1. IACAPAP 2014 Conference, Durban, South Africa
Play Therapy as a self-healing and Life-skills enhancing tool for Children under problematic Situations: Two Orphanages in Addis Ababa (Ethiopia) in Focus
Berhanu Nigussie1,2
1 Assistant Professor at the department of Psychology in Jimma University, Ethiopia
2 PhD scholar at REVAL Rehabilitation Research Centre, Biomedical Research Institute, Faculty of Medicine and Life Sciences, Hasselt University, Diepenbeek, Belgium 
Introduction
Play is the most natural medium of communication and self-healing process for children. It could help children express feelings & thoughts, resolve conflicts and function in a more socially desirable way (Landreth, 2002). And, play therapy represents a unique form of treatment that is translated into a language children can comprehend and utilize (Kool & Lawver, 2010). Therapeutic play could embrace creative visualization, therapeutic storytelling, puppets and masks, art, clay, sand, music, movement and drama therapy.
It is a developmentally responsive intervention and using parents in the therapeutic processes produced the largest effects (Bratton et al., 2005; Dhaese, 2011). For example, play therapy could help maltreated children to transform their painful and traumatic experiences, and gradually heal their wounds (Dhaese, 2011). More specifically, child-centered play therapy was found to be effective for low income preschool children, especially in the area of disruptive behaviors (Bratton et al., 2013).
In Ethiopia, there are numerous disadvantaged children who are begging for holistic supports. Among others, therapeutic play is believed to have a valuable function in preventing mild problems becoming worse; and enhancing the life skills of such children. However, there are no scientific evidences, in the country in general and capital Addis Ababa in particular, showing the efficacy and healing power of play therapy. Thus, the researcher determined to address such topic to contribute his part in safeguarding the lives of these innocent children
Objective
The objectives of the study were to know whether play therapy can facilitate the self-healing process, to improve the academic performance, increase the attentive level, and to ensure self-confidence and esteem of children under difficult circumstances. 
Results
The result of the study revealed that there was a statistically significant difference between Pre-SDQ and Post-SDQ results showing a reliable improvement of the conditions of the children, which could mostly be due to therapeutic play sessions. That is, matched t-test indicated that the means difference was statistically significant: t (16) =13.94, p<0.05. Moreover, qualitative data from direct observation of the children, focus group discussions and interview results obtained from counsellors, social workers, teachers and caregivers have supplemented the above quantitative results. The therapeutic play sessions were effective in helping the children rehabilitate, through the self-healing processes. The therapy also greatly improved their academic performances, attentive levels, self-confidences, self-esteems and curiosity to learn new things.
Methods
Data for this study were the case works of the researcher (for about two years), as a play therapist and Clinical Supervisor. Pre- and post-therapy measures using the SDQ (The Goodman’s Strengths and Difficulties Questionnaire) were obtained from 17 children (9 females and 8 males) and analysed. The study used quantitative data as its major source of information even though there were some qualitative data obtained from the direct observation of the children, focus group discussions and interviews with counsellors, social workers, teachers and caregivers. .
Conclusion
Play therapy signifies a vibrant and viable resource to reduce suffering in the child population. Activities that are creative and play-based can engage children and help them to express themselves, within the context of a safe therapeutic environment.The processes of play are self-healing and life-skills boosting, especially for most children in difficult circumstances. Ideas for future large-scare research and interventions were presented and implications about the wellbeing of the children were discussed.
References
Landreth, G. L. (2002). Play therapy: The art of the relationship. (2nd ed.). New York: Brunner-Routledge.
Kool, R.; Lawver, T.(2010). Play Therapy: Considerations and Applications for the practitioner
Bratton, S., C.; Ray, D.; Rhine, T.; Jones, L. (2005). The Efficacy of Play Therapy with Children: A Meta-Analytic Review of Treatment Outcomes. Journal of Professional Psychology: Research & Practice
Bratton, S C.; Ceballos, P L.; Sheely-Moore, A I.; Meany-Walen, K.; Pronchenko, Y.; Jones, L D. (2013). Effects of child-centered play therapy on disruptive behaviors. International Journal of Play Therapy.
Dhaese, M-J. (2011). Holistic Expressive Play Therapy: An Integrative Approach to Helping Maltreated Children.
IACAPAP 2014 Conference, Durban, South Africa