256

CHAPTER 5
PILOT STUDY

1. INTRODUCTION

The pilot study of the current research was the first step of the practical application of
the Gestalt play therapy emotional intelligence programme for primary school
children. It is also the last step of the first grouping of steps of an intervention
research study (De Vos, 2002:409-418) namely, “Early development and pilot
testing”. The three groupings of steps are presented visually in Chapter 1, Figure 1.6
Research procedure. This chapter covers a theoretical background of the definition
and value of pilot studies. It also covers the goal of the pilot study – what the
researcher expects from a pilot study. The researcher then discusses the application of
the pilot study in the current research. The outcomes of the pilot study will also be
discussed shortly, because these have a very direct influence on the actual research
itself.
The researcher will first define a pilot study and state the value thereof following the
introduction to clarify what a pilot study really is and why it is needed in the research
process.

2. DEFINITION OF A PILOT STUDY

A pilot study is a mini-version of a full-scale study or a trial run done in preparation

of the complete study. The latter is also called a ‘feasibility’ study. It can also be a
specific pre-testing of research instruments, including questionnaires or interview
schedules. (Compare Polit, et al. & Baker in Nursing Standard, 2002:33-44; Van
Teijlingen & Hundley, 2001:1.)
The pilot study will thus follow after the researcher has a clear vision of the research
topic and questions, the techniques and methods, which will be applied, and what the
research schedule will look like. It is “reassessment without tears” (Blaxter, Hughes &
 257

Tight, 1996:121), trying out all research techniques and methods, which the
researcher have in mind to see how well they will work in practice. If necessary it can
then still be adapted and modified accordingly. (Blaxter, Hughes & Tight, 1996:121)
The pilot study in the current research can be defined as mainly a try-out of research
techniques and methods, but also of questionnaires and interviews. The researcher
compiled an emotional intelligence programme and applied this to a pilot group of
primary school children. During this process, the researcher also tested a short open-
ended questionnaire on the cultures of the families of the children, questionnaires on
their learning styles for the parents, a behaviour style instrument / questionnaire on
the children in the pilot group and feedback reports on these to the parents. The pilot
study of the current research can therefore be defined as both a feasibility study as
well as a pre-testing of instruments, questionnaires and interviews.

The value of first piloting the whole research process is discussed in the next section,
because if a pilot study is of too little value, the researcher can waste time, energy and
money.

3. VALUE AND GOAL OF A PILOT STUDY

The researcher first discussed the value of a pilot study as stated by different authors
and then the applicability to the current study in the following paragraphs. After
stating the value of such a study, the researcher compiled the goal of a pilot study for
the current research project.

3.1 The Value of a Pilot Study

Blaxter, et al. (1996:122) states that “You may think that you know well enough what
you are doing, but the value of pilot research cannot be overestimated. Things never
work quite the way you envisage, even if you have done them many times before, and
they have a nasty habit of turning out very differently than you expected”. It is thus
very clear to the researcher, that the pilot study in the current research was essential to
 258

prevent the waste of time, energy and money. The value is also emphasised by the
points listed below.

According to Welman and Kruger (1999:146) many novice researchers are

disillusioned when they find out that the guidelines for research are only valid in an
ideal environment, and not in the practical research environment where they conduct
their research study. This might be the main reason why a pilot study is needed.
Welman and Kruger (1999:146) also listed the following three values of a pilot study:
It is needed to detect possible flaws in measurement procedures (including
instructions, time limits, etcetera) and in the operationalisation of
independent variables. This value of the pilot study was very applicable in the
current research study. The researcher used two different measurement
procedures with the research groups to gain information and to do a pre- and
post test. The practical application of these in a group environment had to be
piloted as well as the time to be allowed for each of these. Also the feedback
structure to the parents had to be piloted to clear out practical difficulties, like
duplication of information to parents, the need for the feedback and the time
consumed by the specific format of feedback.
A pilot study is also valuable to identify unclear or ambiguous items in a
questionnaire. Although the current study did not make use of self-designed
questionnaires for the pre- and post-test or for the behaviour style / personality
assessment within the research process, piloting of the use of the existing tests
was necessary. The items of the DISC behaviour style instrument were read to
the group members. It was necessary to pilot this action to clear out unclear
items and also to determine time limits and the clarity of instructions. The latter
two were already covered in the first point of value here.
The non-verbal behaviour of participants in the pilot study may give
important information about any embarrassment or discomfort experienced
concerning the content or wording of items in a questionnaire. The latter
could be valuable to a smaller extent in the current research, because this study
is not using a purely quantitative method, but a combined qualitative-
quantitative method. Children’s reactions on the retest in a group format could
be noted as well as their reactions on certain measurement situations during the
group therapy process. The latter took place in the form of the DISC
 259

questionnaire to determine the children’s processes and an exercise to determine

their culture at home. The latter was not piloted in the pilot group, but the need
for this originated from the pilot study. The research process involved two
groups. The culture exercise was thus tried out on the first group and could be
adapted where needed for the use of the second group. This might also not be a
very good example of the current value of pilot studies, as this was an
experiential exercise and not a questionnaire. Different children and groups,
depending on their needs and processes, thus handled it in different ways.

Other advantages of pilot studies include the following as listed in Nursing Standard
(2002:33,34):
It can give advance warning about where the main research project can fail
It indicates where research protocols might not be followed
The pilot study can also identify practical problems of the research procedure
It indicates whether proposed methods or instruments are inappropriate or too
complicated
Some of the advantage points listed above are relevant to the pilot study of the current
research project. The pilot study in the current research process was very specifically
used to identify practical problems in the process, sessions and methods used. The
research itself has as a goal the applicability of Gestalt play therapy techniques to
enhance the emotional intelligence of primary school children in a cultural sensitive
way. The pilot study could thus indicate whether the proposed methods and / or
instruments are appropriate. The pilot study could thus also give advance warning of
possibilities where certain types of techniques or the study as a whole could fail.
The pilot study can therefore be of value for testing the feasibility of both research
instruments or data collection instruments like questionnaires, interview schedules, or
other testing instruments and also of the research process itself. The following section
combined the statements of the value of pilot studies in a goal of pilot studies in
general as well as for the current research project.
 260

3.2 The Goal of a Pilot Study

The researcher sees the goal of a pilot study in general as related to the aim of the
research project of which it forms part. The general goal of a pilot study is to provide
information, which can contribute to the success of the research project as a whole.
The latter is supported by the following quotes concerning the value and goal of pilot
studies: “to see if the beast will fly” (De Vos, 2002:410), “reassessment without tears”
(Blaxter, Hughes & Tight, 1996:121), and “Do not take the risk. Pilot test first.” (Van
Teijlingen & Hundley, 2001:2). The general goal thus seems to safe some time, effort
and money, which can be lost if a major research study fails because of unforeseen
attributes. The goal is thus to test the study on small scale first to sort out all the
possible problems that might lead to failure of the research procedure. It might
minimise the risk of failure.

In the current study the goal of the pilot study consists of two parts. The first was to
find as many as possible practical arrangements that might have a negative influence
on the success of the research procedure. The other included sorting out all
practicalities related to measurement instruments as well as the applicability of these
instruments to the potential outcomes of the study.

The procedure of the pilot study in the current research project is discussed in the
following paragraphs.

4. THE PILOT STUDY IN THE CURRENT RESEARCH PROJECT

The pilot study of the current research follows the design phase, which is the research
strategy as stated in Chapter 1, 8. RESEARCH DESIGN / STRATEGY. After the
strategy is in place and the procedural elements of the intervention are determined (as
far as possible), the early development and pilot testing (De Vos, 2002:409) could
follow. The researcher stated in Chapter 1, 8.2 Specifying procedural elements of the
intervention, that certain procedural elements in the current study could only be
developed while the research procedure itself was already in process. Some
 261

procedural elements were therefore identified during the process of the pilot study. It
is part of the research procedure as stated in Chapter 1, 9. RESEARCH
PROCEDURE. The research procedure is divided in three main sections, namely:
Early development and pilot testing
Evaluation and advanced development
Dissemination
The pilot study is part of the first phase of the research procedure, following the
literature study. De Vos (2002:410) states that the pilot study usually takes place in a
setting which is convenient for the researcher and that resembles the one used for the
intervention. Tthe research procedure of the pilot study in this research project
therefore greatly resembles the true study. The following is a diagrammatic
representation of the research procedure of the pilot study.

Feedback about need of EQ

4.1 Pre-test and selection of training to parents – pre-test
9 1 Literature study –
group members (selection applicable identifier of low
criteria tested) EQ?
9.2 Appropriate

9 3 Appropriate Telephonic and personal

invitation to parents to
9 4 Pilot – 9 2 – 9 3 engage the children in the
programme
9 5 Finalise

9 6 Apply
4.2 Application of programme to
9 7 Collect and analyse pilot group. Notes of practical
difficulties, use of techniques,
9 8 Finalise findings and
use of questionnaires and
9 9 Finalise research feedback.

CHAPTER 1 5. (Outcomes of pilot study)

Finalising of the intervention
programme for the final research
study based on observations
Chapter 6 and Addendum from the pilot study.
Final programme applied to the
research group –
4.3 Termination of programme
FINAL INTERVENTION with the pilot group.

Figure 5.1: Research procedure and procedure of pilot study

 262

4.1 Selection of group members for the pilot study

The researcher used the same selection criteria for the pilot study as for the final
intervention. The criteria used specifically for the pilot study is discussed very shortly
in the following paragraphs. Some criteria were added to the final selection criteria as
a result of the outcomes of the pilot study. The final selection criteria are discussed in
more detail in Chapter 6, 5.2 Selection of the group members.

The following are the main selection criteria used for the members for the group of
the pilot study:
The use of the results of a specific pre-test to determine the need for
enhancement of emotional intelligence
Gender
Age
Cultural groups
Maintaining an ethical approach to the group members and their care takers

4.1.1 Use of the results of a specific pre-test

The researcher made use of the results from the Das-Naglieri Cognitive Assessment
System (Naglieri and Das, 1997a). The theoretical background of this assessment tool
is discussed in Chapter 2, 1.5 Cognitive development – Planning processes and 3.4
Assessment of emotional intelligence. Children who needed help with planning
processes as part of the four processes underlying effective intellectual functioning
(Naglieri & Das, 1997b:2) were included in this research project. Difficulties with
planning processes are related to difficulties with control of behaviour, interpersonal
problems and impulsivity (Naglieri & Das, 1997b:10). The latter are also very typical
attributes related to emotional intelligence (compare Goleman, 1996; Le Roux & De
Klerk, 2001; Le Roux & De Klerk, 2003; Maree, 2004; Vermeulen, 1999; Wood &
Tolley, 2003:7). As stated in Chapter 2, 3.4 Assessment of emotional intelligence, the
children included in this study’s emotional intelligence were assessed as part of their
cognitive processes also, and not only on the base of emotional and behavioural
related problems. The researcher has a holistic approach to children including their
assessment as well as designing intervention programmes to help them.
 263

The researcher therefore found the results from this standardised cognitive assessment
system very valuable as a selection tool. The findings from this assessment were
discussed with the children’s caretakers, who confirmed the need for improved
emotional intelligence. Children of whom the caretakers did not confirm this need
were not included in the intervention.

4.1.2 Gender
The aim of this research is to identify Gestalt play therapy techniques to enhance the
emotional intelligence of primary school children within their cultural context
(Chapter 1, 4.1). This intervention should thus be sensitive to the cultures of the group
members – the children’s cultural contexts are essential to the outcomes of the
intervention of this research study. The researcher therefore attempted to include
children from different cultural groups as well as different gender types in the groups.
Groups were not homogenous concerning gender. According to Hofstede (2005:1)
certain cultures experience a higher degree of gender differentiation and inequity
between genders than others. In cultures with a lower degree of gender differentiation
and inequity, females are equal to males in all aspects of the society and vice virsa.
The researcher is thus of the opinion that different genders are accepted and treated in
different ways in different cultural contexts. It thus seemed necessary to include
children from different gender types in the pilot study (as well as in the main
intervention) to increase the need for cultural sensitivity in the intervention.

4.1.3 Age
The aim of this study is to focus on primary school children, thus children in their
middle school age developmental phase. According to a variety of authors this phase
range from seven years to about twelve years (compare Le Roux and De Klerk,
2003:23; Mwamwenda, 1996:353). The children in the pilot group’s ages did not vary
much, although two of the children were younger (eight and nine years) and two were
a little older (ten and eleven years). The researcher had thorough contact with these
children before they were included in the sessions. This contact included individual
play therapy, educational help and other activities related to the institutions where
they were situated. This group of children’s functioning on emotional level was
relatively the same, although they differed in age. The researcher trusted the
information concerning the children’s development and needs gained by contact
 264

together with pure factual information like chronological age. This group were
functioning on nearly the same level and could join together in a group.

4.1.4 Cultural groups

The pilot group consisted out of a variety of cultures, although these were more
Western oriented than African oriented cultures. The pilot group represented the
following cultural groups: English Western culture, Afrikaans Western culture,
Afrikaans Coloured culture. The children’s family background also differed a lot. One
member stayed in a children’s home, two came from single-parent families and one
from a more traditional and upper-class family. The different background and family
structures were also part of the culture of the children. Culture in this study is seen as:
“…biological and social attributes that help people to make sense of and give
meaning to life” (Chapter 3, 1.2.5 A conclusion on the definition of culture).

4.1.5 An ethical approach

During the pilot study the researcher aimed to try the compiled programme out on a
group of children, as stated in 2. DEFINITION OF A PILOT STUDY above. The
researcher therefore used this group to identify as many as possible practical
difficulties, to find which Gestalt play therapeutic techniques are the best to use in this
intervention and to test the applicability of the tests and questionnaires used in the
intervention.

In order to keep this part of the intervention as ethical as possible and therefore
prevent negative and emotionally damaging experiences to the children, the
researcher applied the following pre-cautions:

4.1.5.1 Interview and follow-up telephonic conversation with caretakers

The researcher already had a feedback session with the parents / caretakers of
the possible group members, as part of the pre-test done. During this session
the results of the test and its meaning were discussed with the caretakers of the
children. The possibility of engaging the child in a programme, specifically
developed to increase the emotional intelligence of primary school children,
was also discussed. Most of the children also attended this session. The latter
is important for the children to also understand why they are going to join a
 265

specific intervention programme. The feedback session as part of the selection

criteria has been discussed in more detail in Chapter 6.
The researcher had telephonic conversations with the caretakers (and face to
face contact with some caretakers), during which the goal of the pilot study
was explained. The goal was stated as the following: This intervention is a
pilot study for the final intervention to increase the emotional intelligence of
primary school children in a culturally sensitive way, using Gestalt play
therapy techniques. The caretakers who agreed to put their child into the pilot
study were listed and informed later (by telephone) of the practical
considerations, like day of the week and time of sessions and duration of the
programme. Each caretaker received a letter, after the first session of the
programme, to inform them in written form about the content, duration and
sessions of the programme. They could also sign an agreement for their child
to engage in a programme for the sake of research and also to be video taped if
necessary. This was done as a written confirmation of the oral agreements
before the programme commenced. A child was thus not included in the
programme before his caretakers did not agree on all of the above-mentioned
factors. Children were thus not taken out of the programme after the first
session, because of caretakers who did not want to sign the agreement.
Caretakers who did not agree on the conditions of the programme did not
engage their children at all.

A copy of the letter mentioned above can be found in Addendum B,

INFORMATION AND AGREEMENT LETTER TO CARETAKERS OF
CHILDREN JOINING THE PILOT STUDY, at the end of this research
report.

4.1.5.2 Sessions free of charge

The children used for the pilot study were mostly from families or institutions
that could not really afford any intervention or help for the children. This was
thus an ideal opportunity for the children to receive some intervention to
improve their emotional intelligence. One of the children who joined the pilot
study did not have any financial constraints, but joined the pilot study because
it fitted her year and daily programme better.
 266

The researcher did therefore not charge any fees for time and material used to
present the pilot study, because this was used to determine the success of the
final programme. The group members were thus exposed to situations, which
might not be as effective as those in the finalised research intervention.

4.1.5.3 Effort and quality of intervention

Although the children formed part of a pilot study, the researcher attempted
not to treat this group any differently from the groups of the final study. The
researcher therefore spent just as much, if not more, energy and effort on the
success of this programme. The children were treated equal to any one of the
other children who attend helping programmes at the researcher’s practice.
The researcher attempted to spend optimum time, effort, energy and the
necessary back-up service needed, on this group of children.
If these children did not feel important and valued as a person, the researcher
would fail to improve their self-images and to maintain contact for emotional
growth (good interpersonal relationships), which is integral to emotional
intelligence and Gestalt therapy (compare Jarosewitsch, 1995:2; Le Roux and
De Klerk, 2003:25; Mackewn, 2004:71-79; Vermeulen, 1999:65; Yontef,
1993:3).

According to the researcher, the extent to which she gave herself (including
effort, energy and enthusiasm) is already a very important way to increase
personal contact and a sense of importance experienced by the group
members.

4.1.5.4 Feedback and termination of sessions

The researcher attempted to keep the caretakers informed about the content of
sessions and assessments done during the programme. It was important to the
researcher to maintain the same quality of feedback in the pilot study as that of
the final intervention. The children who participated in the pilot study received
a total of three feedback sessions and / or reports from the initial selection test
to the end of the intervention. These included the following:
 267

Written and face-to-face feedback of Das-Naglieri Cognitive Assessment

System (Naglieri & Das, 1997a) – used as selection criteria for inclusion
in an emotional intelligence programme
Written report on the children’s behaviour / personality style assessment
and a learning style questionnaire completed by the caretakers after the
first three sessions of the intervention programme
Written report and verbal feedback (where needed) after termination

After the selection process of the group members was completed, the intervention
programme could commence. The process of this part of the intervention is discussed
in the following section.

4.2 Intervention applied to the pilot group

The intervention as applied to the pilot group is discussed here in summary form. The
final intervention is discussed in Chapter 6 in more detail. The researcher will use this
section specifically to give an overview of the intervention as applied to the pilot
group. The outcomes and meaning of this for the final intervention is discussed in
5. OUTCOMES AND APPLICATION TO FINAL PROGRAMME OF THE
RESEARCH STUDY, following the last part of this section.

The intervention programme is based on the Schoeman model for Gestalt play
therapy. The sessions thus took the form of a typical Schoeman model Gestalt play
therapy session as far as possible. (Schoeman, 2004b:118-119) This form is already
discussed in Chapter 4, 5.3.2 Group Process. As stated in Chapter 4, 6.
CONCLUSION, the programme is a combination of Gestalt therapy and group
therapy – it makes use of play therapy techniques and it is set in a group therapy
environment, which is culturally sensitive.
The steps of the Schoeman model as applied to the programme of the pilot group will
be repeated in the diagram below, which indicates the programme content of the pilot
study.
 268

Sensory awareness,
projection,
owning the projection,
alternatives,
empowerment of the child to be able
to apply alternatives,
conclusion and self-nurturing.

1. INTRODUCTION OF PROGRAMME AND GROUP RULES

2. SCHOEMAN MODEL AND IDENTIFYING OF PROCESS
3. SELF AWARENESS (DISC exercise)
4. SELF AWARENESS (Exploring selves – creative cookies)
5. EMOTIONS: IDENTIFYING FEELINGS
6. BEING IN CONTROL OF OUR FEELINGS…
7. KNOWING SELF AS A WHOLE…
8. MAKING FRIENDS – GOOD COMMUNICATION…
9. BEING FLEXIBLE…AND RESILIENT – PERSEVERENCE
10. MAKING A CHOICE FOR HAPPINESS
11. A GOAL ORIENTED LIFE – CHOOSE HOW YOU WANT TO
BE…
12. CONCLUSION AND TERMINATION OF PROGRAMME

Notes after each session on observations and needs to

keep qualitative track of research and indicate what
should be adapted to improve the programme.

Figure 5.2: Framework of the programme content of the pilot study

 269

A very short summary of the content of each one of the sessions as listed in Figure
5.2: Framework of the programme content of the pilot study, is given in the following
sub sections:

4.2.1 Introduction of programme and group rules

This is the first session by which group members are introduced to each other and the
programme itself. The researcher does a lot of talking, especially if the group
members still feel uncomfortable in the unknown environment. The group members
got the opportunity to introduce themselves. If they were too shy, the researcher did
this for them, because she already knew them. The researcher cleared issues of why
they are attending the sessions, the need for them not to miss sessions, and practical
arrangements concerning the time and length of the sessions. The researcher also
explained the process of the therapy, including the themes, which they are going to
cover during the programme and the format of sessions. The latter included the
introduction and explanation of a sensory exercise in the beginning of each session,
the kind of activities they could expect and the self-nurturing closure of each session.
The group practiced a sensory exercise as part of the explanation of what it is. They
also did a projection in the form of a game to help them to share something more
about themselves. A variety of toy animals were presented. Each group member had
to choose one with which they can associate and had to explain this to the rest of the
group. In such a way the group members could start to know each other better. The
group discussed some rules, which they would like to apply in their sessions and
made A3 posters of this. The session was ended by a self-nurturing exercise.

4.2.2 Identifying of processes of group members (DISC exercise) and finalising of

group rules
During this session the group could finalise their group rule posters. The DISC
instrument was introduced and the questionnaire done as a group activity. The DISC
exercise takes up a lot of time. The assessment had to be continued during the next
session. Each group member received a learning style questionnaire to take home and
to be completed by their parents and returned during the next session.
 270

4.2.3 Self awareness

The DISC assessment was completed here. The whole process of all the sessions were
presented to the members in the form of an open flow diagram, which they could
complete each week, indicating the theme of the next week. In such a way the group
members could know what to expect and have a visual presentation of the flow of the
programme. They could then understand where all the sessions fit into the whole.
Each group member received a life book with headings containing topics about
themselves, which they had to complete each week at home. It resembled a sort of
creative journal.

4.2.4 Self awareness (Exploring selves – creative cookies)

During this session the researcher made use of a creative exercise to give feedback to
the group members about the outcome of the DISC exercise. The researcher explained
each one’s behaviour / personality style to them and had a short discussion on whether
they agree with this or not. After this, a variety of cookie shapes were presented, as
well as icing sugar in different colours and other cake decorations. All group members
had to represent their behaviour styles by decorating one cookie. After this each one
had a chance to present the cookie and explain what it means. Here after they had to
make another representation of themselves, which they could take home and share
with someone they trust. The self-nurturing exercise of this session included making
the most enjoyable cookies possible for themselves.
All group members received a feedback report for their parents about their processes
as assessed up to the present.

4.2.5 Emotions: Identifying feelings

During this session the group members learned to identify their feelings by learning
the concepts related to the feelings. They also explored different situations, which
caused these feelings in their own lives and the value or ‘job’ of feelings in general.
This was also applied to their own lives to increase their understanding of feelings /
emotions.
 271

4.2.6 Being in control of our feelings…

Here the group members could start to apply their knowledge about feelings to their
lives. Taking responsibility for their own lives was a very important theme to cover
from now on. The group members learned a method of how to control certain feelings
like test anxiety and anger.

4.2.7 Knowing self as a whole…

The researcher focused a lot on holism both as part of Gestalt therapy as well as
emotional intelligence. During this session the children used games to understand how
all the different parts of their selves are influencing each other. Discussions on how
they experienced this in their lives were used to own the projection.

4.2.8 Making friends – Good communication…

Good social skills are important to good emotional intelligence as well as to children
in primary school. The researcher designed two different fun games to teach social
skills focusing on relationships with peers. The latter seems very important to children
in this developmental age (Chapter 2). Discussions on the application of these in their
own lives and promises to try it out in the coming week were used as owning of the
projection.

4.2.9 Being flexible…and resilient – Perseverance

This session was mainly based on discussions on projections of things that can go
wrong in the children’s lives. The researcher led the group to a way to handle these
things. They used creative exercises to make it their own. The continuous theme of
taking responsibility for their lives were emphasised using this theme too.

4.2.10 Making a choice for happiness

Choosing happiness was also part of taking responsibility for their lives. The group
members used discussions and biblio play to find how they can make themselves
happy. They made a big collage poster of things to use to make themselves happy.
The ABC theory of Albert Ellis (compare Corey, 1996:371-390; Möller,1990) was
used in the discussion and imaginary exercises were used to understand this theory.
 272

4.2.11 A goal oriented life – Choose how you want to be…

Responsibility was still a continuous theme. The children could now start to use their
previously gained knowledge about themselves to create a goal for their own lives.
They each made a flag as a symbol of the goal for their lives. Discussions on the
meaning of their flags were used as owning of the projection.

4.2.12 Conclusion and termination of programme

The last session of the programme was used to do a group retest of the planning
processes of the Das-Naglieri Cognitive Assessment System (Naglieri & Das, 1997a).
The latter was used as the main assessment tool for emotional intelligence in this
study. The group ended the session with a group party for which each member
provided something to eat. They played games, had something to eat and could enjoy
their last session together in any way they preferred. The researcher took some
photographs of the group to add to their feedback reports sent to them and their
parents after completion of the programme.

4.3 Termination of pilot programme

The group contact sessions of the pilot programme was terminated after the last
session. The pilot programme was only completed after the researcher mailed a report
to all the caretakers containing information about the content of the programme,
programme goals, and whether the post-test and observations of the researcher
proofed the intervention to be successful or not. The processes of the children were
repeated in this feedback report so caretakers could have a better understanding of the
child as a whole. The researcher also invited caretakers to further discussions should
they have any queries or a need for more information. If needed the researcher also
added information to this report to use for extra help, like notes on lifestyle changes
for children with concentration problems.

The results from the notes taken after each contact session were used to adapt the
programme to be more effective in reaching the aim of this study – Gestalt play
therapy techniques to increase the emotional intelligence of primary school children
 273

in a culturally sensitive way. The next section thus covers the information gained
from the pilot study and how it can be applied to the final intervention programme.

5. OUTCOMES AND APPLICATION TO FINAL PROGRAMME OF THE

RESEARCH STUDY

The first part of the discussion of this section covers the information gained from the
pilot study. Hereafter the researcher indicated how the final programme was adapted
accordingly. The researcher also compiled all the information in a diagram for a quick
overview of the outcomes and adaptations to the final programme.

5.1 The outcomes of the pilot study relating to the intervention

The researcher divided the outcomes of the pilot study in two categories, namely
practical considerations and assessment instruments and questionnaires. This relates
to the goal of a pilot study as discussed in 3.2 The Goal of a Pilot Study. The
information gained through the pilot study is discussed in the following paragraphs
and was applied to the final intervention programme.

5.1.1 Practical considerations

The practical considerations which needed attention included: the time limit per
session, the language of group members as selection criteria, children coming late for
sessions, the researcher’s rushed process, keeping the sessions active, the friendship
puzzle game, culture as an extra session and the programme being longer than
planned each one of these practical problems will be discussed shortly in the
following paragraphs.

5.1.1.1 Time limit per session

The time limit per session was set for 60 minutes initially, due to practical
implications for the practice where the intervention programme was applied.
The researcher soon found that this time limit was much too short. Indications
 274

in the literature study concerning the time limit for group therapy were thus
ignored, but proofed to be very valid in practice (Chapter 4, 5.2.3.2 Frequency
and length of therapy sessions). The children could not benefit much from the
sessions because they could not finish projections and there was no time for
discussions and thus owning of the projections.
The following is an extract of the process notes taken by the researcher,
indicating the above-mentioned problem:

SESSION 1
OBSERVATIONS
General / organisational
Time is very short – needs 90 minutes
SESSION 2
OBSERVATIONS
General / organisational
Time is very short – needs 90 minutes – did not complete process / DISC exercise.
Has to continue next time.
SESSION 3
OBSERVATIONS
General / organisational
Still an hour of time, but not that hurried. Could focus a little on the children’s
needs.

Figure 5.3: Process notes – session length

5.1.1.2 Language of group members as selection criteria

Language was not used as selection criteria for differential selection of the
members of the pilot group. The pilot group consisted of children with both
English and Afrikaans as home language. Although they could understand and
speak a little of the other language, the children could not freely communicate
in the language which was not their home language. The sessions were thus
conducted in a mixture of English and Afrikaans. This led to difficulties in
communication. Language seemed to relate closely to the fields of the
children. It seemed to be part of their culture. As discussed in Chapter 3,
 275

1.4.5 Language and culture, language is a means through which cultural norms
and values are communicated and thus closely related to the child’s culture.
There was thus a need to incorporate different languages, but not in one group.
In one group it inhibited communication and effective building of
relationships, especially between the researcher and the group members.
The following is an extract of the process notes taken by the researcher,
indicating the above-mentioned problem. Letters of the alphabet indicate
children’s names, for the sake of confidentiality, here and in all similar
extracts.

SESSION 1
OBSERVATIONS
General / organisational
Difficult to accommodate English and Afrikaans children in one group – try to focus on
one language medium.
SESSION 2
OBSERVATIONS
General / organisational
Difficult to accommodate English and Afrikaans children in one group – try to focus on
one language medium, but today it went a little smoother, as A could understand most
of the BOTS stories in Afrikaans.
SESSION 3
OBSERVATIONS
General / organisational
Handled English and Afrikaans mixed group by speaking mostly Afrikaans.
Questions from A were answered in English, because she could understand
Afrikaans, but does not feel comfortable speaking it.

Figure 5.4: Process notes – Language as selection criteria

5.1.1.3 Children coming late for sessions

If the children came late for their sessions the whole group had to sacrifice
valuable contact time and it made the matter of fitting all that had to be done
into the time available worse. The researcher knew that it was difficult for
 276

caretakers, from a practical point of view, to make an afternoon activity in

time if it started at 14:00. Although this was the case, the time could not be
changed to 14:15, because of other practical arrangements at the practice
where the researcher works. In certain cases, it seemed like a habit of some
families to be late for sessions, as this was experienced in contact sessions
before this programme too. The researcher related this to the culture of the
family, because this was their way of doing and thinking about reality. Some
children missed sessions without prior arrangements by the parents, which was
also disturbing.
The following is an extract of the process notes taken by the researcher,
indicating the above-mentioned problem.

SESSION 2
OBSERVATIONS
General / organisational
…Children coming late is a problem – it is time consuming and they are neglected –
they don’t get the full benefit of the exercise.
SESSION 3
OBSERVATIONS
General / organisational
Children did not come late, but D did not turn up. He is now behind on the
DISC exercise.

Figure 5.5: Process notes – Children coming late for sessions

5.1.1.4 Personality traits / process of researcher

The researcher found an urgency in herself to push the children to complete all
the planned exercises for each session. In doing this, the researcher violated
the Gestalt play therapy principle of ‘biding one’s time’ (compare Chapter 4,
2.2.4.3 Objectives for the therapeutic relationship; Schoeman 1996b:30).
When the children were rushed to just do the exercises and learn the content of
the lesson, the researcher missed important messages from the children’s
being. Their foreground could easily be missed and very little contact took
place. The children could not grow optimally if the researcher was only
focused on cognitive learning and not on emotional growth. The latter is part
 277

of the aim of this research and should not be missed because emotional growth
is part of Gestalt play therapy techniques (Chapter 4, 2. GESTALT PLAY
THERAPY, 2.1 Introduction).
The following is an extract of the process notes taken by the researcher,
indicating the above-mentioned problem.

SESSION 2
OBSERVATIONS
General / organisational
…Children coming late is a problem – it is time consuming and they are neglected –
they don’t get the full benefit of the exercise. I rushed through the session to fit all
activities, but felt as if I had lost contact with the children.
SESSION 3
OBSERVATIONS
General / organisational
The therapist was so hooked on getting the message over and doing all the exercises,
that she did not handle the emotional needs of two of the children in the session – H
had a need to deal with his feelings of hate towards his father and A was falling
asleep all the time – they were sending messages and it was only recognised
and not addressed.
SESSION 7
OBSERVATIONS
General / organisational
The activities still were too many to fit into 90 minutes. It is better to include a sensory
awareness exercise and one other experiment or exercise leading to an experiment. If
needed the session can stop at the sensory awareness exercise and an experiment
can be taken from there.
The main goal is to improve the children’s awareness of themselves. It is also
important that this environment should be a building place for the self-image. Children
should feel better about themselves after the sessions. The latter is still missing.

Figure 5.6: Process notes – The researcher’s rushed personality style

5.1.1.5 Keep sessions active

This problem experienced in the pilot study was related to the previous
problem of being rushed, but here the researcher attempted to teach and not
 278

relate to the children’s true feelings or needs. The children wanted to do and
experience things. They did not want to listen to explanations.
The following is an extract of the process notes taken by the researcher,
indicating the above-mentioned problem.

SESSION 6
OBSERVATIONS
General / organisational
… The children found the explanations boring. I used a story and imaginary mental
experience of the story. They did not really realise the message that it is really what
we think, which causes what we feel. They were more interested in drawing the
feeling faces with the whiteboard markers on the whiteboard / laminated poster. They
should thus learn through exciting doing exercises.
SESSION 7
OBSERVATIONS
General / organisational
… The session is more action oriented, so the children needed to explore and apply.
This worked and insight was better.
SESSION 8
OBSERVATIONS
General / organisational
As this group especially is very action oriented – doers – I did not attempt to do a long
discussion on what makes a good friend. I designed a board game,…
SESSION 9
OBSERVATIONS
General / organisational
The friendship puzzle game was repeated. The adapted question cards were used to
move faster and discuss more. The discussions bored the children. Only the one who
was busy with the question was entertained. The others listened when they tried to
give the right answer if the one who was busy answering made a mistake.
Discussions on the answers got boring to the others. We moved too slowly again, as
some made mistakes. Activity and interest levels should be kept very high.

Figure 5.7: Process notes – Keep the sessions active

 279

5.1.1.6 The friendship puzzle games did not work

The researcher designed two games as a projection, a board game and a card
game. The board game did not work well, because it took too much time to
progress through the whole game, no-body could win within the time limit.
The questions did not work well, not being interesting enough and taking up
too much time of discussing issues, rather than doing active things or moving
on to the next player. The card game was more exciting and active, but it was
completed in a very short time.
The following is an extract of the process notes taken by the researcher,
indicating the above-mentioned problem.

SESSION 8
OBSERVATIONS
General / organisational
… I designed a board game, which looked perfect in theory, but many practical
difficulties appeared…They moved too slow through the game and got bored – we
also ran out of time before they even covered half of the board. After this we played
the snap game, which went too fast. The questions for the board game need revision,
so children need to talk and discuss friendship issues a little more and move more
spaces per question. The snap game will then use loose friends / make
friends questions.

Figure 5.8: Process notes – The friendship puzzle games

5.1.1.7 Cultural background as a separate session

The children in the group were part of their own fields – their own cultural
backgrounds. It was important for the researcher to understand their fields
from their own frame of reference. The pilot study did not include a session to
focus on the children’s fields / cultures as a main theme.
The following is an extract of the process notes taken by the researcher,
indicating the above-mentioned need.
 280

SESSION 2
OBSERVATIONS
Culture
Culture at home: The culture at home may have an influence on the feelings of safety
and / or belonging in the group. It also has an influence on how the child handles
time, schedules and other obligations like returning the necessary forms.
Exploring this in a session seems necessary.

Figure 5.9: Process notes – Culture

5.1.1.8 Programme longer than planned

The researcher planned the programme to be completed within twelve
sessions. It was found that if the researcher would push for time to complete
the themes within the time limit, contact with the children and time for
emotional exploration and growth was sacrificed. The researcher therefore
included extra sessions where necessary. The DISC exercise was for example
completed over two sessions. The friendship puzzle game was repeated
because this group needed a better understanding of friendship.

The following is an extract of the process notes taken by the researcher,

indicating the above-mentioned problem.
 281

SESSION 2
OBSERVATIONS
General / organisational
Time is very short – needs 90 minutes – did not complete process / DISC exercise.
Has to continue next time.
SESSION 8
FRIENDSHIP PUZZLE GAME
General / organisational
It seems as if building friendships is a big need for this group. I read a story about a
bully and from the discussion on the story I found that these children don’t know what
to do to make friends. As this group especially is very action oriented – doers – I did
not attempt to do a long discussion on what makes a good friend.
... For this group it is important to repeat this lesson because the games did not work
out very practically and they still did not have much insight in good friendships.

Figure 5.10: Process notes – Programme longer than planned

5.1.2 Assessment instruments and questionnaires

The Das-Naglieri Cognitive Assessment System used as a pre-test and of which the
results were used to select the children for this intervention programme, is a
standardised test. The use and application of this test did not need any revision as it
was applied as suggested by the test instructions. A part of this assessment system
was used as a post-test and needed to be piloted first to find whether it was possible to
apply it in a group situation. The DISC assessment also needed piloting to sort out any
practical difficulties. The other feedback letters, questionnaires and information slips
had to be tried out first to find whether it is effective or not. These were thus the
instruments and questionnaires, which needed confirmation of effectiveness. Any
difficulties and / or needs, which came up from the use of these is discussed in the
following paragraphs in the same chronological order as they appeared in the
intervention programme.
 282

5.1.2.1 DISC analysis and learning style questionnaire

The main difficulty experienced with the presentation of the DISC analysis –
“All About Bots! All About You!: A Behavioural Style Analysis for Pre-teens”
(Rohm, 1998) was the issue of presenting it effectively in two languages. The
problem of accommodating two languages at once led to a time problem and
the possibility of a threat to the validity of the analysis if the items were
misunderstood. It seemed as if this exercise could be finished within one
session if it could be presented in one language at a time. Explaining all items
in two languages each time used about double the time to finish the
assessment, as when the items had only to be repeated in one language. The
researcher had to put extra effort in making sure that both English as well as
Afrikaans speaking children understood the items very well. If this was not the
case, the results here could be invalid. The validity of the results was tested
during the feedback session with the children. They had the opportunity to say
whether I spoke the truth about them. This was done in a non-threatening
environment, so children could feel free to disagree. The researcher also knew
them rather well before the programme commenced and could relate the
outcomes of the assessment to current knowledge about their personality and
behaviour styles. The outcomes of the DISC-analysis thus seemed valid,
although tested in a qualitative way.

5.1.2.2 Information letter and feedback report on DISC analysis and learning style
questionnaire
The caretakers did not complain about the clarity of the information letters or
learning style reports. All group members returned their learning style
questionnaires fully completed. Concerning information letters, the researcher
started to send little strips with the next date and time of sessions as well as a
summary of the current session with the children after each session. This
helped a lot to make sure that children turn up at the correct times and on the
correct dates, especially after a session was skipped because of a public
holiday.
The researcher found that a feedback report after the third or forth session
containing information about the children’s behaviour and learning styles
might have been interesting, but it took too much unnecessary time and effort
 283

from a therapist. This information was repeated in the final report at the end of
the whole programme. It might thus be acceptable to send a feedback report at
the beginning of the programme, but it is not necessary. The information was
duplicated in the final report.

5.1.2.3 Post-test – Planning processes of the Das-Naglieri Cognitive Assessment

System
The researcher found the piloting of this part of assessment very important.
The Das-Naglieri Cognitive Assessment System was designed as an individual
test. It is possible to apply the first part of the Das-Naglieri Cognitive
Assessment System (Naglieri & Das, 1997a), namely the planning processes,
in a small group environment. It was needed to try this out in a group situation
to sort out any practical problems. If it seemed impossible or inhibited the
reliability of the assessment, the post-test should be changed to an individual
assessment. The difficulties did not seem significant enough to change to an
individual assessment though. The researcher found the need to place little
dividers between the children so they don’t check on the other’s work. This
could be added during the main study. The researcher also needed to observe
the children’s performance in a test situation, which was part of the skills they
learned through the intervention. The group post-test situation was ideal for
this.

5.2 Application of the outcomes to the final programme

The following adaptations concerning the outcomes of the pilot study were applied to
the research groups who participated in the final intervention programme:

5.2.1 Time limit per session

The researcher found in the literature study a proposed time limit of sessions of 90 to
120 minutes depending on the age of the group members. The time per session for the
research groups was thus set on 90 minutes. This allowed for a little more time to
finish the necessary quality of contact. Two-hour sessions might even be better,
because many of the extras, like checking the life books, were still neglected after the
 284

increased time limit. The researcher changed the time from one hour to 90 minutes in
the middle of the pilot study.

5.2.2 Language
The researcher decided to use two research groups for the final intervention, one
English and one Afrikaans. The latter two languages are regularly used as
communication languages in Namibia. The people who visit the researcher’s practice
are thus fluent in at least one of these two languages. Language confusion and
inhibited communication and relationship building could therefore be minimised by
dividing the research group in an Afrikaans and English group. Each one of these two
groups still consisted of a variety of ethnic cultures.

5.2.3 Children coming late for sessions

The researcher sent a reminder of the time for each session and also an information
letter to request caretakers to bring children on time and to inform the researcher if a
child will miss the session.

5.2.4 Personality traits / process of the researcher

The researcher missed important messages from the children in the pilot group
because she tend to be too rushed and too focused on completing all the exercises,
rather than to focus on opportunities to use experiments.
The researcher had to be aware of this tendency of hers and could trust Gestalt
therapy’s paradoxical theory of change. Awareness of this problem of hers could lead
to change and growth in the researcher as therapist. This awareness helped the
researcher to relate to the children’s emotional growth much better during the final
intervention than during the pilot study.

5.2.5 Active sessions

The researcher as therapist attempted to be more focused on active alternatives to
dialogic exercises, which were experienced as too passive by the children in the
groups. She focused more on the children’s needs. As soon as energy levels and
enthusiasm seemed to lower, the researcher as therapist attempted to adapt the
planned exercises to more active or interesting experiences.
 285

5.2.6 The friendship puzzle games

The researcher adapted the questions of the board game to simpler questions and
answers. The spaces to move after each correct answer were increased to speed up the
game. The extra tasks given were left unchanged, but could be changed to more action
oriented tasks. The card game was changed to a more practically applicable game,
with more cards to use up more time. This was an energising game during the pilot
study and should be used further even as part of a self-nurturing exercise at the end of
the session. It can be something fun to do so the children can leave the session
energised and excited.

5.2.7 Culture
The researcher needed more information about the children’s cultural experiences at
home for a better understanding of them and their fields.
The researcher therefore decided to add an additional session after the first awareness
sessions, which made use of the DISC analysis. This session was used to understand
the children’s interpretation of their family culture. Together with this session the
children received an information letter for their caretakers, explaining the importance
of the culture-oriented session. An open-ended questionnaire was included. The
caretakers were asked to complete the questionnaire and return it with the child at the
following session. The completion of the questionnaire was voluntary.

5.2.8 More sessions than planned for – flexibility to adapt the programme
It seemed important to the researcher to be in confluence with the children – to work
within a structure but not allowing the structure to be the main director of what is
happening in the groups. The needs of the group members needed to be the main
director of what was happening in the sessions. The researcher already applied this
flexibility in the pilot study. It was necessary to try this out to find whether the
proposed time limit should be kept at all cost. As discussed earlier in this paragraph,
the researcher still found it necessary to be flexible in the number of sessions included
in the programme. In order to make this adaptation of the programme more acceptable
to caretakers, the researcher did the following: She kept the parents informed of the
flow of the programme by sending notes on when the sessions would repeat and when
the number of total sessions would increase.
 286

5.2.9 DISC analysis and learning style questionnaires

As indicated above, the only real problem concerning these instruments was the
accommodation of two languages during the assessment. The final research groups
were thus divided in an English and Afrikaans group. In this way both languages
could be accommodated for the sake of culture, but the difficulties with language
confusion in one group were eliminated.

5.2.10 Feedback reports

The researcher did not write any feedback reports after the first four sessions of the
final intervention programme. A detailed final feedback report was written and mailed
after the last session of the intervention programme. The researcher as therapist spent
much effort, time and energy on these to provide enough information on the
children’s processes and growth during the programme, as well as recommendations
where necessary. The researcher also included a little memorabilia for each one of the
group members – a key ring with a photograph of the group and themselves
individually.

5.2.11 Post-test
The post-test was conducted in group-format in the final intervention programme
again. Time constraints were a big consideration. Individual testing was not always
possible, because of the time limits of both the caretakers of the children as well as
the researcher as therapist. It was also necessary to consider the impact of the quality
of observations of the children’s behaviour in a group assessment situation. Although
these considerations seemed negative towards a group test, the researcher decided on
a group test to observe the children in the more demanding atmosphere of the group
situation rather than an individual test. The time constraints were also a very salient
factor in this choice.
The researcher only added dividers between the children to secure honesty in
answering the questions in the research groups.

The following is a diagram to summarise the difficulties experienced in the pilot study
and the applications of these outcomes to the final intervention programme.
 287

Time limit 60 minutes per Time limit 90 minutes per

session. session

Home language not used as Language as selection crite-

selection criteria ria: one language per group

No measures to ensure child- Letters and weekly remind-

ren to be on time for meetings ers to parents: date & time

Researcher rushed, focused on Research ‘bid’s time’: focus

completing exercises on foreground of children

Sessions theoretical, factual Sessions as active and

and passive experiential as possible

Friendship puzzle game slow Friendship puzzle game

and inactive faster and more active

No session focused on the Session focused on the

culture of the children culture / field of the children

Programme was longer than Flexibility maintained, kept

planned for caretakers informed

DISC presented bilingually DISC presented in one

language at a time

Feedback reports after 4 ses- Feedback reports on after

sions and after final session termination of programme

Unsure of post-test in group Post-test applied in group

situation or individually situation without difficulty

Figure 5.11: The application of the outcomes of the pilot study

 288

5.3 The value of the pilot study in this intervention

The value of the pilot study is, according to the researcher, proven in the number of
adaptations done on the final programme. The researcher found the pilot study of
value for both the practical application of the programme as well as for the
assessments, questionnaires and interviews done. The most important value though
was personal. The researcher could identify possible difficulties related to her process,
which had a negative influence on the application of Gestalt play therapy techniques.
This was therefore also a process of personal growth towards a more Gestalt oriented
way of being.

The value of a pilot study was clear at the end of the final intervention programme
when the researcher could be able to identify more factors that could possibly have
had a negative influence on the quality of the programme. In this case the final
intervention programme acted as a pilot study for further research. The researcher
found that two aspects of the programme were neglected in the final intervention
because of a lack of time. The first one is the life book, which was created and used as
homework assignments. The importance of spending time on the book each week was
not emphasised enough. The researcher mentioned the life book each week, but did
not spend enough time on this to utilise its full value. This could be a very valuable
source of self-awareness and opportunities for group members to get to know each
other. The second factor is the flow diagram of the programme, which was neglected
in both the pilot study as well as the final intervention programme. The group
members’ comprehension of the whole programme and how the sessions fit into the
whole could be increased with this diagram. This was thus a possible useful tool,
which was not utilised in the final intervention programme.

The pilot study therefore had a very definite contribution to the success of the final
programme, its possibilities for further research, and also to the researcher’s growth as
a person and as a user of the intervention programme.
 289

6. CONCLUSION

This chapter covered the definition, value and application of a pilot study. The current
research study is a combined quantitative-qualitative study. The pilot study was of
value for both the quantitative as well as qualitative nature of this research project.
This chapter therefore proofed the great value of a pilot study.

The next chapter covers the adapted, final intervention programme. The application of
the programme, to what extent the research question has been answered, and whether
the goal and objectives were reached is covered in this following chapter.

Pilot study Final intervention

Chapter 5 Chapter 6

Figure 5.12: Framework of development of the final intervention

(Pilot study)