Clinical examples The clinical examples which I present refer to therapeutic situations in which the patient and/or the therapist are communicating by means of the language of play, which is the language of illusory reality. Sometimes, it is the patient who communicates by means of this language and the therapist who is able to play has to adhere to this mode of communication. The first example, from Winnicott’s treatment of “The Piggle” demonstrated the playing with ideas and interpretations, which requires a readiness to be in a state of “not knowing” and a capacity for flexibility.The next two examples demonstrate the therapist’s capacity to play in such clinical situations, manifested in his readiness to join the patient into his “area of play”. The fourth example describes a clinical encounter in which the therapist creates an illusory reality and invites the patient to his “area of play”. The patient readiness and consent to share this illusory reality and play reflects a therapeutic move. The last example describes a clinical encounter where mutual playing is taking place. This can be achieved if the therapist avoids using the language of interpretation and is ready to release himself from theoretical imperatives. A) …show more content…
In most of the sessions she used to play with trains and joining them and Winnicott states that “there are many interpretations to do with the joining of parts of trains”. This observation, which reveals his ambiguity and “not knowing”, leads him to “play with interpretations”, a play that needs flexibility and readiness to move from one conceptual world to another. The following excerpt is from the Sixth Consultation (p. 77) The patient was now two years and ten months old. I greeted her on the doorstep with: “Hullo Gabrielle.” This time I knew I must say Gabrielle, not Piggle. She went to the toys
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.
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 fourth, fifth, and sixth session, the client stated that some of the men survived. He termed the surviving men as “brave” as they survived tanks, guns, and hand-to-hand combat. This change in play, consistent with tenants of child centered play therapy, suggest that the client is progressing in play complexity and may be processing his emotions through war scenes. Although formal assessments were not gathered, it appears the client is making progress in his play and is working thorough his emotions. Based on informal observations by the clinician, the client also displays the ability to sustain attention, problem solving skills, and receptive and expressive language
Therapists' Attitudes in the Field. International Journal of Play Therapy. 20 (2): 51-65, DOI: 10.1037/z0023410.
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.
George Washington Carver was the brilliant scientist who changed farming for everyone. When he was a little boy, he was stolen in the middle of the night by slave raiders.
The counselor used role playing, which can help clients express feelings and can help resolve various emotionally
This experiment includes a standard solution, which according to Lewis, R. and Evans, W. “is a solution of known concentrations”. They also stated that “the procedure in finding the concentration of a solution is called volumetric analysis. It involves reacting a solution of known concentration with one of the unknown concentration, in order to determine the equivalence point”.
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.
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 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
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)
Ray, Bratton, Rhine, and Jones. (2001). The Effectiveness of Play Therapy: Resopnding to the Critics. International Journal of Play Therapy, 10(1), 85-108.
There are many important figures in the history of Judaism, but probably none as pivotal as Moses, the ancient prophet.