Developing Resilience through Goal Setting Using Sandtray Approach: A Case Research of Academically Talented Trainee Teachers
Abstract
Individuals with high resilience have the ability to adapt, bounce back or to thrive during transition despite adversity, particularly when they have clear goals in life. Gifted individuals have proven to be very committed in their work because they have clear goals that drives their tenacity to succeed in life. As such, they are expected to have high resilience. Nonetheless, because of their unique characteristics, this factor may not be their strength that will push their potentials to the fullest. This is a study that examined the use of sandtray therapy in enhancing resilience through goals setting among academically talented trainee teachers (n=5). The study employed a case study approach. The research participants were individual who were academically talented and were undergoing a teachers' training program in one of the teaching institute in Malaysia. The research participants underwent two experiential sandtray sessions. Carefully planned and selected miniatures were used. Specific themes were given in the therapy sessions in order to glean more information about the goal orientation of the research participants. The sandtray world was supplemented with reflections of the research participants. The findings show that the sandtray world enhanced self-awareness towards personal goals and increased his resilience. Implication towards the use of sandtray technique to explore resilience among academically talented learners are also discussed.
References
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2. Braun, V. & Clarke, V. (2013). Successful qualitative research. A practical guide for beginners. LA: Sage.
3. Boik, B. (2000). Sandplay therapy: A step-by-step manual for psychotherapists of diverse orientations. New York: W.W. Norton & Co.
4. Cabrera, N. & Padillo, A. (2004). Entering and succeeding in the “culture of college”: The story of two Mexican heritage students. Hispanic Journal of Behavioral Sciences, 26(2), 156-170. doi: 10.1177/0739986303262604
5. Connor, K. M., & Davidson, J. R. (2003). Development of a new resilience scale: The Connor-Davidson Resilience Scale (CD-RISC). Depression and Anxiety, 18(2), 76-82. doi:10.1002/da.l0113
6. Dawson, L.S. (2011). Single-case analysis of sand tray therapy of depressive symptoms in early adolescence. Dissertation for Doctor of Philosophy, Faculty of Education, The George Washington University. ProQuest: UMI Number: 3438887.
7. Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040 1048.
8. Erickson, E. (1968). Identity, youth and crisis. New York: Norton.
9. Gagne, F. (199). Toward a differentiated model of giftedness and talent. In N. Colangelo and G. Davis (Eds.), Handbook of gifted education (pp. 65-81). Needham Heights, MA: Allyn and Bacon.
10. Homeyer, L., & Sweeney, D. (2005). Sand tray therapy. In C. A. Malchiodi (Ed.), Expressive therapies (pp. 162-182). New York, NY: Guilford Press.
11. Homeyer, L. E., & Sweeney, D. S. (2017). Sand tray: A practical manual. 3rd edition. NY: Routledge.
12. Kitano, M. & Lewis, R. (2005). Resilience and coping: Implications for gifted children and youth at risk. Roeper Review, 27(4), 200-205. Retrieved from Academic Search Complete.
13. López, V., & Sotillo, M. (2009). Giftedness and social adjustment: Evidence supporting the resilience approach in Spanish-speaking children and adolescents. High Ability Studies, 20(1), 39-53. doi:10.1080/13598130902860739
14. Lowenfeld, M. (1979). The world technique. London: Allen & Unwin.
15. Maltz, M. (2001). Psycho-cybernetics. A new way to get more living out of life. Pocket Books.
16. Morales, B.L. (2016). Building resilience in the university environment. An unpublished Doctor of Philosophy Dissertation, Keiser University. ProQuest Number: 10102820.
17. Moore, N. (2000). How to do reseach. The complete guide to designing and managing research projects. 3rd edition. London: Library Association Publishing.
18. Patton, M. Q. (2014). Qualitative research and evaluation methods: Integrating theory and practice. 4th edition. Thousand Oaks, CA:Sage.
19. Renzulli, J. S. (2011). What Makes Giftedness?: Reexamining a Definition. Giftedness Needs to Be Redefined to Include Three Elements: Above-Average Intelligence, High Levels of Task Commitment, and High Levels of Creativity. Phi Delta Kappan, 92(8), 81-88. doi: 10.1177/003172171109200821
20. Renzulli, J. S., & Reis, S. M. (1997). The Schoolwide Enrichment Model: A how-to guide for educational excellence (2nd ed.). Mansfield, CT:Creative Learning Press.
21. Rorlinda Yusof, Noriah Mohd Ishak & Azizah Mohd Zahidi. (2015). Leadership characteristic among gifted and talented students at Malaysia National Gifted Center. International Journal of Scientific Research, 4(8).
22. Sangganjanavanich, V. & Magnuson, S. (2011). Using sand trays and miniatur figures to facilitate career decision making. The Career Development Quarterly, 59, 264-273.
23. Schroth, S. T., & Heifer, J. A. (2009). Practitioners' Conceptions of Academic Talent and Giftedness: Essential Factors in Deciding Classroom and School Composition. Journal of Advanced Academics 20(3), 384-403. doi: 10.1177/1932202x0902000302
24. Siti Fatimah Mohd Yassin, Noriah Mohd Ishak, Melor Mohd Yunus & Rosadah Abd Majid. 2012. The Identification of Gifted and Talented Students. Procedia - Social and Behavioral Sciences, 55: 585 - 593. Prosiding International Conference on New Horizons in Education INTE2012. Downloaded from www.sciencedirect.com on 1 October 2016.
25. Sternberg, R. J. (2003). Giftedness according to the theory of successful intelligence. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (3rd ed., pp. 88)
26. Svetina, M. (2014). Resilience in the context of Erikson’s theory of human development.
27. 33(3), 393–404. Downloaded from https://link.springer.com/article/10.1007/s12144-014-9218-5 on 30 November 2017.
28. Taylor, E. R. (2009). Sandtray and solution-focused therapy. International Journal of Play Therapy, 18(1), 56-68. doi:10.1037/a0014441
29. Thomas, F. & Mapilvv, J. (2011) Qualitative rigor or research validity in qualitative research. Journal for Specialists in Pediatric Nursing 16(2). 151-155.doi: 10.111 l/i.1744-,6155.2011.00283.
30. White, D., Oelke. N. P.. & Friesen, S. (2012). Management of a large qualitative data set: Establishing Trustworthiness of the Data. International Journal of Qualitative Methods 11(3), 244-258. Retrieved from https://us-sagepubcom.ezp.vvaldenulibrary.org/en^us/jiam/home
31. Wolin, S. J., & Wolin, S. (1993). The resilient self: How survivors of troubled families rise above adversity. New York: Villard Books.
32. Yin, R. (1988). Case study research: Design and methods. United Kingdom, Sage Publication
33. Yin, R.K. (2009). Case study research: Design and methods. 4th edition. Thousand Oaks: SAGE Publications.
Authors
[1]
“Developing Resilience through Goal Setting Using Sandtray Approach: A Case Research of Academically Talented Trainee Teachers”, Soc. sci. humanities j., vol. 2, no. 05, pp. 510–521, May 2018, Accessed: Nov. 27, 2024. [Online]. Available: https://sshjournal.com/index.php/sshj/article/view/154
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