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PLAY THERAPY.   Term Paper ID:29137 Click to get this paper

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Paper Abstract: Application to school setting. Examines the use of directive and nondirective play therapy. How the tools of nondirective play therapy has been used to help children with psychological problems. How play therapy benefits the teacher and student. The function of play therapy as a diagnostic tool. 1 Table. Paper Introduction: This research examines the application of nondirective play therapy in a school setting, from the standpoint of a school psychologist. The research will set forth a general overview and working definition of directive and nondirective play therapy and then discuss how the tools of nondirective play therapy has been employed to help children with psychological problems, with a view toward identifying how play therapy in a classroom setting may benefit the clients' academic performance as well as the teachers. For the reason that the term play therapy combines two simple words in a way that implies their connection to the whole range of psychology subdisciplines, it would appear that a definition of the practice would be simple to arrive at. However, defining the discipline with precision has proven to be somewhat of a Text of the Paper: The entire text of the paper is shown below. However, the text is somewhat scrambled. We want to give you as much information as we possibly can about our papers and essays, but we cannot give them away for free. In the text below you will find that while disordered, many of the phrases are essentially intact. From this text you will be able to get a solid sense of the writing style, the concepts addressed, and the sources used in the research paper. A. 4) of the abuse,i.e., whether it was chronic or acute, how severe it was, the degree ofcoercion involved in it, the relationship of the abuser (relative orstranger) to the child, and the emotional status of the child's family ingeneral and the child in particular. New York: Guilford Publications.Johnson, L., McLeod, E. The fact that the school may beespecially suited to the dynamics of play therapy is reinforced by Drewes(2 1), who suggests that the psychological intervention techniques of playtherapy developed over course of the 2 th century are wasted if the schoolvenue is not exploited as a place where such techniques can be brought tobear on the enormous emotional problems that children bring to school withthem. The use of toys enables children to transfer anxieties, fears, fantasies, and guilt to objects rather than people. Sandplay and assessment techniques with preschool-age children. M. A. (1981). ERIC Digest ED43 172. It is impliedthat thus freed emotionally from a repressive classroom atmosphere, thechildren can also develop academically. Drewes & L. Nondirective psychotherapy ingeneral is based on "the assumption that the individual has within himselfnot only the ability to solve his own problems satisfactorily, but alsothis growth impulse that makes mature behavior more satisfying thanimmature behavior" (Axline, 1981, p. Play therapy with labeled children in the schools. 238-255.Gallo-Lopez, L. P. A. New York: The Guilford Press. Kaduson & C. Innovations in Play Therapy: Issues, Process, and Special Populations. M. G. However, defining the discipline with precision hasproven to be somewhat of a complex enterprise because the conditions underwhich therapy proceeds are in part a function of therapist background andpsychology-theory orientation. School-Based Play Therapy. Van Dyk and Wiedis connect the way in whichpreschoolers relate to the sandbox, such as the use of toys, manipulationof the sand, and so forth, to what can be revealed about the interiorconscious life of the child, noting that developmental shifts and/orprogress in the relating choices, which can be facilitated and reflected bythe therapist, suggest positive changes in self-esteem and a sense ofcreativity. Drewes & L. This point is made by White and Allers(1994), who say that inconsistencies in the definition of the term reflectthe variety of psychotherapeutic subsidciplines and the severity ofsymptoms approached by play therapists. It should also be noted that the therapeutic environment, whetherplay therapy is the modality or not, is never completely nondirective;however, in nondirective play therapy, the therapist functions as afacilitator, not as a director, in the manner of psychodrama. Another trade-name approach, calledTheraplay, is described by Martin (2 1). In nondirective playtherapy, the therapist functions to enable the child's self-expression inan environment of safety, intervening when such safety may appear to be atrisk, and to participate by reflecting actions, feelings, and meanings thatthe play may express (Johnson, McLeod, & Fall, 1997). Journal of Clinical Psychology, 11, 144-148.Lebo, D. Play therapy with abused children: A review of the literature. School-Based Play Therapy. (2 1). Directive play therapy for younger children appears to have utilityin cases of short-term treatment, such as intervention in acute or anespecially intensive trauma like child sexual abuse (Gallo-Lopez, 2 ).Play therapy in general does not appear to be considered as appropriate forchildren of about 12 years old (Lebo, 1956; Lebo & Lebo, 1957), who havearrived at an age that makes them self-conscious at the prospect of actingout in a supposedly uninhibited way. Crisis intervention activity groups in the schools. As Yablonsky notes, the director/therapist "must constantlydiagnose the situation within the group--including the action--and createnew situations by means of which self-defeating patterns have maximalopportunity for being resolved" (1981, p. Northvale, N.J.: Jason Aronson, Inc.Drewes, A. Noting the shortage of practitioners who are suited to dealing withthe multiple issues that may be retarding academic development, Drewesnevertheless cautions that if children's psychological disarray--whetherfrom abuse, neglect, or dysfunctional family sources--remains untreated,the consequences could be continued emotional disarray, as well asviolence, in school, society, or both. A. Journal of Consulting Psychology, 9, 1 5-118.Chazan, S. The point is that the language skills of olderchildren may have developed in ways that may make psychotherapeuticintervention structured along the lines of more conventional psychotherapymore appropriate. Psychodrama: Resolving emotional problems through role-playing. Theresearch will set forth a general overview and working definition ofdirective and nondirective play therapy and then discuss how the tools ofnondirective play therapy has been employed to help children withpsychological problems, with a view toward identifying how play therapy ina classroom setting may benefit the clients' academic performance as wellas the teachers. 177-93.Martin, D. A more self-possessed and skillful psychological development can then proceed apace. H. H. Philadelphia: Brunner-Routledge. According to Gil (1991, p. (2 ). A. Play therapy is relevant to thismission because, the sooner in life such problems are addressed and workedthrough, the less likely it will be necessary for practitioners tointervene in their future. The argument is that the context of play,which exercises the child's cognitive function without obliging him toarticulate via language the cognitive experience, provides optimalconditions for childhood experience to evolve in ways conducive to manifestself-expression that can reveal latent emotional content and psychologicalstatus, as well as foster encounter with psychoemotional truth andresolution of problems associated with such truth. Citing the Association for PlayTherapy, Reynolds and Stanley (2 1, p. Innovative applications of play therapy in school settings. Use of play therapy for anger management in the school setting. (2 , July). The purpose of play therapy on this viewis to heal by identifying, then releasing such dislocation. Short-Term Play Therapy for Children. 163- 74.Perry, L. Perry and Landreth (2 1) describe the abilityof the Play Therapy Observational Instrument (PTOI), which appears to besomething of a clinical work in progress, to score observed behaviors inthe play environment for evidence of aggression (whether in individualtherapy session or in group sessions), social maladjustment, and conflictedemotional states. 111). Aggression and age in relation to verbal expression in nondirective play therapy. Age and suitability for nondirective play therapy. As a practical matter, directive and nondirective play therapy mayoverlap and converge. Nondirective play therapy. Accordingto the authors, at a kindergarten in which a six-week pilot program ofKinder Therapy was tested, the social and academic skills of thechildren/clients improved, as did the personal relating skills of thekindergarten teachers involved. Play therapy. A. School-Based Play Therapy. Emotionally significant experiences can be expressed more comfortably and safely through the symbolic representation the toys provide. For example, Fischetti (2 1) describes the use ofmultiple techniques of play therapy, nondirective for the release ofemotions and more directive or "prescriptive" employment of play therapy,such as organized games, to target behavioral problems such as anger andother forms of asocial acting-out in a classroom setting. Pabon's focus is on the relevance of sand play to acuteintervention for children who are in a severe emotional state. (2 1). E. P. New York: Ballantine Books.Bixler, R. M. A. This is supported by Schmidt (2 1), who makes thepoint that observing play of young children in the school setting can be amechanism of assessing and evaluating the therapeutic progress ofindividuals, who, at play, are continually being "tested" with regard totheir ability to manage their behavior and interact in emotionally andsocially appropriate ways. Administrative aspects of play therapy in the school system isaddressed by Lynn and Nisivoccia (2 1), who say that the school setting issuited to initiating therapeutic interventions because of its institutionalcharacter. Acknowledging budgetary and institutional limitations of creatingsuch a structure, they nevertheless advocate the formation of formal groupsthat provide children the chance to express themselves without the pressureof adult anxieties and judgments and thereby release emotions that may bepreventing them from learning effectively. Drewes & L. (2 1). 41-61.Fischetti, B. Since Lebo's pioneering research in the discipline of play therapy inthe 194 s and 195 s, there has been discourse of the fact thatquantitative, statistical research into nondirective play therapy has beenrare (Lebo, 1953 & 1955a; Perry & Landreth, 2 1). (1994, March-April). New York: John Wiley & Sons, Inc. Journal of Genetic Psychology, 89, 231-238.Lebo, D., & Lebo, E. (1999, Fall). Therefore, children are not overwhelmed by their own actions because the act takes place in fantasy (Landreth & Bratton, 1999).The use of play's symbol and fantasy as proxies for trauma or abuse ismeant to have the effect of pointing in the direction of confrontation,resolution, and healing. Philadelphia: Brunner- Routledge. L. U. One important diagnostic and treatment tool in play therapy is thesandbox and the sand that is in it. (2 1). A., & Madonna, J. However, there are reports in theliterature that play therapy has found application in the school setting.According to White, Draper, and Jones (2 1), observation of children'splay in the school environment can reveal theme selections and playingstyles that are indicative of the experience of physical abuse, which hasimplications not only for school psychologists, who would be trained tospot such indications, but also for teachers, counselors, and others whoare legally obligated to report suspicions of abuse to the properauthorities. New York: John Wiley & Sons, Inc. A variety of tools of play therapy are employed in the clinicalsetting. 155-178.Reynolds, C., & Stanley, C. A. 16-37.White, J., & Allers, C. Quantification of the nondirective play therapy process. Infant Mental Health Journal, 21, 211-221.Ciottone, R. (1945). This research examines the application of nondirective play therapy ina school setting, from the standpoint of a school psychologist. J. In the process, children are safe from their own feelings and reactions because play enables children to distance themselves from traumatic events and experiences. Diagnostic assessment of children's play therapy behavior. Using the Children's Play Therapy Instrument (CPTI) to measure the development of play in simultaneous treatment: A case study. The expressive value of toys recommended for nondirective play therapy. New York: John Wiley & Sons, Inc. Retrieved from the World Wide Web 4 April 2 2, at http://www.ed.gov/databases/ERIC_Digests/ed43 172.html.Lebo, D. (1956). Journal of Consulting Psychology, 17, 177-183.Lebo, D. According to Bixler, who is writing in 1945, that is aprimary function of nondirective play therapy, which reveals (or anywayshould reveal) the content of emotional experience to an alert andobservant therapist. Carey (Eds.). (1981). A. A creative play therapy approach to the group treatment of young sexually abused children. (1997, October). Treatment of a reading problem through nondirective play therapy. 15). Structured play therapy has been employed with some success as anintervention for infants and toddlers with symptoms of autism (Chazan,2 ). 35 -367.Schmidt, M. Drewes & L. Landreth (Ed.). New York: John Wiley & Sons, Inc. A. A. Nondirective play therapy per seoffers the child an opportunity "to experience growth under the mostfavorable conditions" (p. For the reason that the term play therapy combines two simple words ina way that implies their connection to the whole range of psychologysubdisciplines, it would appear that a definition of the practice would besimple to arrive at. J. There is a certain presumption of unselfconscious behavior in such asetting. Landreth (Ed.). A. As might be expected where play therapy is an option, the kinds ofchildren who are referred for treatment tend to be psychologically and/orsocially needy in some way. A. (1955). T. Play therapy with sexually abused children: A synergistic clinical-developmental approach. Carey (Eds.). (2 1). J. Schaefer (Eds.). Nondirective play therapy is derived in part from principles ofhumanistic and person-centered psychology. (2 1). (1995). J. 16). (1946). Gilexplains that the impact of abuse on a child can vary, depending on the ageat which it occurs (first occurred), the "chronicity" (p. The healing power of play: Working with abused children. (1996). ReferencesAxline, V. That is, families, children, and official bureaucracies canencounter one other at a setting suited to the task of providing services,specifically, services in a protected environment, to children who may needthem. Play therapy behaviors of physically abused children. (2 1). To that extent, play therapy functions as adiagnostic tool. School-Based Play Therapy. Second, he can express himself or behave (or not) at his solediscretion, "and he is still accepted completely" (p. Journal of Clinical Psychology, 2, 2 3-214.Landreth, G., & Bratton, S. In this system, teachers areencouraged to step out of their authoritarian roles and engage with youngchildren in the classroom more interactively and nonthreateningly. H., & Fall, M. 269-295.Gil, E. Indeed, Reynolds and Stanley (2 1)take the view that children who are 1 years old may already be equipped toexpress themselves via language; undoubtedly the developmental stage willvary with the individual. School-Based Play Therapy. New York: John Wiley & Sons, Inc. (1991). (1999). J. The present status of research on nondirective play therapy. Psychological Monographs, 71, 12-17.Lynn, M., & Nisivoccia, D. Carey (Eds.). 99-118.White, J., Flynt, M., & Jones, N. School-Based Play Therapy. White, Flynt, and Jones (1999) describe the application of so-calledKinder Therapy, which is a trade name describing a structured program fortraining teachers in the techniques of creating a psychologically safe andsupportive environment for kindergarten-age children. G. A. (2 1). Drewes & L. Using thesand as a mediator of the imagination, play therapists--as well as teachers--can raise all manner of issues, from family concerns to academic concerns.Just as children can use dolls to displace their feelings, whether good orbad, so they can use the sand to do so. Journal of Genetic Psychology, 86, 375-378.Lebo, D. Several different situations provide potential recourse to playtherapy: trauma that results from severe parental neglect, from long-termor a single instance of sexual abuse, from multiple physical and emotionalabuse, from hospitalization following neglect or deception on the part ofparents (Gil, 1991). (1953). New York: John Wiley & Sons, Inc. Puppets and dolls have been used to enablechildren to provide narrative accounts of abuse, especially to addressunresolved issues of sexual abuse. Inpsychodrama, typically a group-therapy modality, the therapist manifestlyplays the role of producer, analyst and therapist, the prime mover ofaction. H., & Landreth, G. On the family issue, Gil says that theimpact of abuse can be more severe, according as parents either overreactor offer no support at all. In the most general sense, nondirective play therapy can help clarifythe psychoemotional status of the child who is provided with an opportunityto express himself via play. She also notes that boys and girls canexperience the effects of abuse, whether sexual, physical, or emotionalwith equal emotional dislocation. Axline continues: Since play is his natural medium for self-expression, the child is given the opportunity to play out his accumulated feelings of tension, frustration, insecurity, aggression, fear, bewilderment, confusion. Thetheory is that by encouraging play in the therapeutic context, teachers mayexert a beneficial effect on social skills and self-esteem. 16). Innovations in Play Therapy: Issues, Process, and Special Populations. Pabon (2 1) and Van Dyk and Wiedis(2 1) elaborate on this. New York: Gardner Press, Inc. Kinder Therapy: An Adlerian approach for training teachers to be therapeutic agents through play. Drewes & L. Carey (Eds.). In that regard, Ater (2 1) says thatboth positive and negative emotions and judgments that abused children mayhave experienced from parents and other adults can be displaced onto dollsand puppets, thus revealing the therapeutic needs of the child on one handand on the other enabling a catharsis and purgation of conflicted feelings.Klorer (1995) cites the successful use of anatomically correct dolls thatallowed girls between seven and ten years of age to stage, in a protectedenvironment, sexualized play that formed the basis of confirming thecontent of allegations of abuse. J. (2 1). As Landreth and Bratton explain (1999), toys are considered tofunction symbolically, as "the child's words," while the play itselffunctions "as the child's language--a language of activity." Toys in playtherapy are also connected to the issue of safety, both physical andemotional. L. School-Based Play Therapy. What mostdistinguishes nondirective play therapy is that the venue in which thetherapy occurs is one in which the child's imagination is allowed to drivethe agenda. 16). Use of anatomical dolls in play and art therapy with sexually abused children. 3-15.Van Dyk, A., & Wiedis, D. New York: John Wiley & Sons, Inc. A. The possibilities and challenges in using play therapy in schools. 16). Professional School Counseling, 1, 31- 34.Klorer, G. Journal of Counseling & Development, 72, 39 -394.White, J., Draper, K., Jones, N. Carey (Eds.). Carey (Eds.). Arts in Psychotherapy, 22, 467-473.Landisberg, S., & Snyder, W. Repetition of such play also enabled thegirls to work through the confusions and emotions of the abuse andeventually allowed them to discard the behavioral maladjustment thatfollowed the abuse. Theraplay for classrooms. Chazan (2 )cites the use of the Children's Play Therapy Instrument (CPTI) as aprogress checker for the levels of relaxation and growth in developmentalskills in very young children undergoing nondirective play therapy over aperiod of weeks or months. The absence ofjudgment in a venue of complete safety enables uninhibited release ofauthentic emotion, as well as self-directed efforts at constructing andrealizing (= making real) the individual self. G. The use ofencouraging statements and attitudes, along with certaindiagnostic/observational skills, is the substance of this method. 351) describe play therapy as "thesystematic use of a theoretical model to establish an interpersonal processwherein trained play therapists use the therapeutic powers of play to helpclients prevent or resolve psychosocial difficulties and achieve optimalgrowth and development." According to Gil, the emphasis of play therapyshould be on enabling the natural ability to play, i.e., to communicate byword or action, that is available to most children, with a view towardbringing concerns to the surface, resolving them, and therebypsychologically healing the whole person. M. Journal of Individual Psychology, 55, 365-382.Yablonsky, L. (1955a). Play therapy. Drewes & L. Ciottone and Madonna (1996) usethe terms synergistic play therapy and the orthogenetic principle todescribe a therapeutic mechanism whereby the child can resolve problemsthat are blocking normal development of selfhood in a complex world. E. There are two main kinds of play therapy, directive and nondirective.As the term directive play therapy implies, that modality is structuredaround purposeful activity, such as games or make-believe in which thetherapist takes the lead in structuring an environment of play while alsoeliciting imaginative responses from the child client (Landisberg & Snyder,1946). Axline does not use the famous Rogerian phrase unconditionalpositive regard to describe the attitude with which the nondirective playtherapist approaches the client; however, she does make two importantpoints that help distinguish nondirective from directive play therapy.First, the child "is in command of the situation and of himself, where noone tells him what to do, no one criticizes what he does, no one nags, orsuggests, or goads him on, or pries into his private world" (Axline, 1981,p. J. Children who exhibit behavioral problems in school,who have difficulty relating to other children either because they lackself-esteem and cannot avoid being victimized by them or because they areaggressive toward the others, or who engage in self-destructive behaviorbecause their emotional safety net is withdrawn because of divorce or otherdislocation may also be candidates for play therapy (Axline, 1981).Landreth and Bratton (1999) cite a nonexhaustive list of 22 specific areasin which play therapy "has been demonstrated to be an effective therapeuticapproach:"Table 1Play Therapy for Specific Areas|abuse and neglect |aggression and acting |attachment || |out |difficulties ||autism |burn victims |chronic illness ||deaf and physically |dissociation and |emotionally disturbed ||challenged children |schizophrenia |children ||enuresis and |fear and anxiety |grief ||encopresis problems | | ||hospitalization |learning disabilities |mentally challenged || | |children ||reading difficulties |selective mutism |self-concept and || | |self-esteem ||social adjustment |speech difficulties |traumatization; ||problems | |withdrawn children | Although the image of conventional psychotherapy often has a one-on-one structure, play therapy may take place in a group setting of some kind.That is implied by the very notion of play, which for young children is anaspect of psychosocial development. A. 2), it was not until1962 that the phrase "battered child syndrome" was coined, hence the extentand variety of child abuse recognized by the culture as a whole. However, psychometricshave emerged that appear to have provided formal, statistical confirmationof observations and techniques employed in clinical settings. Carey (Eds.). L. Using play therapy assessment in an elementary and intermediate school setting. By playing out these feelings he brings them to the surface, gets them out in the open, faces them, learns to control them, or abandons them (Axline, 1981, p. The point is that, based on what is observedduring play, the therapist may be empowered to guide the client towardresolution or release, as appropriate, without becoming overly intrusive,interpretive, or interrogating in manner. (1957). If this paper is not what you are looking for, you can search again: Search for: or Click here to request an essay written just for you.