The Sandtray Modality Within The Therapy Setting Essay

Within her work, MacGill (2017) relies heavily on both reality therapy and cognitive-behavioral play therapy based on the child’s presenting issues, as well as the involvement necessary by the child’s caregivers. In cases such as the serious grief and trauma that Kathy experienced in St. Thomas’s (as cited in Golden, 2002) case “Too Afraid to Talk,” MacGill (2017) suggests a child-centered play therapy approach, which allows the therapist to build rapport, as the child seeks self-healing through the comfort of the counselor just being with them during their play. While working with a child presenting with ADHD, a therapist might use a cognitive-behavioral intervention to teach the child self-directed techniques for gaining control and developing proper responses through a specially-designed game or activity (MacGill, 2017).

During the therapy, Therapist does not attempt to direct child’s behaviour or conversation, or not even tried to interrupt what the child’s had done in the sandy tray. Therapy waited for child’s decision on what materials he chose and his decision about how to play with it. Follow the child, when he decided to stop, respect his decision. Reflect his decision and follow him, allow him to get into sand play again. Not intrude to the child’s play. Therapist became a very unique person that help the child to realized what he is. Therapist keeps her own feeling, opinion,

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,

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

Using equipment that engages the senses while promoting motivation and mastery, the child has an opportunity to learn (Schoen et al., 2014). For example, playing in the sandbox can encourage imagination and teamwork while incorporating tactile and visual senses (Schoen et al., 2014). In occupational therapy, the sandbox can be a comfortable setting for children to build knowledge by interacting with peers and the environment itself.

The purpose of this study is to explore the effectiveness of play therapy on trauma victims. Most literature on play therapy implies that play therapy can yield to be beneficial to children who have experienced some form of a traumatic event. In this review we will discuss what is play therapy? and why it is important?

Within her work, MacGill (2017) relies heavily on both reality therapy and cognitive-behavioral play therapy based on the child’s presenting issues, as well as the involvement necessary by the child’s caregivers. In cases such as the serious grief and trauma that Kathy experienced in St. Thomas’s (as cited in Golden, 2002) case “Too Afraid to Talk,” MacGill (2017) suggests a child-centered play therapy approach, which allows the therapist to build rapport, as the child seeks self-healing through the comfort of the counselor just being with them during their play. While working with a child presenting with ADHD, a therapist might use a cognitive-behavioral intervention to teach the child self-directed techniques for gaining control and developing proper responses through a specially-designed game or activity (MacGill, 2017).

This model provides flexibility to a semi-structured concept to encourage creativity among counseling professionals. As a future Marriage and Family Therapist, I have a strong connection with using theories encompassing the family dynamics and culture. As a proponent of Play Therapy interventions, I enjoy teaching clients emotion regulation and relaxation techniques through creative activities in the best interest of the client. Furthermore, conjoining parent-child sessions not only provides growth of the child but unites the family and increases skill building for all individuals attending sessions. Conversely, unlike other trauma models, TF-CBT provides clients with multiple phases of cognitive coping and processing to explore and correct negative distortions through building confidence and skills. Teaching the child and parent’s relaxation breathing, effective emotion expression, and cognitive coping skills prepare the family for modules deemed difficult because sharing the traumatic experience involves painful emotions. Consequently, processing the child’s trauma nearing the end of treatment allows the counselor and family to build a strong therapeutic relationship in multiple sessions prior to the trauma narrative and processing the traumatic experience. This trauma model provides hope for traumatized individuals to take back the

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.

At St Peter’s House in Suffolk, doll therapy has been used since 2009. The residents at this care center were given a trial session with the dolls to figure out if the dolls would benefit the patients positively. The patients who showed positive results were selected for weekly one hour sessions with the dolls. The subjects were assessed before, during, and after the sessions to determine if there were any changes related to this alternative therapy. A student also sat in on the observations to be used as a second

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.

I believe that the art of psychotherapy is more important than empirically validated treatments (EVT). I feel that the art of psychotherapy lies in the common factors, which include the therapeutic relationship, client and therapist factors (e.g., personality), helping clients deal with problems, and hope or expectancy factors (Reisner, 2005). Although I do believe that empirically validated treatments may enhance the therapeutic process, the treatments themselves are by no means the most important or fundamental aspects of therapy. There appears, at least to me, to be much more of an art involved in developing the relationship with the client and understanding the client’s perspective. It takes art and skill of a therapist to examine,

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)