1. Chapter 5--Kottman

2. Meeting the child n Eye level n Communicate fun n First names n Redirect attention away from apprehension

3. Getting to the Play Room n Direct- Don’t ask. It’s time to go to the play roomIt’s time to go to the play room n Reassure Mom (Dad) will be waiting here for us when we get backMom (Dad) will be waiting here for us when we get back n Mom can go to the play room for the first 10 minutes

4. Getting Started in the Playroom n This is our play room. In here you can do many of the things you want to do. n Book for child about play therapy n What did your mom (teacher) tell you about coming here? n Explain the counseling relationship (p. 54)

5. Explaining Counselor’s Perception of Presenting Problem n Match child’s level of vocabulary n Avoid jugmental words, i.e. bad, good, in trouble, you have a problem n “Your mom told me that you seem pretty unhappy and that you sometimes hurt yourself”

6. Aligning Goals n Looking and listening for behaviors and/or attitudes the childwants to change, i.e. being teased, not getting along with sibling, teacher, parent, feeling out of control.

7. Explaining the counseling process and logistics n When, where, how often, and how long will counseling take place n Parent consultation n Confidentiality n Goals of counseling

8. Expaining Parent/Teacher Consultation n “I will be talking to your mom (dad,parents) about how they can better understand you and help things to go better at home.” n “I will be talking to your teacher about how things are going for you at school and ways she (he) may be able to help.

9. Explaining Confidentiality n “I will not tell your parents what you say or do in the play room.” n “Sometimes I will talk to your parents about my guesses about why you do things or about new ways for them to talk or act with you.”

10. Explaining Confidentiality n If I think someone is hurting you or that you might hurt yourself or someone else, I will need to let your parents know about that because I want to make sure that you are safe”. n “I will always let you know if I am going to do this.”

11. Counseling Tools n Tracking behavior n Restating content n Reflecting feelings

12. Handling Questions n Practical questions--bathroom, time, where is mother n Personal questions--married, children, age For both types interpret the purpose of the question and give a brief factual answerFor both types interpret the purpose of the question and give a brief factual answer

13. Handling Questions n Relationship questions--like, adopt, better, home Reflect feelings that motivate question and make a guess about the purposeReflect feelings that motivate question and make a guess about the purpose In response to the “Do you like me” questionIn response to the “Do you like me” question –You sound unsure about me liking you and I am wondering if you might be unsure whether or not others care for you also?

14. Handling Questions n Ongoing process question(p.66) Avoid direct answers to avoid dependencyAvoid direct answers to avoid dependency –Sounds like it’s hard to decide what to do with that. In here you can choose to do whatever you want with it.

15. Asking the child questions n Limit number of questions per session n Allow questions to flow from the conversation or from the play vs. asking a list of prepared questions

16. Types of questions n Open n What and how vs. why

17. Adlerian questioning strategies n Questions relating to the presenting problem--general and specific-- usually for ages 8 & up n Questions related to the child’s lifestyle

18. Four categories of Lifestyle questions (appendix D) n Family n School n Social/friends n General

19. Playing with the child –Guesses about purpose of child asking therapist to play –During play maintain use of theraputic responses i.e. tracking, reflection of feelings, restatement of content and encouragement

20. Playing with the child –Model appropriate behaviors –Reframe negative situations –Teach skills –Examine goals of misbehavior –Allow child to lead play

21. Role Play n Whisper technique Three voicesThree voices

22. Cleaning the Room Together n Structuring--10 minutes then cleaning the last 5minutes n “It’s time for us to clean up the room together What do you want me to do/put away first--What do you want me to do/put away first-- what are you going to do/put away first?what are you going to do/put away first?

23. Cleaning the Room Together n Make a game of cleaning- who will pick up their things and put them away first? n Can you beat last week’s time record?

24. Cleaning the Room Together n When the child refuses to clean the room Offer choices--you can choose to clean up the room together or not to play with these toys next timeOffer choices--you can choose to clean up the room together or not to play with these toys next time You can choose to help clean up or be in another room next time without the toysYou can choose to help clean up or be in another room next time without the toys The counselor may choose to limit the amount of stimulation/toys for some easily distracted childrenThe counselor may choose to limit the amount of stimulation/toys for some easily distracted children