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. When looking back over the course as an entity, I enjoyed the videos and reflections. I feel I have learned the most through this homework assignment. The videos gave me the opportunity to be able to put the techniques I learned to action. I loved how I was able to self reflect on my video and learn more about myself as a counselor through this. Also, I think the class feedback checklist was very helpful. When tying my reflections, I would reflect …show more content…
However, there is only one downfall to this class. When presenting videos, as a class, we are to give written and verbal feedback to students. I feel that in some cases other classmates did not take feedback respectively. I feel like it was disrespectful. Despite my help, I felt like the classmate was trying to prove a point at the learner’s expense. I understand it is hard to take constructive criticism. However, we only learn from feedback. I felt like this behavior inhibited our classroom’s learning environment. Our professor, Many, did a great job trying to deflect the situation. Mandy tried to effectively defuse the situation when …show more content…
It is more of a wishful idea. I wish play therapy courses were offered more. I understand that our class size might be small. However, I learned a lot from this course. I think a play therapy course should be mandatory for students on the school counselor track. Currently, I am interning at a school. While I am at my internship site, I attend monthly peer group meetings. During one of these meetings, a counselor gave a presentation on play therapy. This presentation as given because many of the counselor’s requested an understanding of play therapy skills they can use in the school system. The presenter discussed the different types of play therapy activities other counselors can use at their school. Many school counselors at this meeting were commenting on how they would like to use play therapy at their school. However, they did not have the knowledge to do so. Therefore, I think as play therapy is becoming more popular in the school system, I think a play therapy course should be mandated for students in the school counselor
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.
This particular class period consisted of around 3 students, but one student was working particularly just by himself with his teachers aid. Even before it started Ms.Metcalf classroom energy felt a bit off, and come to find out that during lunch one of the students had been teasing the other student. The student that had also been causing trouble had out of nowhere stolen paper clips off of Ms.Metcalf. The other student was not able to stay on task, because he still felt upset from the incident that occurred during lunch. This soon became more of a discipline class rather than the student learning about math, and apparently the "bully" had created pointer with the paper clips that could have actually hurt someone. Soon after Ms. Metcalf had to call the assistant principles to step in to discipline the student, and lost a entire day of instructions due to one student misbehavior. After the misbehaving student had left she went over to the emotional distraught student and began discussing that he should never let people 's words if they weren 't nice and that entire lesson became a lesson on
This skill stuck with me through my elementary, middle, and high school years as I tried out and acted in plays and musicals, which eventually lead me to becoming the president of the Drama club. The skills that I learned through theatre work helped me with working with kids to create imaginative games on the spot. It also taught me to not worry about looking silly; if you and the kids are having a good time, that’s all that matters. After creating and experience these games with the children, I realized how great of a tool it is for teaching valuable lessons; like taking turns, politeness, and self-help skills. Instead of sitting down with the kids and just talking about these concepts, we would experience them first hand my actually acting out scenes. Because of the positive outcome that I have seen by using play as a teaching tool, I am very passionate about using play in my everyday work as a speech-language pathologist to teach my clients in a fun and relaxed
For this assignment I have chosen Jean Piaget’s cognitive development theory and Erik Erikson’s psychosocial development theory.
In this paper, the readers will learn that I, Chantiara Johnson, played the role of a therapist. My friend, who is a college Sophomore played the role of client. I will use the techniques that I learned during the first three weeks of this course; these techniques will help me conduct the interview with my client. Throughout this interview, I will mock and reflect a therapy session of a client who is facing the feeling of loneliness and the feeling of not being enough.
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.”
There are too many children with anger problems in society and this is in fact proving to show difficulty in the home, in school, and with peers. A variety of behaviours are occurring, such as bullying, acting out, angry outbursts, fighting, harming self, and destruction of objects. These behaviours affect the individual as well as those around them. In order to improve the individual, play therapy needs to be implemented.
Isenberg, J. P., & Jalongo, M. R. (2010, July 20). Why is Play Important? Social and Emotional Development, Physical Development, Creative Development | Education.com.
However, despite the unquestionable link to a brighter future for the children who engage in it, less and less time is being allotted for play in the classrooms. As standards for what children are expected to know at younger and younger ages continues to rise along with the demand for standardized testing from the state, time for play is being sacrificed. Adults are choosing to get rid of time for unstructured play and recess to make time for this new testing interfering with the time allotted for children to learn independently through play. Cutting play and recess is a mistake, and here is why: “recess gives students time for social interactions: for students must be able to initiate, negotiate, cooperate, share, and build relationships with one another--skills that are highly valued in the adult world but that often are quite different from work or play under adult supervision and control” (Chang). Those skills learned through play, are often not the sole purpose of a classroom lesson and could potentially be the only place they learn those needed skills. Play is an affective measurement in the classroom as well as outside of the classroom and children can learn so much from it if only given the chance
Ben is an 11-year-old boy who was referred to me by a teacher to assist with his reluctance to attend school. Ben has missed 20 days of school in 2 months and often goes to the nurse’s office and has left school due to feeling “sick”. Ben was check at by a pediatrician, and there are no medical problems that can explain his difficulties. Ben has a very close relationship with his mother, and sleeps in his mother’s bed every night. He avoids activities that would include him interacting with other kids his age, because of his separation anxiety from his mother. Ben’s mother showers with, dresses and undresses him.. She also grooms his hair because she claims it’s difficult to manage because of tangles. Ben is fully capable of self-care in areas
Before diving into my research, I reflected on the knowledge I already knew regarding play and play based learning. From experience, I know that play is an enjoyable activity for children, and even some adults. I know that there are different ways one can play. For example, playing with others is known as cooperative play and playing alone is considered solitary play. There are different types of play. For example, there is dress up or pretend games, which is considered dramatic, play and there is playing with building blocks which is constructive play. After my reflection I realized that I was more knowledgeable on the action of playing rather then the benefits of it.
This course opened my eyes to the importance of dialogue in ways that I had not previously considered. I did not know in counseling you should only talk 30 percent of the time and that the remaining 70 percent should be the counselee’s time to talk. My typical counseling sessions in the past were about 50/50 dialogue. I thought that the counselee needed my opinion. A majority of my sessions included this amount of dialogue, which I am now understanding was not helpful to those people. Even though several people did have great results due to our sessions, they will looked to me in the future for more answers to various problems. This made the counseling relationship more dependent on my advice rather than them talking out their problem
As an educator, there is always room for reflection and growth. Being in this class has provided an opportunity for both. From my knowledge gained in this class I believe that I have become smarter and have learned how to implement different tool into my teaching as well as general life as a teacher. Of the topics discussed in this class, commitment to students, avoiding burnout and reflective practices had the biggest impact on my professional growth.
For instance, I have learned that just simply reflecting on what I am seeing in the classroom is not enough that I have to comprehend and gain knowledge about the classroom in a more profound and meaningful way, such as relating observations to theories and psychology studies. Also I have learned to reflect more deeply on what is going on around me, not just looking at what is at the surface. I took notes during my observation. I tried to not only write what was happening, but also why it was happening and tried to convey any thoughts or feeling the students, teacher or myself had. Lastly, in my reflection, I improved my reflection skills by asking myself questions, such as, “what would I do,” “how would I do it,” and “how would I react?” Then, I would reflect back on what I had learned throughout the semester to see if I could find the most appropriate