Introduction to Play Therapy

Florida International University

March 11, 2016

Dr. Carmen R. Jimenez

“We are never more fully alive, more completely ourselves, or more deeply engrossed in anything than
when we are playing” –Charles Schaefer

What is Play?

• Play is universal!

helps children to:

communicate - problem solve

achieve mastery - tackle developmental

learn new skills challenges

practice old skills

learn self-control

- develop creative thinking

- express feelings

- experiment

- build self-confidence

“Birds fly, fish swim, and children play”

- Gary Landreth

Why Play?

In recent years a growing number of noted mental health professionals have observed that play is as
important to human happiness and well being as love and work (Schaefer, 1993).

As adults, cultivating a

childlike sense of play

can revolutionize the

way we work.

Why Play?

Research shows that hybrid forms of work and play may actually provide the most optimal context for
learning and creativity, for both children and adults.
Play and intrinsic joy are intimately connected, creating a synergy that naturally leads to greater
inspiration, effort, and creative growth.

(Ten Habits of Highly Creative People By Scott Barry Kaufman, Carolyn Gregoire,

January 20, 2016, The Greater Good Science Center)

Benefits of Play

Play is fun, enjoyable, & it elevates our spirits and brightens our outlook on life!

Play relieves feelings of stress and boredom

Connects us to people in a positive way

Stimulates creative thinking and exploration

Regulates our emotions, and boosts our ego (Landreth, 2002).

Benefits of Play

Expands self-expression, self-knowledge, self-actualization and self-efficacy.

Play allows us to practice skills and roles needed for survival. Learning and development are best
fostered through play (Russ, 2004).

Play Therapy Activity

Group creative story-telling/art

“our world”

History and Development of Play Therapy

1919-1930s Anna Freud and Melanie Klein use toys in therapy with children and introduced completing
theories. Klein said play had meaning; Freud said play built a relationship with the therapist and could
give insight into child’s unconscious.

(Landreth, Garry. (2002). Play therapy

the art of the relationship. Bristol, PA:

Routledge.)

History and Development of Play Therapy

1940-1970’s - Carl Rogers develops person-centered therapy, which emphasizes the importance of

genuineness, trust, and acceptance in the therapeutic

relationship.
1940-1970s - Carl Rogers’ student, Virginia Axline, develops child-centered (non-directive) play therapy
and applied theory to school counseling and teaching. Much of current play therapy practice is based
upon Virginia Axline’s work.

History and Development of Play Therapy

1980s-present - Play therapy programs are started in Universities. University of North Texas’ program
started in 1989 and the Association for Play Therapy established in 1982.

Why Play in Therapy?

In play therapy, toys are like the

child's words and play is the child's

language (Landreth, 2002).

Therapists strategically utilize play therapy to help children express what is troubling them when they
do not have the verbal language to express their thoughts and feelings (Gil, 1991).

Through play, therapists may help children learn more adaptive behaviors when there are emotional or
social skills deficits (Pedro-Carroll & Reddy, 2005).

Why Play in Therapy?

The positive relationship that develops between therapist and child during play therapy sessions can
provide a corrective emotional experience necessary for healing (Moustakas, 1997).

Play therapy may also be used to promote cognitive development and provide insight about and
resolution of inner conflicts or dysfunctional thinking in the child (O'Connor & Schaefer, 1983; Reddy,
Files-Hall, & Schaefer, 2005).

What is Play Therapy?

Play therapy is a structured, theoretically based approach to therapy that builds on the normal
communicative and learning processes of children (Carmichael, 2006; Landreth, 2002; O'Connor &
Schaefer, 1983).

Association for Play Therapy

www.A4pt.org

https://www.youtube.com/watch?v=_4ovwAdxCs0&list=PLkcL9Y5Tc7IzZSC-
vCrZpUB8oubNzbwTt&index=2

Types of Play Therapy

Directive Play Therapy

Non-Directive Play Therapy

Theories of Play Therapy

Directive
Cognitive behavioral

Gestalt

Developmental

Solution-Focused

Non-Directive

Child-centered

Jungian

Humanistic

Psychoanalytic

Play Therapy Activities

Party Hats on Monsters

The Magic Key

The Tree at the Top of the Hill

Bubble Breaths

Clay figure dialogue

Methods of Play Therapy

Board Games

Therapeutic books/games

Puppet Play

Art/Crafts

Sand Tray

Imaginative Play

Examples of Play Techniques

Directive Play Therapy

Therapist is directive and leads the child

Activities are chosen intentionally for the child

Board games, arts & crafts, puppets, other toys, etc.

https://www.youtube.com/watch?v=wiX9MEYmSLM
Non-Directive Play Therapy

Therapist follows the child’s lead

The child intentionally chooses activities

Board games, arts & crafts, puppets, sand tray, miniatures, other toys, etc.

https://www.youtube.com/watch?v=JIMWOOlR_9g

Play Therapy Materials

Art Supplies

Crayons (8-count box)

White Paper/Colored Paper

Blunt scissors

Glue Sticks/Transparent Tape

Pencils/Colored Pencils

Washable Markers

Clay/Play-doh

Baby Dolls and Blankets

Nursing bottles (plastic), food,

Play dishes, cups, & utensils for 2

Dollhouse & furniture (bedroom, kitchen, and bathroom)

Puppets (people/animals - wild and docile)

Doctors’ Kit

Dress up clothing & hats, costume jewelry,

Toy soldiers (2 colors, if possible)

Small cars, ambulance, police, airplane

Handcuffs/Badge/Dart Gun

Rubber knife, toy guns

Things to hide behind (Zorro-type mask, sunglasses, bandana)

Families (people and animals)

Unbreakable mirror

Hand puppets (wild and docile)

Nerf/Koosh ball

2 Telephones

Play Therapy Materials

Scary toys

Clients can use these to explore fears

Plastic monsters, snakes, bugs, bears, lions, dinosaurs

Nurturing Toys

Clients can use these to play out family relationships and events

Doll house, dolls, puppets, baby dolls, baby doll supplies, kitchen set

Play Therapy Materials

Aggressive Toys

Clients use these to express anger and aggression and explore power and control

Guns, play knives, hammer and nails, toy soldiers, handcuffs, punching bag

Expressive Toys

Clients use these to explore relationships, express feelings, explore problem/ solution, communicate

Crayons, paper, scissors, paint, craft items, telephones, mirror, soft ball

Play Therapy Materials

Pretend/Fantasy Toys

Clients can use these to explore different roles, hidden feelings, and alternative behaviors

Masks, hats, doctor’s kit, zoo and farm animals, building materials, dress-up clothing, jewelry

Mastery Toys

Clients can use these to explore sense of confidence, competence, self-esteem

Blocks, chalk board, school supplies, puzzles, books

Axline’s 8 Basic Principles of Non-Directive Play Therapy

The therapist:

1. Must develop a warm and friendly relationship with the child.

2. Accepts the child as she or he is.

3. Establishes a feeling of permission in the relationship so that the child feels free to express his or
her feelings completely.
 4. Is alert to recognize the feelings the child is expressing and reflects these feelings back in such a
manner that the child gains insight into his/her behavior.

Axline’s 8 Basic Principles of Non-Directive Play Therapy

5. Maintains a deep respect for the child’s ability to solve his/her

problems and gives the child the opportunity to do so.

6. The responsibility to make choices and to institute change is

the child’s. The therapist does not attempt to direct the

child’s actions or conversations in any manner. The child leads

the way, the therapist follows.

7. Does not hurry the therapy along. It is a gradual process and

must be recognized as such by the therapist.

8. Only establishes those limitations necessary to anchor the

therapy to the world of reality and to make the child aware of

his/her responsibility in the relationship

Play Therapy Activity

Video

Child-Centered Play Therapy: A Clinical Session

Gary Landreth – Director, Center for Play Therapy, University of North Texas

https://search.alexanderstreet.com/view/work/bibliographic_entity|video_work|1865851/child-
centered-play-therapy-clinical-session

Facilitative Responses

 Tracking Behavior – attention and interest without demands, direction, or labeling.

◦ e.g., “You are putting those together.

“The little one is in the corner.”

 Reflective Content – restating/paraphrasing verbal statements.

 e.g., “Oh, the big giraffe is the mother and the little one is the child.”

Facilitative Responses

 Facilitate decision making and responsibility - encourages exploration and a sense of control.

e.g., Child asks: “Do you like what I made?”

Therapist answers:

“You worked hard on that and you want me to see it.”

“In here, it’s what you like that’s important.”

Facilitative Responses

Reflect feelings, wants, and ideas – focus on child’s internal world, validate, encourage esteem-building,
focus on competency, creativity, credit effort.

e.g., “You worked hard on that.”

“You figured that out.”

“You were able to do that.”

“You did it.”

Facilitative Responses

Enlarging the meaning: connect the play to basic themes such as belonging and mastery.

e.g., “You’re wondering if it is possible to be strong without being angry.”

“You’re thinking about the differences between people.”

Facilitative Reponses

 Choices and Consequences – use choice through words and consistent follow through

e.g., “If you choose to keep the sand in the tray, you choose to keep playing with the sand. If you
choose to _____ (break limit- throw sand on the floor), you will be choosing to _______ (consequence –
not use the sand anymore today).”

Observation and Technique

What to Observe?

How does the child enter the playroom?

How does the child greet you when you arrive to the playroom?

How does the child interact with you?

How does/Does the child engage you?

How does the child interact with the play materials?

Is the child capable of making choices, setting goals, and making plans? (Watch for

developmental delays)

Observation and Techniques

How does the child manage the play space?

What is the energy level of the child?

What are the child’s language skills?

What is the child’s mood and affect?

What is the child’s level of creativity?

Is the child’s play age appropriate?

How does the child respond to limit setting and closing rituals?

Video

Understanding Play Behavior and Themes in Play Therapy

Gary Landreth – Director, Center for Play Therapy, University of North Texas

http://search.alexanderstreet.com/view/work/bibliographic_entity|video_work|
1870873/understanding-play-behavior-and-themes-play-therapy

Common & Predominant Themes in Children’s Play

Power & Control

Trust, Relationships, Abandonment, Loss, Death

Nurturing, Security, Rejection

Self-esteem, Self-worth, Empowerment, Competence

Identity

Loyalty, Betrayal

Violations, Protection

Boundaries, Intrusion

Loneliness

Confusion

Adjustment, Change, Transition

Fears, Anxiety

Anger, Sadness

Rules of Thumb

Be sensitive to the child’s world

Grant responsibility commensurate with the child’s ability to respond responsibly

Don’t answer questions that haven’t been asked

Limits are not needed until they are needed

Make Statements. Don’s ask questions when you already know the answer

Rules of Thumb

Look for firsts (any first time, dramatic change)

Toys and materials should be selected, not collected

You cannot accept another person’s difficulties/struggles until you are able to accept your own

How the therapist feels about a child is more important than what the therapist knows about the child

Resources for Additional Information

Association for Play Therapy, Inc. Website: http://www.a4pt.org/

University of North Texas Center for Play Therapy: http://cpt.unt.edu/

School-Based Play Therapy, Drewes, Carey, & Schaefer

The Handbook of Group Play Therapy, Sweeney & Homeyer

Leblanc, M. & Ritchie, M. (2001), A meta-analysis of play therapy outcomes. Counseling Psychology
Quarterly, 14(2), 149-163.

Hall, T.M., Gerard Kaduson, H., & Schaefer, C.E. (2002). Fifteen effective play therapy techniques.
Professional Psychology: Research and Practice, 33(6), 515-522.

Ready, set, …