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

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

3. 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

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

5. 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.

6. 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)

7. 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).

8. 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).

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

10. History and Development of Play Therapy
s 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.)

11. History and Development of Play Therapy
’s - Carl Rogers develops person-centered therapy, which emphasizes the importance of
genuineness, trust, and acceptance in the therapeutic
relationship.
s - 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.

12. 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.

13. 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).

14. 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).

15. 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

16. Types of Play Therapy Directive Play Therapy
Non-Directive Play Therapy

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

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

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

20. 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.
Therapist follows the child’s lead
The child intentionally chooses activities
Board games, arts & crafts, puppets, sand tray, miniatures, other toys, etc.

21. 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)

22. 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

23. 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

24. 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

25. 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.

26. 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

27. Play Therapy Activity

28. Video Child-Centered Play Therapy: A Clinical Session
Gary Landreth – Director, Center for Play Therapy, University of North Texas

29. 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.”

30. 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.”

31. 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.”

32. 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.”

33. 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).”

34. 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)

35. 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?

36. Video Understanding Play Behavior and Themes in Play Therapy
Gary Landreth – Director, Center for Play Therapy, University of North Texas

37. 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

38. 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

39. 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

40. Resources for Additional Information
Association for Play Therapy, Inc. Website:
University of North Texas Center for Play Therapy:
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),
Hall, T.M., Gerard Kaduson, H., & Schaefer, C.E. (2002). Fifteen effective play therapy techniques. Professional Psychology: Research and Practice, 33(6),

41. Ready, set, …