Play therapy is a method to meet and respond to the mental health needs of children and is widely recognized by experts as an effective and appropriate intervention in dealing with children's brain development. It is commonly used with children aged 3 to 11 and provides a way for them to express their experiences and feelings through a natural, self-directed, self-guided healing process. Because the experiences and knowledge of children are often communicated through the game, it becomes an important means for them to know and accept themselves and others.
Video Play therapy
Play as therapy
According to Jean Piaget, "playing provides a child with a vibrant, dynamic language, an indispensable individual for the expression of subjective feelings [children] who are simply inadequate collective languages." Playing helps a child develop mastery over his innate abilities that result in a sense of worth and skill. During play, children are encouraged to meet essential needs to explore and master their environment. Play also contributes to the advancement of creative thinking. Play also provides a way for children to let go of the strong sentiments that make them feel relieved. During play, children play an unwanted life experience by breaking it into smaller parts, using emotional states or mind frames that blend into each part, integrating each experience back to the understanding they have about themselves and getting the level a higher and a larger degree. mastery.
Maps Play therapy
General
Play therapy is a form of counseling or psychotherapy that uses play to communicate with and help people, especially children, to prevent or resolve psychosocial challenges. This is supposed to help them towards social integration, growth and development, emotional modulation, and better trauma resolution.
Play therapy can also be used as a tool for diagnosis. A play therapist watches clients play with toys (play-houses, pets, dolls, etc.) to determine the cause of disrupted behavior. The objects and patterns of play, as well as the willingness to interact with the therapist, can be used to understand the rationale for behavior both inside and outside the therapy sessions. Caution, however, should be taken when using play therapy for assessment and/or diagnostic purposes.
According to the psychodynamic view, people (especially children) will engage in play behavior to work through their interior confusion and anxiety. According to this particular point of view, play therapy can be used as a self-help mechanism, as long as children are allowed to "free play" or "unstructured game". However, some forms of therapy depart from non-directivness in a fantasy game, and introduce a variety of directions, during a therapy session.
An example of a more directive approach to play therapy, for example, may involve the use of a type of desensitization or re-learning therapy, to alter disruptive behavior, either systematically or through a less structured approach. The hope is that through symbolic game languages, such desensitization is likely to occur, as a natural part of the therapeutic experience, and lead to positive treatment outcomes.
History
Play has been recognized as important since the days of Plato (429-347 BC) who reportedly observed, "You can find more about someone in an hour's play than in a conversation year". In the 18th century, Rousseau (1712-1778), in his book Emile , wrote about the importance of watching games as a vehicle for learning about and understanding children. Friedrich FrÃÆ'¶bel, in his book The Education of Man (1903), emphasized the importance of symbolism in the game. He observed, "play is the highest development in childhood, because it is itself a free expression of what is in the child's soul.... Playing children is not just a sport It's full of meaning and import." (FrÃÆ'¶bel, 1903, p.Ã, 22) The first documented case, describing the use of therapeutic games, was in 1909 when Sigmund Freud published his work with "Little Hans". Little Hans is a five-year-old child who suffers from a simple phobia. Freud saw him for a while and suggested that his father watch Hans game to provide insights that might help the child. The case of "Little Hans" is the first case in which a child's difficulties relate to emotional factors.
Hermine Hug-Hellmuth (1921) formulated the play therapy process by providing children with play materials to express themselves and emphasizing the use of games to analyze children. In 1919, Melanie Klein (1955) began applying play using techniques as a means of analyzing children under the age of six. He believes that child's play is basically the same as the free relationship used with adults, and thus, it gives access to the unconscious of the child. Anna Freud (1946, 1965) used play as a means to facilitate positive attachment with the therapist and gain access to the inner life of the child.
In the 1930s David Levy (1938) developed a technique called release therapy. The technique emphasizes a structured approach. A child, who has experienced a particular stress situation, will be allowed to engage in free games. Furthermore, the therapist will introduce play materials relating to stress-provoking situations that allow the child to revive traumatic events and release related emotions.
In 1955, Gove Hambidge developed Levy's work emphasizing the "structured play therapy" model, which was more direct in introducing the situation. The format of this approach is to build relationships, create stressful situations, play situations and then play freely to recover.
Jesse Taft (1933) and Frederick Allen (1934) developed an approach to which they communicated relationship therapy. The main emphasis is placed on the emotional connection between the therapist and the child. Focus is placed on the freedom and power of the child to choose.
Carl Rogers (1942) extended the work of relationship therapists and developed non-directive therapy, which came to be called client-centered therapy (Rogers, 1951). Virginia Axline (1950) extended the concept of his mentor. In his article entitled 'Entering the world of children through playful experiences', Axline summarizes the concept of playing therapy, stating, "The experience of playing is a therapy because it provides a secure connection between children and adults, so that children have the freedom and space to express themselves in their own terms, just as he was at that moment in his own way and in his own time "(Progressive Education, 27, p.68).
In 1953 Clark Moustakas wrote his first book, Children in Play Therapy . In 1956 he drafted the Self-Publication, the result of a dialogue between Moustakas, Abraham Maslow, Carl Rogers, and others, forging a humanistic psychological movement.
The fruit therapy, developed by Bernard and Louise Guerney, was a new innovation in play therapy during the 1960s. The dutiful approach emphasizes structured training programs for parents where they learn how to use child-centered play sessions at home. In the 1960s, with the advent of school counselors, school-based play therapy began to experience major changes from the private sector. Counselors such as Alexander (1964); Landreth (1969, 1972); Muro (1968); Myrick and Holdin (1971); Nelson (1966); and Waterland (1970) began to contribute significantly, especially in terms of using play therapy as both an educational and prevention tool in dealing with children's problems.
1973 Moustakas continues his journey into play therapy and publishes his novel
Organization growth
In 1982, the Association for Play Therapy (APT) was established not only marking the desire to promote the progress of play therapy, but to recognize the widespread growth of play therapy. Currently, APT has nearly 5,000 members in twenty-six countries (2006). Play therapy training is provided, according to a survey conducted by the Play Therapy Center at the University of North Texas (2000), by 102 universities and colleges across the United States. APT provides certification in play therapy and plays therapeutic supervision for physicians. They also offer a list of play therapists by local opportunities and training.
In 1985, the work of two Canadian key individuals in the field of child psychology and play therapy, Mark Barnes and Cynthia Taylor, resulted in the establishment of Certification Standards through Canadian non-profit psychotherapy and play therapy associations. A young group practicing Canadian child psychotherapists and play therapists work to develop organizations to meet professional needs. This is gradually expanded and finally the Board of Directors is formed; objects and by-laws designed, revised, revised and finally approved by the Government of Canada. The Canadian Association was finally recognized as a nonprofit organization in 1986.
During 1995/1996, a new horizon opened up to the playing therapy profession as a result of the pioneering efforts of the Canadian Therapy Institute working on an International basis. Play Therapy International is founded from the Canadian Play Therapy Institute and there is now a mutually supportive recognition between the Play Therapy International/The International Board of Examiners of the Certified Play Therapists, The Canadian Play Therapy Institute, as well as a number of other professional bodies worldwide. World.
In Britain, The British Association of Play Therapists (BAPT) were distinguished from American partners in 1996 and awarded a charity status in England in 2006 by the British Charity Commission. The United Kingdom Society for Play and Creative Arts Therapies Limited (known as PTUK) was originally founded in October 2000 as Play Therapy UK with the encouragement of Play Therapy International.
Australasia Pacific Play Therapy Association (APPTA) was formed in 2007 with headquarters in Australia.
In 2010, Play Therapy International has partnered with sister organizations in Ireland, Canada, Australasia, France, Spain, Wales, Malaysia, Romania, Russia, Great Britain, Slovenia, Germany, New Zealand, Hong Kong, Korea and Ethiopia.
Model
Play therapy can be divided into two basic types: non-directive and directive. Non-directive playing therapy is a non-intrusive method in which children are encouraged to work towards their own solutions to problems through play. Usually classified as psychodynamic therapy. Conversely, directive play therapy is a method that includes more structure and guidance by the therapist as children work through emotional difficulties and behavior through play. It often contains a behavioral component and the process includes more thrust by the therapist. Play directive therapy is more likely to be classified as a type of cognitive behavioral therapy. Both types of play therapy have received at least some empirical support. On average, therapeutic therapy therapy groups, when compared to the control group, increased by 0.8 standard deviations.
Non-directional playing therapy
Non-directive playing therapy, also called client-centered and unstructured play therapy, is guided by the idea that if given the opportunity to speak and play freely under optimal therapeutic conditions, troubled children and adolescents will be able to solve their problems own and work towards their own solutions. In other words, non-directive playing therapy is considered unobtrusive. The hallmark of non-directive playing therapy is that it has some boundary conditions and can thus be used at any age. This therapy comes from Carl Rogers's non-directive psychotherapy and in the characterization of optimal therapeutic conditions. Virginia Axline adapted Carl Rogers's theory for childhood therapy in 1946 and is widely regarded as the founder of this therapy. Different techniques have since been established that fall under the realm of non-directive playing therapy, including traditional sandplay therapy, family therapy, and play therapy with the use of toys. Each of these forms is discussed briefly below.
Play therapy using sand trays and miniature figures attributed to Margaret Lowenfeld, who founded "World Technique" in 1929. Dora Kalff incorporated Lowenfeld's Technique with Jung's idea of ​​a collective unconscious and received Lowenfeld's permission to name his work on "Sandplay" (Kalff, 1980). Kalff, Dora M. (1980). Sandplay . Boston, MA: Beacon. As in traditional non-directive playing therapy, studies have shown that it allows one to freely play with the sand and the accompanying objects in the space contained from sandtray (22.5 "x 28.5") can facilitate the healing process when the subconscious expresses itself in the sand and affects sand players. When a client creates in sandtray, little instruction is given and the therapist offers little or no conversation during the process. The Protocol emphasizes the importance of holding what is called Kalff (1980) as "free space and protected" to allow the unconscious to express itself in symbolic, non-verbal play. After completing the tray, the client may or may not choose to talk about his creations, and the therapist, without using directives and without touching sandtray, can offer a supportive response that does not include interpretation. The reason is that therapists trust and respect the process by allowing images on the tray to use its effect without interruption.
Sand tray therapy can be used during family therapy. The limitations presented by sandtray boundaries can serve as physical and symbolic constraints for families where boundary differences are a problem. Also when a family works together in sandtray, the therapist can make some observations, such as unhealthy alliances, who works with whom, which object is chosen to be incorporated into the sandtray, and who chooses which object. A therapist can assess these options and intervene in an effort to guide the establishment of a healthier relationship.
Using toys in non-directive playing therapy with children is another commonly used method of therapy. This method comes from the creative toys used in Freud's theoretical orientation. The idea behind this method is that children will be better able to express their feelings about themselves and their environment through playing with toys rather than through verbalizing their feelings. Through this action, children can experience catharsis, gain more or better insights into their awareness, thoughts, and emotions, and test their own reality. Popular toys used during therapy are animals, dolls, hand puppets, crayons, and cars. Therapists have considered these toys more likely to encourage dramatic dramas or creative associations, both of which are important in expression.
Benefits
Play therapy has been considered to be an established and popular therapeutic mode for children for over sixty years. Critics of play therapy question the effectiveness of techniques for use with children and have suggested using other interventions with greater empirical support such as cognitive behavioral therapy. They also argued that the therapist focused more on playing institutions than the empirical literature while doing Classical therapy, Lebo argued against the efficacy of playing therapy in 1953, and Phillips reaffirmed his argument in 1985. Both claim that playing therapy is lacking in some difficult research areas. Many studies include small sample sizes, which limit generalizability, and many studies also only compare the effects of play therapy with the control group. Without comparison with other therapies, it is difficult to determine whether therapeutic therapy really is the most effective treatment. Recent play therapy researchers have worked to do more experimental research with larger sample sizes, specific definitions and treatment measures, and more direct comparison.
Less research on the overall effectiveness of using toys in non-directive playing therapy. Dell Lebo found that out of a sample of more than 4,000 children, those who played with recommended toys vs toys that were not recommended or absent during non-directive playing therapy were no more likely to express themselves verbally to the therapist. Examples of toys that are recommended are dolls or crayons, while examples of toys that are not recommended are marbles or game checkers. There is also an ongoing controversy in choosing toys for use in non-directive play therapy, with choices that are mostly made through intuition rather than through research. However, other studies have shown that following certain criteria when choosing toys in non-directive play therapy can make treatment more nutritious. Criteria for desired treatment toys include toys that facilitate contact with children, encourage catharsis, and lead to games that can easily be interpreted by a therapist.
Some meta-analyzes show promising results on the efficacy of non-directive play therapy. Meta analysis by the authors LeBlanc and Ritchie, 2001, found an effect size of 0.66 for non-directive playing therapy. This finding is comparable to the size of the 0.71 effect found for psychotherapy used in children, suggesting that non-directive and non-playing therapy is almost as effective in treating children with emotional difficulty. Meta analysis by Ray, Bratton, Rhine and Jones, 2001 authors found a greater effect size for non-narrowing playing therapy, with children performing at 0.93 standard deviations better than non-treatment groups. These results were stronger than previous meta-analytic results, which reported effect sizes of 0.71, 0.71, and 0.66. Meta analysis by Bratton, Ray, Rhine, and Jones, 2005 authors also found a 0.92 large-size effect for children treated with non-directive play therapy. The results of all the meta-analyzes show that non-directive playing therapy has proven to be as effective as the psychotherapy used in children and has even produced a higher effect in some studies.
There are several predictors that may also affect the effectiveness of play therapy with children. The number of sessions is a significant predictor in post-test results, with more sessions showing higher effect sizes. Although positive effects can be seen with an average of 16 sessions, there is a peak effect when a child can complete 35-40 sessions. Exceptions to these findings were children who underwent play therapy in the setting of critical incidents, such as hospitals and household shelters. Results from studies looking at these children show a large positive effect after just 7 sessions, which implies that children in crisis can respond more easily to treatment Parental involvement is also a significant predictor of the outcomes of positive play therapy. This involvement generally involves participation in each session with the therapist and child. Parental involvement in play therapy sessions has also been shown to reduce stress in parent-child relationships when children exhibit internal and external behavior problems. Although predictors have been shown to increase the effect size, play therapy has proven equally effective across age, sex, and individual settings vs. group.
Play therapy directive
Play directive therapy is guided by the idea that using referrals to guide children through play will lead to changes faster than those produced by non-narrow playing therapy. Therapists play a much greater role in playing directive therapy. The therapist may use several techniques to involve the child, such as engaging in playing with the child himself or suggesting a new topic rather than allowing the child to direct his or her own conversation. Stories being read by a directive therapist are more likely to have an underlying purpose, and the therapist is more likely to create an interpretation of the story told by the children. In directive therapy games are generally selected for children, and children are given themes and character profiles when engaged in doll or doll activities. This therapy still leaves room for free expression by the child, but is more structured than non-directional playing therapy. There are also different techniques used in directive play therapy, including directed sandtray therapy and cognitive behavioral playing therapy.
The directed sandtray therapy is more commonly used with trauma victims and involves "talk" therapy to a much greater degree. Because trauma is often debilitating, sandplay therapy is directed to work to create change in the present, without the long healing process often required in traditional sandplay therapy. This is why the role of the therapist is important in this approach. The therapist can ask clients questions about their sandtray, suggest them to change the sandtray, ask them to decipher why they chose a particular object to put in a tray, and on rare occasions, change the sandtray itself. The use of referrals by the therapist is very common. While traditional sandplay therapy is considered to work best in helping clients access disruptive memories, the targeted sandtray therapy is used to help people manage their memories and their impact on their lives.
Roger Phillips, in the early 1980s, was one of the first to show that combining aspects of cognitive behavioral therapy with play interventions would be a good theory to investigate. Therapy of cognitive behavioral play is then developed for use with very young children between two and six years. It combines Beck's cognitive therapeutic aspects with play therapy because children may not have developed cognitive abilities necessary for participation in direct cognitive therapy. In this therapy, special toys such as dolls and stuffed animals can be used to model specific cognitive strategies, such as effective coping mechanisms and problem-solving skills. Little emphasis is placed on verbalizing children in these interactions but rather on their actions and games. Making stories with dolls and stuffed animals is a common method used by therapists to play cognitive behavior to change the maladaptive thinking of children.
Benefits
The effectiveness of directive play therapy has been less established than non-narruding play therapy, but the numbers still suggest that this way of playing therapy is also effective. In the 2001 meta-analysis by Ray, Bratton, Rhine, and Jones authors, direct play therapy was found to have an effect size of 0.73 compared with a 0.93 effect size found in non-destructive therapy. Similarly in the 2005 meta-analysis by Bratton, Ray, Rhine, and Jones authors, directive therapy had a 0.71-size effect, while non-narrowed playing therapy had a 0.92 effect size. Although the effect size of the directive therapy is statistically much lower than that of non-narrowed playing therapy, they are still comparable to the size of the psychotherapy effects used in children, shown by Casey, Weisz, and LeBlanc. The potential reasons for differences in effect size may be due to the amount of research that has been done on non-destructive therapy. therapy directive. Around 73 studies in each meta-analysis examined non-narrow playing therapy, while only 12 studies looked at directive play therapy. After more research has been done on directive play therapy, there is a potential that the effect size between non-directional and directive play therapy will be more comparable.
More
The role-playing game is used by some therapists and is undergoing research for its benefits.
Parental play therapy
Some approaches to play therapy have been developed for parents to use at home with their own children.
Nondirective play training for parents has been shown to significantly reduce mental health problems in preschoolers at risk. One of the first parenting/child playing therapy approaches developed was Filial Therapy (in the 1960s - see the Historical section above), where parents were trained to facilitate non-narrative playing therapy sessions with their own children. Fruit therapy has been proven to help children work through trauma and also solve behavior problems.
Another approach to play therapy involving parents is Theraplay, developed in the 1970s. Initially, trained therapists work with children, but the Theraplay then evolves into an approach where parents are trained to play with their children in a particular way at home. Theraplay is based on the idea that parents can improve the behavior of their children and also help them overcome emotional problems by engaging their children in the form of games that mimic the fun, harmonious, and empathetic interactions of parents with a baby. Research has shown that Theraplay is effective in altering children's behavior, especially for children suffering from seizure disorders.
In the 1980s, Stanley Greenspan developed Floortime, a comprehensive game-based approach for parents and therapists to use with autistic children. There is evidence for the success of this program with children suffering from autistic spectrum disorders.
Lawrence Cohen has created an approach called Playful Parenting, in which he encourages parents to play with their children to help solve emotional and behavioral problems. Parents are encouraged to connect playfully with their children through silliness, laughter, and rudeness.
In 2006, Garry Landreth and Sue Bratton developed a highly researched and structured way to teach parents to engage in therapeutic games with their children. This is based on supervised entry level training in child-centered play therapy. They call it Parent Relations Therapy. These 10 sessions focus on parenting issues in a group setting and use video and audio recordings to help parents receive feedback on their 30 minute special playtime with their children.
Source of the article : Wikipedia
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