Concept formation is an essential element of creative ability and is our ability to understand the properties of materials and objects we relate to, connect with and interact with in our daily lives. Concept formation also extends to understanding ourselves, people and situations. Du Toit (2009)

Concept formation begins at level Tone, through developing basic concepts through our senses.  This transitions through to the Self-Differentiation level where elementary concepts are developed by interaction with materials and objects combining sensory and motor processes.  De Witt.P (2005)

As individuals move through to the Self-Presentation level action becomes explorative to develop composite concepts through interaction and exploration. Increased understanding results in the discovery of the impact one can have on the environment, therefore, developing an impression of one’s abilities, to develop self-concept as an occupational being. De Witt. P (2005)

Through facilitation of explorative interventions, with males within a forensic unit, it became apparent that exploration alone was not enough to enable patients on the Self-Presentation level (therapist-directed phase) to fully understand the concepts of materials and objects.  Whilst explorative action allowed for discovering differences and similarities it did not offer explanations of their constructs.

And so, the ‘Concept Group’ was created, the sessions were explorative in nature and included structured tasks, to facilitate the essential partnership between exploration and developing task concept. Topics selected allowed for deeper exploration of materials and objects.