Lampiran 1

THERAPEUTIC RELATIONSHIP, ASSESSMENT AND TREATMENT PLANNING

dipetik daripada buku Rinda Blom (2004)

1. Therapeutic relationship
What is the child’s level of trust and is the therapeutic relationship taking shape?
Klien kelihatan takut terhadap kaunselor namun klien masih memberi kerjasama kepada
klien ketika menjawab soalan kaunselor
Does the child manifest relevant resistance, or does he or she appear confused?
Klien kelihatan tiada perasaan (wajah perasaan yang neutral atau keliru) sepanjang sesi.
2. Contact and contact skills
Does the child make good contact with the therapist and can he or she maintain contact?
Tidak, klien banyak menekan giginya dan menolak mewujudkan contact dengan kaunselor.
Does the child withdraw relevantly at times? Tidak
How does the child use his or her contact skills? Klien tidak tahu masa untuk menarik
kontak dan mewujudkan contact, kaunselor perlu mewujudkan contact dengan klien baru
klien memberi respons.
3. Contact boundary disturbances
Does the child make use of any of the contact boundary disturbances to satisfy his or her
needs? Tidak dapat dinilai pada sesi ini.
What is the influence of introjects in the child’s life? Tidak dapat dinilai pada sesi ini.
4. Interest
Does the child show involvement, interest and excitement? Tidak
Is his or her voice expressive or ‘weak’? Nada suara klien adalah terlalu kecil untuk di
dengar.
How does the child use his or her breathing? Tidak dapat dinilai pada sesi ini.
What is the child’s energy level and when does he or she have more and less energy? Klien
kelihatan lemah sepanjang sesi.
Body posture
How does the child walk, sit and stand; is his or her body impaired or loose and flexible?
How is his or her posture? Klien duduk dengan postur yang lemah, menunjukkan tidak
berkeyakinan.
Are his or her shoulders rounded? Ya
Humour
Does the child respond relevantly to humour? Tidak dapat dinilai pada sesi ini.
Does the child have a sense of humour? Tidak dapat dinilai pada sesi ini.
Resistance
What is the child’s level of resistance? Klien tidak menunjukkan resistance pada sesi ini.
How does resistance manifest in the child?
 Lampiran 1
THERAPEUTIC RELATIONSHIP, ASSESSMENT AND TREATMENT PLANNING

dipetik daripada buku Rinda Blom (2004)

Out of which layer of neurosis is the child functioning?
Emotional expression
Does the child know what emotions are? Klien tidak menerangkan apa-apa mengenai
perasaannya pada sesi ini.
Can the child express basic emotions, such as happiness, sadness, anger and fear?
Apabila ditanya tentang penceraian ibu bapa, klien tidak kata apa-apa emosi tetapi bertukar
topik kepada mereka bergaduh dan klien rasa sudah biasa dengan wajah dan suara yang
tidak menunjukkan apa-apa emosi (no-fear).
Can the child identify reasons for his or her emotions?
Is the child’s emotional expression relevant?
Is the child able to express emotions?
How does the child handle his or her emotions towards the therapist, his or her family and
friends?
How does the child handle his or her emotion of anger?
Does the child have old, unexpressed and unfinished emotions of grief or anger that should
be addressed?
Cognitive aspects
Can the child express his or her feelings and thoughts?
How are the child’s language skills? Klien kelihatan lemah dan tidak dapat menerangkan
perasaan dan pemikiran dengan baik.
Can the child follow directions, play a game, make choices, solve problems and organize?
Does the child have ideas and opinions of his or her own?
Does what the child says make sense? Kaunselor sukar memahami apa yang diterangkan
oleh klien.
Does the child use age-related abstractions and symbols?
Does the child have a sense of right and wrong? Ya.
Creativity
Is the child capable of taking part openly and freely in creative techniques? Tidak dapat
dinilai pada sesi ini.
Can the child test new things?
Is the child withdrawn, restricted and defensive?
Sense of self (Tidak dapat dinilai pada sesi ini)
Does the child have a degree of self-awareness and introspection?
Can the child own his or her projection from various projective techniques?
Does the child run himself or herself down?
 Lampiran 1
THERAPEUTIC RELATIONSHIP, ASSESSMENT AND TREATMENT PLANNING

dipetik daripada buku Rinda Blom (2004)

Is the child self-critical, uncertain of him- or herself and seeking acceptance?
Can the child make statements about him- or herself?
Can the child make choices?
Is the child self-assertive or inhibited?
Is the child capable of separating from his or her parents?
Does the child reveal confluent behaviour?
Does the child fight for power?
Does the child have an age-related sense for mastery?
Social skills
How is the child’s relationship with others in his or her life? Tidak dapat dinilai
Does the child have friends? Klien hanya mempunyai seorang rakan sahaja.
Does the child show signs of independent thoughts and actions? Tidak
Does the child have environmental support for his or her needs? Tidak dapat dinilai
How does the child satisfy his or her needs? Tidak dapat dinilai
Does the child have age-related egocentricity? Tidak dapat dinilai
Process
How does the child present him- or herself to the world (quiet, noisy, aggressive, passive,
‘very good’, leader, follower, etc.)? Passive
Is the child fast-paced or slow-paced? (see page 75) Slow paced
Is the child an introvert or extrovert? (see page 75) Introvert
What is the child’s temperament according to the DISC temperament analysis? (see page
76) Social
How does the child act towards his or her parents, siblings, friends and teachers? Passive
What behaviour does the child reveal?
In what ways does the child try to satisfy his or her needs and acquire a sense of self?
Do the events in the therapy sessions and events outside correspond? Tidak dapat dinilai

This guideline assesses children holistically in accordance with the gestalt theory approach
by taking the various aspects of their holistic self into account. These aspects, however, show
a close connection with the stages of the therapeutic process to which attention should be
paid, according to Oaklander’s model, in order to enhance children’s awareness of their
process. This guideline can be used during every gestalt play therapy session to assess the
child’s process in respect of the various main aspects and subcomponents.