Professional Documents
Culture Documents
G. Are Christian mental health providers stepping into the gap? Not as well as
they should.
H. Dr. Grant Martin in Psychology and Christianity: ―adult theory…took the
majority of our attention during the past 20 years or so… But now, I would
submit, we have more clinicians findings regarding children. I agree.
Key Quote: “Play is child’s work, and this is not a trivial pursuit.” -Alfred Adler
Chapter 2
I. CHILDREN COMMNICATE THROUGH PLAY
A. ―Consider the play of the child, and the nature of the Kingdom will be
revealed. Christ I that fiddler who plays so sweetly that all who hear him begin
to dance.‖ -Robert E. Neale
B. Would any counselor attempt to establish a therapeutic relationship with a
client who spoke a different language? But consider this: The counselor who
employs traditional cognitive therapies might as well be speaking a foreign
language when attempting to make contact with a child.
C. Children do communicate through play, whether or not adults can interpret or
understand the play.
D. Six years old; lived with his mother; parents had split up because father had
physically abused the children and mother.
E. Larry‘s primary presenting problem was separation anxiety; simply refused to
leave his mother‘s side. Would not go to school; would not sleep alone.
F. Family therapy had helped the mother and sister cope with their difficult
experiences and changes, but Larry continued to have problems.
G. The books to which she had turned for answers also had offered no solutions.
H. Larry was extremely resistant to entering the playroom at first; then he
acquiesced.
I. He did not speak to [the psychologist] the whole time. But after 6 sessions, his
mother reported an almost complete cessation of the separation difficulties.
Somewhere within the process of being able to express himself in play, Larry
was able to emerge from his fixed place of confusion and hurt and move
toward healing and emotional health. It is unlikely that trying to get Larry to
talk about his troubles would have done any good; indeed, it was unnecessary
since the process of play effectively brought healing. As Larry‘s case
illustrates, play is the way children process and express their emotional lives.
J. Scripture recognizes the importance of play: ―The city streets will be filled
with boys and girls playing there.‖ (Key Scripture verse)
K. Dr. Garry Landreth, director of Center for Play Therapy at the University of
North Texas: ―Children‘s play can be more fully appreciated when recognized
as their natural medium of communication. Children express themselves more
fully and more directly through self-initiated spontaneous play than they do
verbally because they are more comfortable with play.
L. For children to ‗play out‘ their experiences and feelings is the most natural
dynamic and self-experiences and feelings is the most dynamic and self-
healing process in which children can engage.‖
M. Nancy Curry and Sara Arnaud discussed three assumptions about child‘s play
in a recent article:
Play is a lawful, predictable phenomenon that shows clear
developmental regularities, although the degree to which these
regularities are expressed is greatly influenced by the child‘s
environment.
Play serves to integrate complex cognitive, emotional, and social
elements in the child‘s thinking and behavior.
Disturbances in play often reflect disturbances in the child‘s personality
and social functioning.
N. The counselor who recognizes these dynamics is in a much better position to
enter into the child‘s world
O. ―Tell me how you feel about that,‖ the child is at an immediate disadvantage.
It simply isn‘t fair. That is using a language the child doesn‘t yet speak
fluently.
P. A simple exercise to make this point. I ask the class or group the following
question: ―Is there anyone here who would be willing to stand up and share
with the rest of us your most embarrassing and traumatizing sexual
experience?‖ Of course, I never have any volunteers. After the nervous
laughter has subsided, I make the point: ―This is exactly what we are asking
the child who has been molested to do when we say, ―Tell me what happened
to you.‖
Q. The therapeutic distance and safety of counseling children through the world
of play avoids these potential dangers. More than this, however, it honors the
child client.
A. A call to full mature play has been given in those affirmations that proclaim
that the chief end of man is to ―Delight in the Lord‖ and to ―Glorify God and
enjoy Him forever.‖ Unfortunately, many people ignore these admonishments.
Several thousand years ago, King David was bringing the Ark of God into the
city. David played before the Lord, shouting and leaping. His wife, and
probably most of those who observed him, thought he was being irreverent
and disapproved of his actions. But the Lord approved. His wife was barren
for the rest of her days (2 Samuel 6:21-23)
B. Two hundred years ago, when the church still sponsored the education of
children, the following rule was created: ―We shall prohibit play in the
strongest terms…The students shall rise at five o‘clock in the morning,
summer and winter…The student shall be indulged with nothing which the
world calls play. Let this rule be observed with strictest nicety; for those who
play when they are young will play when they are old.‖
C. Unfortunately, the church and school were successful, and the children could
not play when they grew into maturity. They could not permit themselves to
be ―irreverent‖. And like David‘s wife, their lives were made barren by the
Lord. Despite a clear call, man has refused to delight in and enjoy His God.
---Robert Neale
D. The therapist who insists on using traditional ―talk therapy‖ with children is
saying to them: ―I am unwilling to enter your world of communication. I am
an expert, and I know best.‖
A. ―Enter into children‘s play and you will find the place where their minds,
hearts, and souls meet.‖ –Virginia Axline
B. Mary Ann‘s case: had been sexually abused by multiple perpetrators, treated
in several different residential settings, receiving psychiatric intervention. She
was considered seriously disturbed, often barking like a dog and biting people.
This led doctors to treat her with strong antipsychotic medication.
C. The staff members at our agency took a different view. Why would it seem
strange for her to do whatever was necessary to keep people away from her?
The barking and biting protected her.
D. I cannot tell you that play therapy instantly cured Mary Ann. But I can say
this-it worked where nothing else had. She played out her anxieties and
victimizations. Medications were discontinued. Eventually she was reunited
with her mother. Mary Ann continued to need considerable intervention,
behavioral management, parent training, and group therapy were all part of
her treatment program.
E. None of these had any effect prior to the play therapy, but when she began to
experience the healing power of play other components of her treatment
started to help as well.
F. It was a matter of allowing a traumatized child to process unthinkable horrors
in her own way, in her own time, and in her own language.
G. In my opinion the basic play therapy provide a strong foundation from which
to minister to children. It is the curative environment of play therapy-healthy
relationships, safety, freedom to express emotions-that brings healing and
restoration to our clients.
H. In the White Mountains the fall colors were spectacular. God almighty has
placed in these trees something that responds to colder temperatures by
changing the color of the leaves. When the environment changes, the trees
change. In the same way, when we provide an environmental change or
children through a play therapy experience, they will grow, change, and be
transformed.
I. Appropriate age limits for play therapy; generally I work in the playroom with
children between the ages of three and eleven, and although it is challenging
to understand their speech, it is a wonderful experience.
A. Sigmund Freud‘s case of Little Hans: Freud did not work directly with the
five – year – old boy, but he advised Han‘s father about the different ways
to respond to him. Freud He used the father‘s notes about Hans‘s play as a
basis for interpretation and counsel. Play was not directly used in the course
of psychotherapy until 1919, when Hermine Hug-Hellmuth used play.
B. Hug-Hellmuth believed that play was essential for treating children. It was
Anna Freud and Melanie Klein, however, who wrote a good deal about the
use of play in psychotherapy. Anna Freud used play primarily as a means of
forming a solid therapeutic alliance with the child client. Melanie Klein
believed that play could be used as a substitute for verbalization, but placing
the psychoanalytic technique of free association.
C. The next trend in play therapy came in the late 1930s, when David Levy
developed his approach called ―release play therapy,‖ a structured play
therapy modality.
D. Jesse Taft, Frederick Allen, and Clark Moustakas adapted Otto Rank‘s
philosophy of relationship therapy in their work with children and play.
E. In the 1940s, Virginia Axline adopted the person – centered work of Carl
Rogers, applying a non-directive approach to play therapy. Her approach is
based on the belief that children have a natural striving for growth and that
emotional or behavioral difficulties stem from a disturbance of this growth
process.
F. The field of play therapy has continued to grow over the last several
decades, bringing forth numerous approaches, including child –play therapy,
ecosystemic play therapy, Adlerian play therapy.
G. Play therapy has been shown to be a potent treatment modality for a wide
range of children‘s issues. ―Play therapy has been demonstrated to be
effective with children of all diagnostic categories except the completely
autistic and peek out – of – contact schizophrenic.‖
H. The Center for Play Therapy at the University of North Texas is a
clearinghouse of play therapy literature, featuring more than 2000 journal
articles and books about the field.
A. *Dr. Charles Schaefer: ―play has the power not only to facilitate normal
child development but also to alleviate abnormal behavior.‖
B. Schaefer lists many therapeutic factors in the play therapy process:
Overcoming resistance. Play draws children, involuntarily clients,
into a working alliance.
Communication. Play is the natural medium of self-expression.
Mastery. Play satisfies children‘s need to explore and master the
environment.
Creative thinking. Play encourages children to improve problem-
solving skills.
Catharsis. In play, children can release intense emotions that have
been difficult of impossible to confront.
Abreaction. Children can process and assimilate trauma by reliving
it with an appropriate expression of emotion.
Role-play. Children have the opportunity to try out alternative
behaviors.
Fantasy. Play enhances the use of the child‘s imaginations to make
sense of and overcome painful reality.
Metaphoric teaching. Children can experience adaptive solutions
for their conflicts and fears through metaphor.
Relationship enhancement. Play facilitates a positive therapeutic
relationship.
Enjoyment. Children fundamentally enjoy play.
Mastering developmental fears. Repeated play experiences help
reduce anxiety and fear through systematic desensitization.
Game play. Games assist children in socialization and developing
ego controls.
C. I have had children tell me that the playroom is the one place where they can
be themselves.
D. Children also know what they need in the playroom. A child may pretend to
have a heart transplant, which is metaphoric of what child felt they needed.
E. Garry Landreth asserts that play therapy helps the child:
Develop a more positive self-concept
Assume greater self-responsibility
Become more self-directing
Become more self-accepting
Become more self-reliant
Engage in self-determined decision making
Experience a feeling of control
Become sensitive to the process of coping
Develop an internal source of evaluation
Become more trusting of self
―One laugh of a child will make the holiest day more sacred still.‖
--R.G. INGERSOL
Chapter 4
I. WORKING WITH PARENTS
A. My first session is always with the parents, for intake purposes. Parents are
most often the best source of information about a child‘s presenting problem.
It is helpful to obtain a detailed his story from the parents, along with
feedback on the child‘s school, to gain a complete picture.
B. One danger in the gathering this information is that it is tempting to rely on
the assessment data rather than to use clinical skills and intuition.
A. It is my opinion that play guns or knives in the playroom are not detrimental
and do not increase the aggressiveness of children outside of the playroom.
Although I do not have any toy guns in my home, I nevertheless find that
my own children and made guns out of Duplo blocks, sticks, or a pointed
finger. Where did they pick this up? I don‘t know, but all children seem to
do this. I feel that shooting is acceptable in the playroom because it is
expressed in fantasy and symbolism. I do not permit children to shoot me,
but if they‘re angry with me and want to shoot the bop bag and pretend it is
me, that is acceptable.
10.
Toy list
―You can discover more about a person in an hour of play then in a year of
conversation.‖ --Plato
Chapter 8
I. USING STORIES, SANDPLAY, AND ART IN PLAY THERAPY
1. Who initiates and ends the artwork, and in what order did the
rest of the family make their contributions?
2. Which members’ suggestions were utilized and which were
ignored?
3. Which participants remained in their own space, versus those
who crossed over?
4. Did anyone “wipe out” another person by superimposing their
image on top of someone else’s?
5. Who made friendly contact gestures and who made hostile
ones?
6. Did any member send out a “leave-me-alone” message?
7. Where is each person’s contribution [central, end, corner, all
over]?
8. How much space did each individual occupy?
9. Who functioned dependently and who independently?
10. Who contributed content that was either provocative or
emotionally laden, and how did the rest of the family respond?
11. Did a leader evolve?
12. Who contributed the most and who the least amount of art?
13. Did the interaction take on structure, or was it chaotic?
14. Did the members take turns, work in teams, or work
simultaneously?
15. Was the working style concordant or discordant?
Chapter 9
ISSUES IN COUNSELING THROUGH PLAY
I. ASSESSING PROGRESS
.
B. We should also anticipate changes that are more global and generalized in the
life of the child, including
Chapter 10
I. PARENT TRAINING: FILIAL THERAPY
Don’t
Don‘t criticize any behavior.
Don‘t praise the child.
Don‘t ask any leading questions.
Don‘t allow interruptions of the session.
Don‘t offer information or teach.
Don‘t preach.
Don‘t initiate new activities.
Don‘t be passive or quiet.
Do
Do set the stage.
Do let the child lead.
Do track behavior.
Do reflect the child‘s feelings.
Do set limits.
Do salute the child‘s power and effort.
Do join in the play as a follower.
Do be verbally active.
Part Three
TREATING CHILDREN WITH DISTINCT NEEDS
1. Excessive masturbation
2. Excessive sexual acting-out toward adults
3. Simulation of sophisticated sexual activity with younger children
4. Fear of being alone with an adult, either male or female
5. Violence against younger children
6. Self-mutilation
7. Bruises and hickeys or both in the face or neck area or around the
groin, buttocks, and inner thighs
8. Fear of bathrooms and showers
9. Knowledge of sexual matters and details of adult sexual activity
inappropriate to age or developmental level
10. Combination of violence and sexuality in artwork, written
schoolwork, language, and play
11. Extreme fear or repulsion when touched by an adult of either sex
12. Refusal to undress for physical education class at school