Introduction to Play Therapy Florida International University March 11, 2016 Dr. Carmen R. Jimenez

“We are never more fully alive, more completely ourselves, or more deeply engrossed in anything than when we are playing” –Charles Schaefer

What is Play? Play is universal! helps children to: communicate - problem solve achieve mastery - tackle developmental learn new skills challenges practice old skills learn self-control develop creative thinking express feelings experiment build self-confidence

“Birds fly, fish swim, and children play” - Gary Landreth

Why Play? In recent years a growing number of noted mental health professionals have observed that play is as important to human happiness and well being as love and work (Schaefer, 1993). As adults, cultivating a childlike sense of play can revolutionize the way we work.

Why Play? Research shows that hybrid forms of work and play may actually provide the most optimal context for learning and creativity, for both children and adults. Play and intrinsic joy are intimately connected, creating a synergy that naturally leads to greater inspiration, effort, and creative growth. (Ten Habits of Highly Creative People By Scott Barry Kaufman, Carolyn Gregoire, January 20, 2016, The Greater Good Science Center)

Benefits of Play Play is fun, enjoyable, & it elevates our spirits and brightens our outlook on life! Play relieves feelings of stress and boredom Connects us to people in a positive way Stimulates creative thinking and exploration Regulates our emotions, and boosts our ego (Landreth, 2002).

Benefits of Play Expands self-expression, self-knowledge, self-actualization and self-efficacy. Play allows us to practice skills and roles needed for survival. Learning and development are best fostered through play (Russ, 2004).

Play Therapy Activity Group creative story-telling/art “our world”

History and Development of Play Therapy 1919-1930s Anna Freud and Melanie Klein use toys in therapy with children and introduced completing theories. Klein said play had meaning; Freud said play built a relationship with the therapist and could give insight into child’s unconscious. (Landreth, Garry. (2002). Play therapy the art of the relationship. Bristol, PA: Routledge.)

History and Development of Play Therapy 1940-1970’s - Carl Rogers develops person-centered therapy, which emphasizes the importance of genuineness, trust, and acceptance in the therapeutic relationship. 1940-1970s - Carl Rogers’ student, Virginia Axline, develops child-centered (non-directive) play therapy and applied theory to school counseling and teaching. Much of current play therapy practice is based upon Virginia Axline’s work.

History and Development of Play Therapy 1980s-present - Play therapy programs are started in Universities. University of North Texas’ program started in 1989 and the Association for Play Therapy established in 1982. https://www.youtube.com/watch?v=uWSUkUsWeZI&index=1&list=PLBABA1DBEEF2AC85E http://cpt.unt.edu/

Why Play in Therapy? In play therapy, toys are like the child's words and play is the child's language (Landreth, 2002). Therapists strategically utilize play therapy to help children express what is troubling them when they do not have the verbal language to express their thoughts and feelings (Gil, 1991). Through play, therapists may help children learn more adaptive behaviors when there are emotional or social skills deficits (Pedro-Carroll & Reddy, 2005).

Why Play in Therapy? The positive relationship that develops between therapist and child during play therapy sessions can provide a corrective emotional experience necessary for healing (Moustakas, 1997). Play therapy may also be used to promote cognitive development and provide insight about and resolution of inner conflicts or dysfunctional thinking in the child (O'Connor & Schaefer, 1983; Reddy, Files-Hall, & Schaefer, 2005).

What is Play Therapy? Play therapy is a structured, theoretically based approach to therapy that builds on the normal communicative and learning processes of children (Carmichael, 2006; Landreth, 2002; O'Connor & Schaefer, 1983). Association for Play Therapy www.A4pt.org https://www.youtube.com/watch?v=_4ovwAdxCs0&list=PLkcL9Y5Tc7IzZSC-vCrZpUB8oubNzbwTt&index=2

Types of Play Therapy Directive Play Therapy Non-Directive Play Therapy

Theories of Play Therapy Directive Cognitive behavioral Gestalt Developmental Solution-Focused Non-Directive Child-centered Jungian Humanistic Psychoanalytic -Adlerian- -Filial- Source: InAPT conference 2005

Play Therapy Activities Party Hats on Monsters The Magic Key The Tree at the Top of the Hill Bubble Breaths Clay figure dialogue

Methods of Play Therapy Board Games Therapeutic books/games Puppet Play Art/Crafts Sand Tray Imaginative Play

Examples of Play Techniques Directive Play Therapy Non-Directive Play Therapy Therapist is directive and leads the child Activities are chosen intentionally for the child Board games, arts & crafts, puppets, other toys, etc. https://www.youtube.com/watch?v=wiX9MEYmSLM Therapist follows the child’s lead The child intentionally chooses activities Board games, arts & crafts, puppets, sand tray, miniatures, other toys, etc. https://www.youtube.com/watch?v=JIMWOOlR_9g

Play Therapy Materials Doctors’ Kit Dress up clothing & hats, costume jewelry, Toy soldiers (2 colors, if possible) Small cars, ambulance, police, airplane Handcuffs/Badge/Dart Gun Rubber knife, toy guns Things to hide behind (Zorro-type mask, sunglasses, bandana) Families (people and animals) Unbreakable mirror Hand puppets (wild and docile) Nerf/Koosh ball 2 Telephones Art Supplies Crayons (8-count box) White Paper/Colored Paper Blunt scissors Glue Sticks/Transparent Tape Pencils/Colored Pencils Washable Markers Clay/Play-doh Baby Dolls and Blankets Nursing bottles (plastic), food, Play dishes, cups, & utensils for 2 Dollhouse & furniture (bedroom, kitchen, and bathroom) Puppets (people/animals - wild and docile)

Play Therapy Materials Scary toys Clients can use these to explore fears Plastic monsters, snakes, bugs, bears, lions, dinosaurs Nurturing Toys Clients can use these to play out family relationships and events Doll house, dolls, puppets, baby dolls, baby doll supplies, kitchen set Source: InAPT conference 2005

Play Therapy Materials Aggressive Toys Clients use these to express anger and aggression and explore power and control Guns, play knives, hammer and nails, toy soldiers, handcuffs, punching bag Expressive Toys Clients use these to explore relationships, express feelings, explore problem/ solution, communicate Crayons, paper, scissors, paint, craft items, telephones, mirror, soft ball Source: InAPT conference 2005

Play Therapy Materials Pretend/Fantasy Toys Clients can use these to explore different roles, hidden feelings, and alternative behaviors Masks, hats, doctor’s kit, zoo and farm animals, building materials, dress-up clothing, jewelry Mastery Toys Clients can use these to explore sense of confidence, competence, self-esteem Blocks, chalk board, school supplies, puzzles, books Source: InAPT conference 2005

Axline’s 8 Basic Principles of Non-Directive Play Therapy The therapist: Must develop a warm and friendly relationship with the child. Accepts the child as she or he is. Establishes a feeling of permission in the relationship so that the child feels free to express his or her feelings completely. Is alert to recognize the feelings the child is expressing and reflects these feelings back in such a manner that the child gains insight into his/her behavior.

Axline’s 8 Basic Principles of Non-Directive Play Therapy 5. Maintains a deep respect for the child’s ability to solve his/her problems and gives the child the opportunity to do so. 6. The responsibility to make choices and to institute change is the child’s. The therapist does not attempt to direct the child’s actions or conversations in any manner. The child leads the way, the therapist follows. 7. Does not hurry the therapy along. It is a gradual process and must be recognized as such by the therapist. 8. Only establishes those limitations necessary to anchor the therapy to the world of reality and to make the child aware of his/her responsibility in the relationship

Play Therapy Activity

Video Child-Centered Play Therapy: A Clinical Session Gary Landreth – Director, Center for Play Therapy, University of North Texas https://search.alexanderstreet.com/view/work/bibliographic_entity|video_work|1865851/child-centered-play-therapy-clinical-session

Facilitative Responses Tracking Behavior – attention and interest without demands, direction, or labeling. e.g., “You are putting those together. “The little one is in the corner.” Reflective Content – restating/paraphrasing verbal statements. e.g., “Oh, the big giraffe is the mother and the little one is the child.”

Facilitative Responses Facilitate decision making and responsibility - encourages exploration and a sense of control. e.g., Child asks: “Do you like what I made?” Therapist answers: “You worked hard on that and you want me to see it.” “In here, it’s what you like that’s important.”

Facilitative Responses Reflect feelings, wants, and ideas – focus on child’s internal world, validate, encourage esteem-building, focus on competency, creativity, credit effort. e.g., “You worked hard on that.” “You figured that out.” “You were able to do that.” “You did it.”

Facilitative Responses Enlarging the meaning: connect the play to basic themes such as belonging and mastery. e.g., “You’re wondering if it is possible to be strong without being angry.” “You’re thinking about the differences between people.”

Facilitative Reponses Choices and Consequences – use choice through words and consistent follow through e.g., “If you choose to keep the sand in the tray, you choose to keep playing with the sand. If you choose to _____ (break limit- throw sand on the floor), you will be choosing to _______ (consequence – not use the sand anymore today).”

Observation and Technique What to Observe? How does the child enter the playroom? How does the child greet you when you arrive to the playroom? How does the child interact with you? How does/Does the child engage you? How does the child interact with the play materials? Is the child capable of making choices, setting goals, and making plans? (Watch for developmental delays)

Observation and Techniques How does the child manage the play space? What is the energy level of the child? What are the child’s language skills? What is the child’s mood and affect? What is the child’s level of creativity? Is the child’s play age appropriate? How does the child respond to limit setting and closing rituals?

Video Understanding Play Behavior and Themes in Play Therapy Gary Landreth – Director, Center for Play Therapy, University of North Texas http://search.alexanderstreet.com/view/work/bibliographic_entity|video_work|1870873/understanding-play-behavior-and-themes-play-therapy

Common & Predominant Themes in Children’s Play Power & Control Trust, Relationships, Abandonment, Loss, Death Nurturing, Security, Rejection Self-esteem, Self-worth, Empowerment, Competence Identity Loyalty, Betrayal Violations, Protection Boundaries, Intrusion Loneliness Confusion Adjustment, Change, Transition Fears, Anxiety Anger, Sadness

Rules of Thumb Be sensitive to the child’s world Grant responsibility commensurate with the child’s ability to respond responsibly Don’t answer questions that haven’t been asked Limits are not needed until they are needed Make Statements. Don’s ask questions when you already know the answer

Rules of Thumb Look for firsts (any first time, dramatic change) Toys and materials should be selected, not collected You cannot accept another person’s difficulties/struggles until you are able to accept your own How the therapist feels about a child is more important than what the therapist knows about the child

Resources for Additional Information Association for Play Therapy, Inc. Website: http://www.a4pt.org/ University of North Texas Center for Play Therapy: http://cpt.unt.edu/ School-Based Play Therapy, Drewes, Carey, & Schaefer The Handbook of Group Play Therapy, Sweeney & Homeyer Leblanc, M. & Ritchie, M. (2001), A meta-analysis of play therapy outcomes. Counseling Psychology Quarterly, 14(2), 149-163. Hall, T.M., Gerard Kaduson, H., & Schaefer, C.E. (2002). Fifteen effective play therapy techniques. Professional Psychology: Research and Practice, 33(6), 515-522.

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