Effects Of Play Therapy In School Counseling

1698 Words4 Pages

Play Therapy in School Counseling and the Effectiveness
Madeline Polanco
Saint Peter’s University

Abstract

This paper has three articles that have positive and negative results from research in play therapy in school counseling. Play therapy is developmentally responsive to a child’s social, emotional and development. It is to help child resolve problems through play. Play therapy is different than regular playing it helps the child learn and communicate. It helps the child express feelings, control their behavior and helps with problem solving. Play therapy can help a child with destructiveness in the classroom.

Play Therapy in School Counseling and the Effectiveness …show more content…

If children with mental health problems, do not receive the help they need at an early age it might lead to more serious problems in adulthood. Some of the problems that they might have in the future are emotional, anxiety, problems with the law, academic failure, substance abuse and depression. Early therapy such as play therapy can help. Speaking to parents and having teacher consultations with the school counselors will help students with problems. School counselors need to find ways to communicate with students to find the best approach in getting the best …show more content…

It helps the parents understand ADHD. Adlerian Play Therapy focuses on learning the family life of the child while also learning how everyone in the household communicates. The counselor sets up scenarios for the child to illustrate. This helps the family understand what problems and difficulties the child might have because they have ADHD. In the article written by Walen, Teeling, Davis, Artley, & Vignovich, two boys are received counseling through Adlerian Play Therapy. One boy is named Andrew he is 8 years old and has disrupted the class many times. The other boy is named Grayson and he is not able to focus and learn in the classroom. Both boys are compared in the experiment. Both students were recommended by their teacher and both boys received therapy for six weeks. Andrew received 11 sessions 4 were group sessions and 7 were individual sessions. The sessions for Andrew focused on controlling and following rules. Andrew preferred in being in charge, he was loud, boisterous. He would try to behave but often made mistakes and when he did the mistakes he upset him, so he would misbehave. He was generous, kind and listened to others. Three treatment goals were developed for Andrew: (a) reduce his desire and need for perfection, (b) increase his Crucial C of connect, and (c) increase constructive ways of getting attention (Walen, Teeling, Davis, Artley, & Vignovich, 2016). His reason for being

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