A Field That Has Seen Rapid Growth During The Last Few Decades Is Child Therapy

Although play therapy is developmentally appropriate for children ages 3–11 years (Kottman, 2011); an examination of individual development is necessary to determine how the child is functioning (Ray, 2011).Apart from the mental or physical functioning of the children, the readiness to change and growth is also an essential part to be assessed by the therapist throughout the entire therapeutic process. In Rogers’ (1961, as cited in Wilkins, 2010) research on the readiness of clients in the therapy process, Rogers conceptualized a continuum. Concerning children in play therapy, they are usually referred by others; mostly the parents are the one who seek help voluntarily. Most involuntary children and preadolescents usually are not self-referred,

Haslam, D., Harris, S. (2011). Integrating Play and Family Therapy Methods: A Survey of Play

In their sessions together, Dr Axline integrates the principles of non-directive play therapy. Her psychological approach to children was based on most of the humanistic concepts of

Case studies have proven that therapist who counsel children and adolescents using play therapy experience counter-transference at alarming rates when compared to those who use psychotherapy to treat adults (Gil & Rubin, 2005). During therapy sessions with children and adolescents, the therapist may not be aware of his or her personal biases and unresolved emotional needs, which may result in inappropriate responses or behaviors by the therapist.

Play counselling helped an anxious, perfectionist student takes more risks in her schoolwork, improving her performance, which had suffered from her excessive fear of making mistakes.

The success of play therapy achieved in the end was uplifting. Throughout the story, my emotions were on a roller coaster. I was engrossed in the techniques of Axline’s approach and the gradual development of Dibs’ personality. His improvement was evident and I felt joyous each time he demonstrated strength and hope. In the beginning, Dibs was resistant to leaving the Child Guidance Center because he feared going home to an emotionally absent environment. Soon, he began accepting the fact that when the hour ended he had to leave. An endearing moment happened when Dibs told Axline that he would return the following Thursday to “fill up again with happiness” (Axline, 1964, p. 133). The playroom was a special place where Dibs could express himself without limitation, and his liberation was refreshing.

An Exploration of Experiences and Preferences in Clinical Supervision with Play Therapist: Article Summary and Critique

Willis, Walters, and Crane (2014) discussed that there is limited past research on “process-oriented studies” (p.1) based on family therapy with young children. In addition, they stated that children are often thought of as “passive participants” (Willis, Walters, & Crane, 2014, p.2) during family sessions; however, in play therapy they are often the focus. When parents can enjoy playing with their child, research found that play was a necessity for this feeling to emerge (Brumfield and Christensen, 2011). Participation was normally only measured in talk time; without play children had very little talk time (Willis, Walters, & Crane,

Play is a way for children to learn about their environment and how interaction occurs within. It is through trial and error that children are able to create options; follow their own interests and show “independence in thought and actions” using their knowledge and understanding (Moyles, 2005, p.3). Children develop resilience though play. However for a number of children can experience stressful occurrences during their lives and play can often be restricted. Therefore the play worker’s role in supporting children’s play is a crucial measure towards children's development. For those that work with children require the dexterity to prompt and contribute to children’s play, which can be seen as a principle aspect of therapeutic alliance.

Play therapy is generally employed with children aged 3 through 11 and provides a way for them to express their experiences and feelings through a natural, self-guided, self-healing process. As children’s experiences and knowledge are often communicated through play, it becomes an important vehicle for them to know and accept themselves and others.

Play therapy is an effective intervention for a broad range of children’s problems in various medical settings, across modalities, across age, and gender. The questions I would like to have answered: is play therapy more or less effective regarding gender and age? In addition, an investigate of different theoretical and technical approaches to play therapy and effect on children’s outcome related to theses factors would address the question which treatment is most effective with which clients, under what circumstances?

The play treatment provides the child with ways of conveying feelings, disclose experiences, and communicate desires. Why counselors use toys in their practice is because it helps the child express their feelings that they cannot put into words. The material professionals use are puppets, art, dolls, construction, animals, or play dough (Newsome & Gladding, 2014, p. 311). To support Newsomes and Gladding (2014) research, Vondracek and Corneal (1995) state how play therapy is an essential component for child counseling. Counseling a child with social anxiety through play therapy can establish an alliance between the counselor and the child. In addition to building an alliance, it can assist a child to work through the anxiety symptoms by directing the child through the situations that they feel the most anxiety in (Vondracek & Corneal, 1995, p.178-179). A way a counselor can gain information about the child’s anxiety is through drawing or painting. A counselor can ask the child to draw what people, places, or things trigger their

Play therapy is a form of the therapy in which emotionally disturbed children are encouraged to act out their fantasies and express their feelings through play, aided by a therapist interpretations. While conveying their feeling in a healthy way, it can also be used on adults. Grown-ups can benefit from play therapy, not just children. Though adults can convey their feeling effectively, most of the time, in words to their therapist. It is in my belief that play therapy helps adults convey and un surface feelings that are tucked away and they even they forget they have. Basically, play or play therapy can help stressed, disabled play deficient, and emotionally disturbed adults work through their feelings.

In the selected case study, The mode of therapeutic intervention will take the Gestalt Play Therapy focus. The interaction between Jacob and I will be an open dialogue with straightforward caring, warmth, acceptance, and self-responsibility that specifically focuses on inclusion, with me fully present in the experience of Jacob, where I will not judge, analyze, or interpret what is observed. My presence refers to expressing observations, preferences, feelings, personal experience, and thoughts to Jacob. Commitment to dialogue will present the opportunity to encourage a sense of connection between Jacob and me. Our dialogue will be active and nonverbal or verbal. It can be any modality that expresses and moves

The primary aim of the gestalt play therapist is to help children become aware of their unique process. The focus is on the experience of the process, what children do and how they do it, which they are, what they feel and what they want. Acceptance of this leads to the realization that they can personally make choices and experiment with new behavior. Gestalt play therapy focuses on children’s direct experience in the here and now. The therapist’s goal is to facilitate the client’s awareness of their process. (Corey, 2000)