There are a total of four phases in the Adlerian Play Therapy where the importance varies from stage to stage. This applies to the roles played by the Adlerian Play Therapist as well. As the therapist goes from one stage to another stage, the roles changes according to the stages they are in. In the first phase of Adlerian Play Therapy, relationship is the central issues. Therapist needs to build an equitable relationship with the child. Therefore the central role of the therapist in this phase will be a partner or an encourager (Kottman, 2011). In order to build an equitable relationship between the therapist and the child, building trust and eliciting positive emotions from the child is very important. In this phase, therapist is usually …show more content…
The third phase of the therapy is where the therapist have an expectation for the child to have a change (Kottman, 2001). The therapist has already an understanding of the child’s lifestyle and is time to direct them into changing. In this phase, the therapist can be directive and non-directive at times. The therapist will be directive when it comes to pointing out to the child, his or her disruptive thoughts and showing the inconsistency between what is said and what is done (Kottman, 2001). At other times, therapist will be non-directive as they slowly guide the child to a better change. The therapist will be emphatically supportive by gradually moving the child to the understanding of the situations he or she is in and the relationship (Kottman, 2001). Thus, the role of the therapist in this phase of the Adlerian Play Therapy is rather …show more content…
To ensure the positive outcome of the therapy, an equitable and respectful relationship has to be build between the therapist and the child that is involved. There were a few. A few techniques are employed to ensure the positive relationship between the therapist and the child. One of the main techniques used in the first phase of the therapy will be encouragement. Encouragement is rather important in Adlerian Play Therapy because it is one of the Adlerian concepts that was used to show respect to the child, appreciate in what they could do, have faith in them and recognizing their efforts and improvements (Dinkmeyer, Dinkmeyer & Sperry, 1987 as cited in Kottman & Johnson, 1993). By encouraging them, an equitable and respectful relationship can be build between the therapist and the child. Child will start to have faith in themselves through the encouragement given by the therapist and this will leads them into having the trust for the therapist. This can successfully build the relationship between the therapist and the child. Besides that, the therapist need to implant in mind the thought that never help a child do things that he or she is capable of (Kottman & Johnson, 1993). The therapist can offer to do together but never to take full control in doing something. This is because the emphasis of the encouragement
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.
For example, adolescents are often forced into therapy by their parents or school as a result of an inability to cope with stress in a socially acceptable way. Patients at this stage are too old to engage in play therapy, where therapists analyze a child’s behavior during play and when presented with toys. Also, patients acting out during adolescence are often too young to obtain the maturity to verbalize their emotions in a socially acceptable form. Art therapy is useful at this stage of development because similar impulses expressed in play therapy are expressed through drawings, meanwhile not requiring verbal communication. Art therapy introduces the mature defense mechanism of sublimation to the patient, guiding them to achieve better self control as they learn to communicate their impulses through art and talking about their art. A particular form of therapy is managed in groups, and adolescents are encouraged to engage in conversation about their drawings while they are creating them. This creates an environment of low anxiety, allowing patients communicate internal conflict and disregard their normal defense mechanisms that are used to conceal these emotions. The defense mechanism of sublimation is apparent in this process, as the use of color, composition, space and shapes to provide an
Early Childhood is marked by a time in children’s lives when they develop “a confident self-image, more effective control over their emotions, new social skills, the foundations of morality, and a clear sense of themselves as boy or girl” (Berk, Kauffman & Landrum, 2011, pg. 45). According to Erik Erikson, early childhood is a period of “vigorous unfolding,” one where children have a sense of autonomy and a new sense of purposefulness or initiative (Berk, Kauffman & Landrum, 2011, pg. 45). Play is a means for children to learn about themselves and they begin to adopt the moral and gender-role standards of the society in which they live (Berk, Kauffman & Landrum, 2011). A negative outcome of early childhood is the guilt children feel as a result of excessive punishment and criticism by the adults in their lives (Berk, Kauffman & Landrum, 2011)....
Parten’s idea of child lead stages of play would support JNTCP ‘behaviour that is freely chosen, personally directed’ as when the child is ready to progress they make the personal decision. It could be said that Parten’s job would have influenced the way she views play. Being a psychologist may have led her to believe that child led play is more beneficial for the child’s development as they are able to figure it out for themselves, thus making the child more independent. A teacher idea of play however, would be the opposite to that of a child psychologist, as a teacher would believe that adult led play is more beneficial for a child, as it can have a planned outcome and consequently better the child’s social, emotional and physical development. The Researching Effective Pedagogy in the Early Years (REPEY, 2002) research clearly states that there becomes a point where children need to be supported by an adult in order to further their thinking. Vygotsky theory of proximal development would support the teacher’s idea of child lead play. Proximal development represents the gap between what a child can accomplish alone, and what they can do with the guidance of an adult. Similarly, Bruner’s theory of scaffolding mimics the same idea as Vygotsky, the adult giving a helping hand to the child’s play to better their learning and
According to the article, in Adlerian therapy, a therapist's ability to encourage and instill hope in a client is key. The
Rye N. Child-Centred Play Therapy. In: JH Stone, M Blouin, editors. International Encyclopedia of Rehabilitation. 2010.
Experiential family therapy would work best for children ages 3-11, because it involves using techniques like role playing, which will uncover the child hopes, fears of what presently is affecting them. Play therapy technique that will incorporate puppets, finger painting, drawing, and any form of media that will allow the child to show their feelings and excitements. Family art therapy that is used for either adults or children for self-knowledge and recognize what emotional issue they have which in turn can be used in the healing process
This is when the psychologist watches the child play, and only comments when the child says something or does something. The comments are never made in a way that would influence the child to act or do something. This process would allow the child to build self-confidence and develop emotionally. This differs from other psychological experiments to develop children such as conditioning, where the psychologist would give a reward or punishment for an action would make the child act a certain way. This type of psychology only changed the child’s actions, not
Adler has gone on to say that people who are in an unconscious state of mind ty to convert the feeling of inferiority to superiority, that is what Adlerian psychology is. By the time someone turns five, Adler believes that a young person should be entrenched with behaviors and thoughts and ways to process things, and also that the relationships that a child makes in their young life, this is closely related to social and environmental forces, they a responsible for the growth of the traits listed. Adler began to conduct research that the order that someone is born plays a role in upbringing of psychology. “Adler was actually one of the very first psychiatrist to introduce mental health into education” (Way, L Pg.2). Adler worked inside schools, he also helped with professionals practice so they could teach the same information Adler knew to their
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,
The intervention that I chose for this assignment is Parent-Child Interaction Therapy. The intention of article that I examined, as it related to Parent-Child Interaction Therapy, was to “examine Parent-Child Interaction Therapy’s effectiveness for increasing positive parenting skills, reducing children’s behavior problems, reducing parents’ stress, and improving the parent-child relationship with a sample of children typically considered in need of attachment-focused treatment.” (Allen, Timmer, Urquiza, 2014, pg. 334). Parent-Child Interaction Therapy is an intervention “founded on social learning, behavioral, and attachment theories” (Allen, Timmer, Urquiza, 2014, pg. 336). In addition, PCIT is an assessment driven model that uses play therapy
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.
The children are put through different learning experiences and tasks, for the professionals to evaluate and observe their different development stages. All this helps to understand the children’s adult characteristics for future life as every child’s play experiences are crucial to their adult life.
Stein, H. T. (n.d.). The Five Phases of Classical AdlerianFamily Assessment and Therapy. The Five Phases of Classical Adlerian Child Family Assessment and Therapy. Retrieved March 25, 2014, from http://www.adlerian.us/fam-sta.htm