Lifestyle Performance Model (LPM)

In discussing the difficulty in organizing his book, Golden (2002) explains, “It would be nice if I could pigeonhole each case as illustrative of a single counseling method, but real-life cases just don’t work that way” (p. x). MacGill (2017) agrees with this assessment by Golden (2002), which she demonstrates in her self-described “eclectic approach to play therapy.”

I plan on working with children in pediatric outpatient setting. I hope to assist children with autism, learning disabilities, sensory processing disabilities, and others. The article is a great resource for collective information on the history, theory, approach, and limitations of sensory processing disorder. I will be able to use this evidence in my future practice. Furthermore, I will know to investigate deeper into evidence-based techniques related to this sector of practice. The processing of this peer-reviewed article led me to discovery of future continuing education in my

The paper topic is focused on how play therapy can help children develop their behavioral and emotional structures. The primary research question for the paper is Can Play Therapy help children with emotional and behavioral issues get better? The primary hypotheses for this paper are: If play therapy can help a child overcome his self-esteem issues, then it can help the child grow emotionally and if play therapy can help a child overcome his self-esteem issues, then it can help the child grow a strong behavioral structure. The paper is divided into an introduction which gives a brief background of the topic, literature review which focuses on the results of 10 recent studies with familiar topics, the methods section, and the results sections which provides the primary results of the study and the discussions section which illustrates the lessons learnt from conducting this study as well as the differences and limitations of the study alongside the new directions that similar researches in the future could look to explore.

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”

Client was able to reflect the right feelings using her body language and facial features during the game. Client was able to find a suitable solution for her feelings of frustration working in a group by saying, "Next time we will do better." When therapist asked client during the game what her first three thoughts would be if her teacher said "I'm going to call your parents," client reported, "I would ask why, then say I didn't do anything, then tell my teacher that my mom is at work and can't talk." When the client pulled a game card asking when was the last time she talked back, client reported the last time she talked back was when her foster mom refused to let her play outside. When therapist gave client emotions board to identify the three emotions she felt during the session, client reported that she feels joy because she likes the new board game, happy because we plan to talk about controlling anger next session, and surprised because of the new therapist. Therapist praised the client and her thoughts and behavior and client was happy with therapist

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

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 therapy involves working on rules and boundaries, such as coming up with tasks that enables the client to establish trust; therefore, building interpersonal skills. Since Spike expresses himself through animation, I used humor in treatment by simply following through with his imaginations. I was sensitive to Spike’s values and beliefs by being cognizant of the stigma associated with Spike’s view of his presenting problem and treatment

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.

There are individuals who easily thrive in new environments or situations. However, not everyone is like this. Some individuals may have difficulty communicating with someone they hardly know. These people tend to be more reserved and may have a hard time having a one on one conversation. In a counseling setting, this may be presented when a client is resistant to talk to a counselor after multiple sessions. In this case, creativity is required on the part of the counselor. Therapeutic games and activities are powerful techniques that can be used in counseling. Games in therapy can help people look at the problems they are dealing with through a different perspective. Generally, therapeutic games and activities aid in the improvement of cognitive, physical skills, emotional well-being, and behavioral problems.

Play therapy is a developmentally sensitive intervention where the therapist takes into account not only the chronological age of the child, but their developmental stage too. As it is common for children to regress in play to younger stages, it is important that the therapist is attuned to this through active listening and observation and supports the child in reverting back to any early experiences through the use of sensory or symbolic play. It would benefit children who have experienced abuse, neglect, have learning difficulties, suffer depression, are withdrawn or extremely anxious or fearful of present with socially unacceptable behavior to name but a few (Rye,

Play has been recognized as an important tool for hundreds of years. Plato described the importance of play, “You can discover more about a person in an hour of play than in a year of conversation.” The first documented case of play being used as a therapeutic approach was in 1909 when Freud worked with a little boy named Hans. One of the approaches Freud used for an intervention was play therapy. Freud described Little Hans as having anxiety and used dolls, art and role playing as an intervention to aid little Hans in developing awareness and coping skills (O’Neill, J. 2010). In 1919, Melanie Klein, an Austrian-British psychoanalyst, implemented the use of toys and play in her work with children. Klein also is associated with being one of the co-founders of object relations theory (Gil, E. 1991). Like her father, Anna Freud also used play therapy and was one of the first professionals to advocate a different type of therapy for children that was different from the traditional methods used for adult therapy. Anna believed that she could gain access into a child’s life and that play was the vehicle to allow that relationship to grow.

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.

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