Clinical Examples In Nursing

For the purpose of this essay, I will be comparing and contrasting two child development theorists, Donald Winnicott (1896 – 1971) and Eric Erickson (1902 – 1994), and showing how their theories link to therapeutic play.

Virginia M. Axline (1911-1988) was an American psychologist. She was a student of Carl Rogers (1942), who is the founder of non-directive therapy and today referred as person- centred therapy. Axline developed non-directive play therapy, which applied Carl R Roger’s person-centred therapy principle in play therapy. It based on theory that the child’s behaviours is constantly caused by drive for self-realization. In Axline’s books, Dibs in Search of Self (1964) and Play Therapy (1947), she demonstrated different cases of using play therapy. In summary of non-directive play therapy, child chooses the theme, content and the process

In addition, children’s play holds significant therapeutic value in providing a safe, protective environment in a space where children can recreate themselves and self-cure” (Campbell et al., 2010). The strongest therapeutic tool used in this process is the child’s innate drive to self-actualize.

If play is a child's language, then toys can be taken as the words. With play therapy the child can resolve their difficulties and concerns utilizing the toys that they pick, exposing their inner thoughts and discussions. With play the child has the ability to check out numerous circumstances and habits in a supportive environment. Genuine favorable regard and approval urges the child to feel safe adequate to be able to discover

10). According to Landreth (2012), “Play therapy… facilitates the development of a safe relationship for the child… to fully express and explore self (feelings, thoughts, experiences, and behaviors) through play, the child’s natural medium of communication, for optimal growth and development”

Therapists' Attitudes in the Field. International Journal of Play Therapy. 20 (2): 51-65, DOI: 10.1037/z0023410.

In the article of engaging families in therapeutic play, it had so many stories but one story talked about a young girl who was molested by her father, however the mother and social worker was hesitant about allowing the father to move back in the home. In this short story, the counselor was able to use play therapy to detect if the father was ready to reunite with his family. During family therapy, the counselors are required to put the children in front position of therapy. This is important because it helps children to express themselves, and it enhances the interactions between children and

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.

On week 8, I learned about something called “play”. Sure it is the word we are kind of familiar with, but instead, that is not the thing I get used to it. Play, here as professor talked about, is a way to enhance our ability to creative. It was my first time to have the awareness of how play could help us become socially adept as well as cope with our stress. On this week’s lecture, I also learned about different kinds of play, one of which impressed me: the transformative play, from a video I just saw the people on the video how to heal themselves, overcoming the hardness of realities from their bad memories and experiences through painting, playing. They smiled while they were playing.

Non-directive play therapy, also called client-centred or unstructured play therapy, is a non-intrusive method guided by the notion that if given the chance to speak and play freely under optimal therapeutic conditions, troubled children and young people will be able to resolve their own problems and work toward their own solutions (Landreth, 2001). The hallmark of non-directive play therapy is that it has few boundary conditions and thus can be used at any age (Landreth, 2002a). This technique originates from Carl Rogers's non-directive psychotherapy and in his characterisation of the optimal therapeutic conditions (Landreth, 2001). Virginia Axline further adapted Rogers' theories to child specific play therapy in 1946 and is widely considered the founder of this modality (Landreth, 2002b). In contrast, directive play therapy is a method that includes more structure and guidance by the therapist as children work through emotional and behavioural difficulties during play (Landreth, 2002b).

This essay will explore the nature of the therapeutic process; using my fifty minute long real play session with one of my colleagues. Also, I will explore my experience of the therapeutic relationship and how it influences therapeutic change and increase the affectivity of the therapy.

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

Ray, Bratton, Rhine, and Jones. (2001). The Effectiveness of Play Therapy: Resopnding to the Critics. International Journal of Play Therapy, 10(1), 85-108.

Article: Carroll, J. (2002). Play Therapy: the children’s views, Child and Family Social Work, 7, pg 177-187

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)