Non-Directive Play Therapy

Play therapy is a form of therapy where children can’t act out their fantasies and express their feelings or experiences and are simply encouraged to do so through play, abetted by a therapist's interpretations.

5) Maintaining responsibility for child to make choice during the session. In role-play, child can choose to continue playing with the sand tray or stop play. Stay with the child, giving the space and time for child to do whatever he needs at that moment. The basic theoretic belief of non-directive play therapy is promoting self-awareness and insight within the individual, so as to manifest change in behaviour. Placing the child as the focus of the therapy, tried to help child to realize his responsibility for himself. The whole therapeutic sand play session (10 mins) become child’s time to do whatever he needs to. Therapy remain with the child though the whole 10 mins, even child stated that he finished what he needs to do. No objection nor suggestion from therapy. Keep quite; stay calm, close and interested to the child.

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.

Children often face various mental health issues when they are growing up. These issues include anxiety, trauma, depression and now even autistic children. Treating young children of these conditions has been a great challenge over time. Therapy can help give children the opportunity to express their feelings through play. According to the Association for Play Therapy (2002), play therapy is a "systematic use of a theoretical model to establish an interpersonal process in which trained play therapists use the therapeutic powers of play to help clients prevent or resolve psychosocial difficulties and achieve optimal growth and development." Although various studies have been conducted in regards to play research, there is no link that has been given between play therapy and the success of an individual later in life.

Often, elementary school counselors are reluctant to suggest play therapy and have perceived barriers to its efficacy. This study surveyed 259 members of the American School Counselor Association about those barriers to implementing play therapy, and the potential solutions that could be used to overcome any reluctance. The typical barriers are logical: training, administration, time, resources, and space. It is not that the counselors as a whole do not believe in play therapy, it is that they cannot always find appropriate resources to implement the tool. The study raises the awareness that in the contemporary school in which budgets and resources are extremely tight, more training, educating faculty and administrators, and even using alternative or personal funds to purchase play therapy materials are often necessary to help students.

The integrated model provides many advantages for children. Play-based activities encourage children to work through their thoughts and feelings. Children are more likely to participate in the process when given toys rather than sitting on the couch. Another advantage is that it “offers the child a powerful way of mastering his or her world and is crucial to cognitive development, personality formation, and social adaptation” (Wehrman & Field 2013). Play itself is important in child development. With the addition of play in therapy, children will be able to lean and develop even more. Counselors can apply there skills while interacting with children.

Release play therapy involves the therapist picking out toys that relate to a child’s traumatic experience as a way to help the child to play out a particular situation (Ogawa, 2004). With this process, a child can communicate their feelings and struggles in a safe environment (Ogawa, 2004). In child-centered play therapy, communication takes place through the therapeutic relationship between the therapist and child (Ogawa, 2004). As a result, this kind of therapy requires a therapist to be genuine, show unconditional positive acceptance and express empathy (Ogawa, 2004). The belief in this approach is that children have an inborn ability to adjust and grow (Ogawa, 2004). During therapy, children are the ones who decide how to deal with their own experiences and gain control (Ogawa, 2004). The children decide what kind of play they are willing to use for personal expression (Ogawa, 2004). Overall, both these approaches that consist of either a directed or non-directed approach are great with working with children who have experienced

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.

Child Centered Play Therapy (CCPT) allows these children safety and unconditional regard. Among the many therapeutic benefits CCPT offers, is a contradiction to the trauma experiences the child has lived. Although HN continues to be exposed to emotional trauma and confusing messages, he has been able to increase his level of personal safety through an integrated form of CCPT sessions. As HN continues to grow and develop, he will need support and compassion to help him navigate the conflicting messages of what behavior is expected and appropriate in the world. Child centered play therapy is an effective modality that could help him heal from the continued trauma exposure by providing a contradiction through the validation of his emotions, exploration of healthy limits, and providing him with unconditional positive

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.

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).

• Play therapy is the systematic utility of a therapist’s guiding theoretical framework to establish

Play therapy is a technique in which the natural expression of a child is used as a therapeutic way to help the child deal with trauma and stress. This type of therapy has been used effectively with children with an understanding level of three (3) to five (5) years. Among the problems faced by these children are they have family problems such as divorced parents, disagreements between siblings, as well as those who have nail biting habits, urinate during sleep, violence, socially unfocused, Victims of child abuse and others. Other

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)