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Challenges and Benefits of Play Therapy
Challenges and Benefits of Play Therapy
Challenges and Benefits of Play Therapy
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Structured Play Therapy and Child Centered Play Therapy: A Comparison
Structured play therapy is a form of play therapy that is directive and uses planned, structured activities in almost every session. Release play therapy was developed in by David Levy, and was expanded by Gove Hambidge into what we now consider structured play therapy (Menassa, 2009). Child-centered play therapy (CCPT) has roots in Carl Roger’s person-centered theory, holding the belief that children inherently strive towards self-actualization and self-directed healing (Menassa, 2009). Both CCTP and structured play therapy believe that play is children’s intrinsic communication, and a means through which children expresses and can resolve emotions and challenges in a developmentally appropriate way (Menassa, 2009). In this paper, I will compare how structured play therapists and child-centered play therapists approach the overarching goal of therapy, the therapeutic role, the therapeutic relationship, and the structure of the therapy.
Overarching Goal
The goal of structured play therapy is to minimize the child’s maladaptive symptoms by using the acting-out principle of play within a structured setting. By engaging in such structured play, the child is
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It is important that the child can tolerate the therapist’s presence in the playroom and feel comfortable accepting the therapist’s activities (Menassa, 2009). The structured play therapist additionally utilizes the therapeutic relationship to ease the child’s potentially overwhelming anxiety when faced with situations in play (Jones, Casado, & Robinson, 2003). It appears as though structured play therapists view the relationship as simply a means to an end, and is definitely not the main focus of therapy. The relationship with the child within CCPT and within structured-play therapy differs
This study looked at the therapeutic relationship and its influence in the process of Child-centered play therapy (CCPT). An exploratory single subject quantitative-qualitative design was used to examine therapist relational variables and their associations with changes in children’s behavior in CCPT (Hilliard, 1993; Jordans, Komproe, Tol, Nsereko, & De Jong, 2013). Specifically, we examined changes in levels of therapist process variables and their corresponding relationships with changes in children’s behaviors within and between cases to better understand therapeutic processes that impact child behavior, as well as the therapeutic relationship.
Melanie Klein was born on March 30th 1882, born in Vienna, Austria. Melanie was going to go to attend medical school but family fortunes disabled that process. Melanie was the last of four siblings. Growing up, Melanie’s relationship with her mother, Libussa Reize, was always difficult causing depression later on in her life. Having her sights set on studying at the gymnasium, in 1898 she passed her entrance exams for psychiatric medicine. At age twenty-one she got married to Arthur Klein, who was an industrial chemist and they had three children. Melanie first experienced psychoanalysis when she began taking treatment after her mother’s death.
Psychotherapy integration is best explained as an attempt to look beyond and across the dimensions of a single therapy approach, to examine what one can learn from other perspectives, and how one’s client’s can benefit from various ways of administering therapy (Corey, 2013). Research has shown that a variety of treatments are equally effective when administered by therapist who believe in them and client’s that accept them (Corey, 2013). Therefore, one of the best aspects of utilizing an integrative approach is that, in most cases, if a therapist understands how and when to incorporate therapeutic interventions, they usually can’t go wrong. While integrating different approaches can be beneficial for the client, it is also important for the
Many theorists have tried to define play as a concept, however, no two agree on a set definition. Their backgrounds and induvial lifestyles influence the way they see the importance of play. Reed and Brown also believe that there isn’t an agreed definition of play because is something that is felt rather than done (Reed & Brown, 2000 cited in Brock, Dodd’s, Jarvis & Olusoga, 2009). In spite of this, it is clear that most theorists uphold the ethos that play is imperative to a child’s learning and development. There is a wide range of different studies and theories which helps us develop our own perception of what play is. In my personal experience I have found play to be a way of expressive our emotions, exploring and learning new things, thus
The theory of therapy that I have personalized and developed is that of an Integrative Play Therapy Approach (IPT). Gil, Konrath, Shaw, Goldin & McTaggart Bryan (2015) describe this method as an approach which utilizes a combination of two or more therapeutic styles. This will allow my personal theory to be customized as needed to meet varying client needs. In developing my individual theoretical orientation of therapy, I took into consideration my experiences within the field and my previous education, as well as my own values, personality traits and my natural therapeutic style. Additionally, the setting in which this therapeutic style is being utilized is taken into account. Given this, it is important to highlight that my approach will
Wehrman, J. D., & Field, J. E. (2013). Play-Based Activities in Family Counseling. American Journal of Family Therapy, 41(4), 341-352. doi:10.1080/01926187.2012.704838
Parent-Child Interaction Therapy (PCIT) is a relatively new behavioral therapy method for children with severe behavior issues (Niec, 2005). It was developed in 1988 by Sheila Eyberg (Duffy, 2009). Although there are many child therapies that focus on increasing prosocial behaviors and eliminating asocial behaviors, PCIT is unique in that it focuses on developing mutual parent and child skills in the relationship—both must work diligently for the desire outcome(s). There are 8 to 12 total sessions and recommended booster sessions after at one month, three month, six month, and one year intervals. The therapy focuses on play therapy and disciplinary sessions with the parent and child together (Saunders, 1997). The therapist will coach the parent
Rodger, S., & Ziviani, J. (1999). Play-based Occupational Therapy. International Journal Of Disability, Development & Education, 46(3), 337-365. Additional Information:
Rye N. Child-Centred Play Therapy. In: JH Stone, M Blouin, editors. International Encyclopedia of Rehabilitation. 2010.
For this assignment I have chosen Jean Piaget’s cognitive development theory and Erik Erikson’s psychosocial development theory.
Gestalt therapy is a type of therapy used to deepen our awareness of ourselves. According to O’Connor and Braverman, (2009) “Gestalt" implies wholeness. “Gestalt therapy is a process-oriented, experiential therapy that is concerned with the integrated functioning of all aspects of the person: senses, body, emotions and intellect.”
Both types of therapies had the specific elements that PCIT wanted to convey. One element was an emotional calm that play therapy produced in work with children. However, the calm play that the therapist and child do inside session, is far from the relationship that the parent and child may have outside therapy. By training the child’s parent to provide behavior therapy, enables treatment benefits to be longer-lasting. The use of play therapy in parent-child interaction strengthens the parent-child attachment and provides the child greater exposure to the calming therapy with their own parent. However, play therapy is not the only appropriate intervention when it comes to disciplining children. Parents get the skills need to deal with the behavioral issues by the live parent training, for setting limits and drawing back from tough discipline (Funderburk,
I believe that my relationship with the child must be warm and supportive (Axline, 2013: 23-35). Whilst my sessions are taking place, the girl must feel safe in order to ensure progress. If she feels comfortable in her surroundings she will be more willing to share he thoughts and opinions with me. It is very important for me that she unconditionally accepts me and that I unconditionally accept her (Axline, 2013: 23-35). This is where I must gain her trust. The first session consisted of an assessment, the second session is where I engage in play therapy. Here I need to build a consistent relationship with her using toys and verbal communication. I will also allow her to freely express her emotions during the sessions (Axline, 2013: 23-35). Whilst she’s playing with the sand and figures, I will encourage any emotions (as long as it stays safe). For me to be able to help her I need to assess her different emotions surrounding different situations.
As the semester comes down to an end, I have realized how much I have grown. My knowledge for play therapy was not as large as it is now. I am so thankful that I was able to be in this class and learn what I have learned. The skill set I have gained has helped me tremendously with my practice.
This theory suggests that play plays a vital role of treating children’s disorders, children are able to gain some sense of control and alleviate their negative emotions including anxieties, fears and traumas through playing (Heidman & Hewitt, 2010; Freud, 1961). From the psychoanalytic perspective, play has a cathartic effect for children as it can assist children to cope with adverse feelings (Wolfberg, 2009, p. 32). Therefore, play is regarded as a therapeutic method to deal with the emotional problems (Wolfberg, 2009, p. 32). Moreover, this theory is of the view that play is an avenue to connect children’s past, current and future inner life (Willians, 2009, p. 575). Sigmund Freud was the pioneer who made a considerable contribution to this theory and he called “play” as the “royal road” to the child’s conscious and unconscious world (Willians, 2009, p. 575). He believed that play allows a combination of fantasy with reality, children should spend time playing every day as it is very healthy and necessarily (Willians, 2009, p. 575). Children are able to resolve psychological dilemmas, soften their worries and develop their understanding of life experiences (Wolfberg, 2009, p. 32). Erikson had further developed this theory, he recognized that the particular events are critical to shape the nature of