The Introductory Handout On Playful Thoughts

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.

Following World War I, Klein developed the technique of play therapy, which is now used worldwide. As a substitute of Freud’s free association therapy in which the young and children are incapable, Klein developed the technique of play therapy to uncover children’s unconscious motivations. She believed that children, through the use of play and drawings, projected their feelings in therapeutic sessions. She hypothesized that the way children played with toys revealed earlier infantile fantasies and anxieties. Klein’s work highlighted that children’s unconscious lives could be understood by analysts through their non-verbal behavior. In the psychoanalysis of children, she showed how these anxieties affected a child’s developing ego, superego and sexuality to bring about emotional disorders and insecurities. Her methods attempt to relieve children of

play therapy experiences for children to help reduce anxiety and fear. Additionally, they can help

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,

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

Trauma informed practice is defined by Schreifels and Walz (2014) as an approach that “recognizes the presence of trauma” for some children in the classroom and “acknowledges the role that trauma has played in their lives” (slide 36). A child’s play is their language; therefore, it can be a valuable experience for “self-healing” (Schreifels and Walz, 2014, slide 41). Teachers can use children’s play to gain information about their experiences. Trauma informed practice is about giving children choices, prioritizing trust, and creating an environment that makes children feel safe. Teachers can help children feel safe by telling them that the classroom is a safe place and by providing them with things like “cozy corners” to go to if they feel overwhelmed (Schreifils and Walz, 2014, slide 51). To promote self-regulation, educators can help children learn to recognize, reflect on, and share their feelings by talking to them about their emotions. Some calming activities for children that can help with emotional regulation include playing with clay, paint, or play dough. Educators also need to help children understand that they are “worthy of nurturing and care,” and that “all [their] feeling are ok; it is how [they] express them that matters” (Schreifils and Walz, 2014, slide 57). A final aspect of trauma informed practice is the importance body language. Sometimes words do not work and in those cases, it may be appropriate to hold children, rock children, or sing to them softly to remind them that they are safe (Schreifils and Walz, 2014, slide

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.

Play therapy was presented in class by Kallie Kraweitz, who was a guest speaker. Ms. Kraweitz is in the process of completing her online Education in Counseling and Play therapy from University of Mississippi. She is not an expert in the subject but she is currently in the program and she came to share some basic information that she has learned in her course work and also the experiences that she has acquired during her journey in the course. She defined play therapy as “the systematic use of theoretical model to establish an interpersonal process wherein trained play therapist use the therapeutic powers of play to help clients prevent or resolve psychological difficulties and achieve optimal growth and development” ( Kallie & Make a

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.

The most important aspect in the reading is creativity in play therapy. The textbook noted the importance aspect is being opened minded and self-ware of creativity. There is misconception about creative development which is substantial for counselors to be aware regarding implementing play in therapy. The reading indicated that a growth mindset is a way to develop change, ability to improve and decrease worrying about imperfection (Gil, 2015 p. 57-59). Another major aspect in the reading was the three interacting dimensions, such as creative mindsets, creative thinking, and expressive processes. Having a creative mindset was explained as being playful and

Experiential techniques are can be integrated in to family therapy, and may be helpful with groups that are difficult to engage. (Thompson, Bender, Windsor & Flynn. Gil and Sobol (2005) For example, Gil and Sobol (2005) suggest that play may help with families that are not verbally facile, may encourage family members to be less analytical and intellectual, and inspire new relational patterns. Research suggests that integrating play into family therapy increases engagement and motivation among parents and children alike (Thompson, Bender, Cardoso & Flynn, 2011). A playful environment provides a holding environment (Winnicott, 1965) in which a problem can be explored and a solution found. This provides the basis for the TFTRM’s emphasis on

Child-centered play therapy (CCPT) is a creative therapeutic intervention that is based in the humanistic orientation for children (Davis & Pereira, 2014). CCPT creates a safe interpersonal relationship between a child and a therapist who provides a creative, accepting, and safe environment and selected play materials for children to be able to fully express and explore self through play (Davis & Pereira, 2014; Jayne & Ray, 2014). CCPT believes that children have the ability to find the solutions for their issues (Pereira, 2017 Lecture). The therapist will follow Client P’s lead in a therapeutic process. From the past four sessions using CCPT, the common themes are making food/preparing food, creating rainbow pictures by using play dough, drawing pictures of her and her friend, sister and teacher, and writing letters to them. From these sessions, Client P showed that she has a good knowledge of how she wants each step to be during the play. Other goals for the next sessions is to help Client P to express herself, help both the client and the therapist to learn how she sees the real world, and by learning and expressing herself, client will develop a way to better interact with the

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

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)