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Challenges and Benefits of Play Therapy
Essays on child centred play therapy
Essays on child centred play therapy
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Recommended: Challenges and Benefits of Play Therapy
This study looked at the therapeutic relationship and its influence in the process of Child-centered play therapy (CCPT). An exploratory single subject quantitative-qualitative design was used to examine therapist relational variables and their associations with changes in children’s behavior in CCPT (Hilliard, 1993; Jordans, Komproe, Tol, Nsereko, & De Jong, 2013). Specifically, we examined changes in levels of therapist process variables and their corresponding relationships with changes in children’s behaviors within and between cases to better understand therapeutic processes that impact child behavior, as well as the therapeutic relationship.
Results indicated that the therapists’ acceptance of their child clients decreased as particular
Working in an interdisciplinary team, gives the team an ability to address the patients’ needs from different perspectives and different strategies. The interdisciplinary team works together to provide the individual with the most beneficial possible outcome. Interdisciplinary teams can include physical therapy, occupational therapy, speech therapy, social workers, and other health care providers (Mellor, Cottrell, & Moran, 2013). The challenge for being a recreational therapist among a health care field is that many health care providers do not see recreational therapy as a serious, legitimate, and beneficial program for their health service patients as well as for their other health care providers. This idea creates a challenge for not
Rye N. Child-Centred Play Therapy. In: JH Stone, M Blouin, editors. International Encyclopedia of Rehabilitation. 2010.
Wehrman, J. D., & Field, J. E. (2013). Play-Based Activities in Family Counseling. American Journal of Family Therapy, 41(4), 341-352. doi:10.1080/01926187.2012.704838
Parent-Child Interaction Therapy (PCIT) is a relatively new behavioral therapy method for children with severe behavior issues (Niec, 2005). It was developed in 1988 by Sheila Eyberg (Duffy, 2009). Although there are many child therapies that focus on increasing prosocial behaviors and eliminating asocial behaviors, PCIT is unique in that it focuses on developing mutual parent and child skills in the relationship—both must work diligently for the desire outcome(s). There are 8 to 12 total sessions and recommended booster sessions after at one month, three month, six month, and one year intervals. The therapy focuses on play therapy and disciplinary sessions with the parent and child together (Saunders, 1997). The therapist will coach the parent
Jonathan is a 7-year-old child who is seemingly bright, according to school aptitude tests. He has since been showing signs of struggling academically, he is easily distracted and is also showing signs of increasing restlessness and agitation. Based on these initial findings and observable behaviors the child seems to be exhibiting a pattern typical with Attention Deficit Hyperactivity Disorder, accompanied with resource delusion from the parents as well as permissive parenting.
It is important that the child can tolerate the therapist’s presence in the playroom and feel comfortable accepting the therapist’s activities (Menassa, 2009). The structured play therapist additionally utilizes the therapeutic relationship to ease the child’s potentially overwhelming anxiety when faced with situations in play (Jones, Casado, & Robinson, 2003). It appears as though structured play therapists view the relationship as simply a means to an end, and is definitely not the main focus of therapy. The relationship with the child within CCPT and within structured-play therapy differs
11:30am I notice the young male run on to the playground, he immediately goes for the red rubber ball. He kicks and attempts to dribble the ball for good minute or two, without regards for anyone around.
Imagination is the ability to draw a picture, a story or an idea in the mind. It is the ability to feel and believe of something that is not real, this term is widespread through the literature. When children use their imagination they could be anything they want and they could travel through time and space. There are different ways children’s can use to develop and express their imagination. For example, drawing, reading stories and role playing by pretending to be someone or something else, these ways allow children to express their imagination through thinking, creating and involving emotions. Imagination gives the children the opportunity to explore the world around them. Play has an important effect on children’s imaginative development, it is a common activity between children but it is not just a free time that child enjoy. For instance, imaginative play or role play encourages the children imaginative skills and this includes fantasy, pretend and symbolic play. Imaginative play also known as fantasy, symbolic, pretend and role play. This paper will focus on the imagination process and the theory of mind, children understanding of others mind and mental representations. Pretend play will be an example of showing how children use their imagination through this type of play.
Ben is an 11-year-old boy who was referred to me by a teacher to assist with his reluctance to attend school. Ben has missed 20 days of school in 2 months and often goes to the nurse’s office and has left school due to feeling “sick”. Ben was check at by a pediatrician, and there are no medical problems that can explain his difficulties. Ben has a very close relationship with his mother, and sleeps in his mother’s bed every night. He avoids activities that would include him interacting with other kids his age, because of his separation anxiety from his mother. Ben’s mother showers with, dresses and undresses him.. She also grooms his hair because she claims it’s difficult to manage because of tangles. Ben is fully capable of self-care in areas
Both types of therapies had the specific elements that PCIT wanted to convey. One element was an emotional calm that play therapy produced in work with children. However, the calm play that the therapist and child do inside session, is far from the relationship that the parent and child may have outside therapy. By training the child’s parent to provide behavior therapy, enables treatment benefits to be longer-lasting. The use of play therapy in parent-child interaction strengthens the parent-child attachment and provides the child greater exposure to the calming therapy with their own parent. However, play therapy is not the only appropriate intervention when it comes to disciplining children. Parents get the skills need to deal with the behavioral issues by the live parent training, for setting limits and drawing back from tough discipline (Funderburk,
This is a counselling method used to help youngsters communicate their inner experiences through using toys and play. Nondirective play therapy is a non-pathologizing technique founded on the belief that youngsters have the internal drive to attain wellness (Petruk, 2009). Play therapy is grounded on the theory that play is a youngster’s language, the toys considered the words a youngster uses to express or show their inner experiences and how they experience and perceive the world. Within a play session, and throughout the course of sessions, themes develop in the youngster’s play, giving the therapist insight into the child’s feelings, thoughts, experiences, and interpretations of their world (Petruk,
What is play? Play is defined as engaging in activates for enjoyment & recreation rather than a serious practical purpose. Playing is a disorganized voluntary spontaneous activity, which may include objects, one’s body, symbol usage, and relationships. Play is flexible, individualize, grouped, motivating, self-directed, open-ended, or self-directed. (Smith, 2013) (Saskatchewan Ministry of Education, 2010)
As the semester comes down to an end, I have realized how much I have grown. My knowledge for play therapy was not as large as it is now. I am so thankful that I was able to be in this class and learn what I have learned. The skill set I have gained has helped me tremendously with my practice.
This theory suggests that play plays a vital role of treating children’s disorders, children are able to gain some sense of control and alleviate their negative emotions including anxieties, fears and traumas through playing (Heidman & Hewitt, 2010; Freud, 1961). From the psychoanalytic perspective, play has a cathartic effect for children as it can assist children to cope with adverse feelings (Wolfberg, 2009, p. 32). Therefore, play is regarded as a therapeutic method to deal with the emotional problems (Wolfberg, 2009, p. 32). Moreover, this theory is of the view that play is an avenue to connect children’s past, current and future inner life (Willians, 2009, p. 575). Sigmund Freud was the pioneer who made a considerable contribution to this theory and he called “play” as the “royal road” to the child’s conscious and unconscious world (Willians, 2009, p. 575). He believed that play allows a combination of fantasy with reality, children should spend time playing every day as it is very healthy and necessarily (Willians, 2009, p. 575). Children are able to resolve psychological dilemmas, soften their worries and develop their understanding of life experiences (Wolfberg, 2009, p. 32). Erikson had further developed this theory, he recognized that the particular events are critical to shape the nature of
A family came in for therapy. There are five people in this family. There are two teenage girls, an 18-year-old male, and a mother and a father. Lately, one of the girls is no longer attending school, she is also withdrawing from friends. She has been disrespectful towards dad. She has been posting lewd pictures on social media, and there are people in the neighborhood telling the parents that they have seen one of their daughters drinking when with their friends.