die irrasionele affektiewedie
persoon
en kognitiewe
belemeringe ondersoek is, lei die diagnose tot terapie, soos
beplan is. Hierdie terapie blyk suksesvol te wees.
When an individual moves affectively and cognitively into a crisis, the actual precipitator is often obscured by the precipitating event. The individual finds himself in a situation in which it is difficult, if indeed not impossible, to react independently. Intervention in the situation then
becomes necessary to assure the continued existence of the individual.
Of the two groups of factors in education - predisposing and
precipitating - it is usually the latter group that forms the precipitator. Personal loss, death and divorce, loss of security and status, loss of significant other, physical, emotional and sexual molestation, as well as depression, are all included.
In the education of a child, it is the self-concept as dimension of the self especially the cognitive and affective components - that forms the initiator of behaviour.
It is for the child in education in his primary education situation, through education defects and impediments, that he experiences an inability to establish and maintain effective relationships.
The intra-psychical discourse with the self, should actualize optimally through self-acceptance, self-esteem and a directed self-actuation propensity. Where the educative climate and live-world of the child-in-education affect the forming of relationships in such a way that emotional becoming is inhibited, a fertile breeding ground for a crisis develops.
Through Relationships Therapy an educative intervention as a
specific program for Accentuated facets of crisis handling, Rational Emotive can be developed.
Therapy, Reality Therapy as well as Crisis Intervention, are incorporated into the program. To illustrate the application of the program, one case is
described in detail as an idiographic study. Three other cases are presented in summary form.
Through application of the essentials: giving meaning, involvement, live-experience and selfactualization, the various hypotheses are proved acceptable.
Educative intervention into a firstly, the functional image of problem. Then the activity is crisis situation analyses the individual - the actual imaged as a phenomenon. Using a selfconcept questionnaire and a card projective test, the relationships, as well as the person-image of the individual are observed. After investigation of the irrational affective and cognitive experiences, the diagnosis leads to therapy. The therapy appears to be successful.
