Unit 2 Non-Directive Play Therapy

Theoretical Underpinnings
Non-directive play therapy, also known as child-centered play therapy, is a therapeutic approach that
provides children with a safe and supportive space to express themselves and work through emotional
challenges using play. Below are the theoretical foundations that underpin non-directive play therapy,
shedding light on the key theories and principles that guide this therapeutic modality.

Humanistic Psychology and Carl Rogers

At the heart of non-directive play therapy lies the humanistic psychology pioneered by Carl Rogers. Rogers
emphasized the importance of creating a therapeutic environment characterized by empathy, congruence,
and unconditional positive regard (Rogers, 1957). These qualities are foundational to non-directive play
therapy, where the therapist embodies them to establish a safe and non-judgmental space for the child
(Landreth, 2002).

Developmental Psychology and Erik Erikson

Non-directive play therapy is deeply rooted in developmental psychology. The work of Erik Erikson, in
particular, is relevant. Erikson's stages of psychosocial development highlight the critical role of early
experiences in shaping personality and identity (Erikson, 1950). Play therapy recognizes that children
express and process their developmental challenges through play, making it an ideal medium for exploration
(Kottman, 2011).

Attachment Theory and John Bowlby

Attachment theory, developed by John Bowlby, is another influential framework for non-directive play
therapy (Bowlby, 1969). The therapist often considers attachment dynamics in the child's life, recognizing
that disruptions in attachment can lead to emotional and behavioural challenges (Bratton et al., 2005). Play
therapy can serve as a means to repair and strengthen these attachments, promoting emotional healing and
security.

Psychoanalytic Theories and Sigmund Freud

Non-directive play therapy acknowledges the importance of the unconscious mind; a concept central to
psychoanalytic theories like those of Sigmund Freud (Freud, 1961). It recognizes that play is a natural
medium for children to express unconscious thoughts and emotions (Landreth, 2002). In play therapy,
children often use symbolism and metaphor, echoing Freud's ideas about the symbolic nature of dreams and
fantasies (Axline, 1947).

Client-Centered Therapy with Children

Applying Carl Rogers' client-centered therapy to children involves recognizing that children may lack the
verbal skills and self-awareness of adults (Landreth, 2002). Non-directive play therapy adapts the client-
centered approach to a child's developmental level, using play as a means of expression and exploration.
The therapist conveys empathy, congruence, and unconditional positive regard through their interactions
with the child (Schaefer & Drewes, 2014).
Holistic Development
Non-directive play therapy views a child's development holistically, considering their emotional, cognitive,
social, and physical growth (Schaefer & Drewes, 2014). It seeks to support the child's overall well-being
and self-actualization by addressing the interconnectedness of these domains.

The Non-Directive Stance

A hallmark of non-directive play therapy is the therapist's non-directive stance (Kottman & Meany-Walen,
2017). The therapist does not lead or control the play session but instead provides a permissive, accepting,
and empathetic environment. They observe and facilitate, allowing the child to freely express themselves
through play (Schottelkorb & Ray, 2011).

Symbolism and Metaphor

In non-directive play therapy, therapists recognize that children often use symbols and metaphors in their
play to represent their inner world (O'Connor & Schaefer, 2013). Understanding and interpreting these
symbols can provide valuable insights into the child's thoughts, feelings, and experiences.

Cultural Sensitivity
Non-directive play therapy also emphasizes cultural sensitivity (Bratton & Ray, 2000). Cultural factors can
significantly influence a child's values, beliefs, and ways of expressing themselves through play. Therapists
must be attuned to these cultural nuances and adapt their approach accordingly.

Exploring Non-directive Play Therapy: A Case Study Approach

Non-directive play therapy, often referred to as child-centered play therapy, is a therapeutic approach that
provides children with a safe and nurturing space to express their emotions, thoughts, and experiences
through play.

Case Study 1: Healing Childhood Trauma

Client: Emily, a 7-year-old girl who had experienced physical abuse and witnessed domestic violence in
her home.

Challenge: Emily displayed aggressive behaviours at school, struggled with nightmares, and had difficulty
concentrating in class. She was reluctant to talk about her traumatic experiences.

Therapeutic Approach: Emily's therapist created a playroom filled with a wide range of toys, art supplies,
and expressive tools. Emily was given complete autonomy to select the materials that resonated with her.
She often chose action figures and dolls to reenact scenes from her traumatic experiences. The therapist
adopted a non-directive stance, offering empathetic support while silently observing Emily's play. Over
time, Emily used these play sessions to process her emotions, eventually sharing her thoughts and fears with
the therapist.

Outcome: Through non-directive play therapy, Emily gradually opened up about her trauma, allowing her
therapist to provide support and guidance. Her nightmares lessened, and she developed healthier coping
mechanisms. Non-directive play therapy provided Emily with a safe and non-threatening space to confront
and heal from her trauma (Ray & Schottelkorb, 2016).
Case Study 2: Overcoming Anxiety in a Shy Child
Client: Liam, a 5-year-old boy with severe social anxiety.

Challenge: Liam's extreme shyness made it challenging for him to interact with peers, and he experienced
separation anxiety when away from his parents.

Therapeutic Approach: Liam's therapist established a playroom equipped with various toys, games, and art
supplies. Liam was given the freedom to choose the activities he engaged in during sessions. This autonomy
allowed him to gradually build trust with his therapist. Over time, he used play to express his anxieties, such
as separation fears and concerns about being judged by others.
Outcome: As Liam continued with non-directive play therapy, he became more comfortable with the
therapeutic process. He started to develop social skills and showed reduced anxiety when interacting with
peers. By empowering Liam to lead the play sessions and make choices about his play, non-directive play
therapy helped him gain confidence and reduce social anxiety (Kaugars & Russ, 2009).

Case Study 3: Coping with Divorce

Client: Sofia, a 9-year-old girl whose parents were going through a bitter divorce.

Challenge: Sofia struggled to cope with her parents' separation and felt caught in the middle of their
conflicts.

Therapeutic Approach: Sofia's therapist utilized a range of play materials, including puppets, a dollhouse,
and art supplies, to allow Sofia to recreate her family dynamics. In these play sessions, Sofia acted out
scenarios, expressing her feelings and concerns about the divorce without feeling pressured to choose sides.
The therapist offered a compassionate and non-judgmental presence, facilitating a safe space for Sofia's
exploration.

Outcome: Over time, Sofia used non-directive play therapy to process her emotions and understand that her
parents' divorce was not her fault. She developed healthier ways to communicate her feelings and needs
with her parents. Non-directive play therapy helped Sofia navigate a challenging life transition, promoting
emotional healing and resilience (Bratton, Ray, Rhine, & Jones, 2005).
Conclusion

Non-directive play therapy is a profoundly effective approach for helping children express themselves and
work through a variety of challenges, from trauma and anxiety to family changes. These case studies
illustrate the power of non-directive play therapy in creating a safe and supportive space for children to heal
and grow. By recognizing that children have their own unique ways of communicating and processing
emotions, therapists can harness the language of play to help them find their voice and overcome obstacles
on their journey to emotional well-being. Non-directive play therapy is not just a therapeutic technique; it's
a profound testament to the resilience and potential for growth within every child (Landreth, 2002).

Role of the Therapist

The role of the therapist in non-directive play therapy is a crucial and multifaceted one, with a primary focus
on creating a safe and supportive environment for the child's self-expression and emotional healing. This
approach draws heavily from humanistic and client-centered principles. Below, we explore the therapist's
role in non-directive play therapy:
1. Establishing a Safe and Empathetic Environment:
• Creating a Therapeutic Relationship: The therapist's foremost role is to establish a strong
therapeutic relationship with the child, characterized by empathy, unconditional positive
regard, and genuineness (Rogers, 1957). This relationship forms the foundation for effective
therapy (Ray & Bratton, 2015).
• Creating a Safe Play Space: The therapist is responsible for creating a playroom or
environment that is welcoming, non-threatening, and filled with a variety of age-appropriate
toys and materials (Landreth, 2002). This space should be designed to encourage self-
expression through play.
2. Observing and Reflecting:
• Careful Observation: The therapist engages in keen observation of the child's play
behaviors, choices of toys, and emotional expressions during sessions (Schottelkorb & Ray,
2011). Observation is a critical skill that enables the therapist to gain insights into the child's
inner world.
• Reflective Listening: Through reflective listening, the therapist verbally reflects back to the
child what they observe during play (Ray & Schottelkorb, 2016). This technique helps the
child feel heard and understood, promoting emotional expression and exploration.
3. Non-Directive Stance:
• Avoiding Directives: The therapist maintains a non-directive stance throughout the sessions
(Kaugars & Russ, 2009). They do not direct the child's play, interpret symbols, or impose
their own ideas or solutions. This approach empowers the child to take the lead and express
themselves freely.
• Using Open-Ended Statements: Instead of asking leading questions, the therapist uses
open-ended statements to reflect the child's feelings or thoughts, encouraging deeper
exploration (Landreth, 2002). For example, they might say, "Tell me more about what's
happening in the play."
4. Facilitating Emotional Expression:
• Emotional Validation: The therapist creates an atmosphere where all emotions are accepted
without judgment (Bratton et al., 2005). They validate the child's feelings, whether positive
or negative, fostering emotional expression and processing.
• Encouraging Expression: Through various play materials, the therapist encourages the
child to express their emotions, thoughts, and experiences (O'Connor & Schaefer, 2013).
Play becomes a natural outlet for the child to communicate and make sense of their inner
world.
5. Cultural Sensitivity:
• Cultural Competence: Therapists must be culturally sensitive and aware of the cultural
factors that may influence a child's play and expression (Bratton & Ray, 2000). They adapt
their approach to respect and incorporate the child's cultural background and values.
6. Building Trust and Rapport:
• Building Trust: Trust is central to the therapeutic relationship. The therapist must
consistently demonstrate empathy, authenticity, and unconditional positive regard to build
trust with the child (Rogers, 1957). Trust creates an environment where the child feels safe
to explore and express themselves.
 7. Maintaining Boundaries:
• Setting Clear Boundaries: The therapist maintains clear and consistent boundaries within
the therapeutic relationship (Schaefer & Drewes, 2014). These boundaries ensure the child's
safety and emotional well-being.
• Confidentiality: The therapist respects the child's privacy and maintains confidentiality
regarding the child's play and disclosures, except in cases where there is a duty to report
child abuse or harm (Landreth, 2002).

Setting up of Play room

Setting up a playroom in non-directive play therapy is a crucial aspect of creating a therapeutic environment
where children can freely express themselves and engage in the therapeutic process. Here's a step-by-step
guide on how to set up a playroom for non-directive play therapy:
1. Select a Suitable Space:
• Choose a room that is comfortable, private, and free from distractions. The space should be
large enough to accommodate various play materials and activities.
2. Furnish the Room:
• Arrange furniture and play materials to create a welcoming and child-friendly atmosphere.
•Consider using child-sized furniture, such as small tables and chairs, to make the space more
accessible and comfortable for children.
3. Provide a Variety of Play Materials:
• Offer a diverse selection of play materials that cater to different forms of self-expression.
These materials may include:
• Art Supplies: Crayons, markers, coloured pencils, paints, paper, and drawing
materials for artistic expression.
• Dolls and Figures: Dollhouses, action figures, and dolls allow children to act out
scenarios and relationships.
• Sensory Items: Playdough, clay, sand, water, or other tactile materials for sensory
exploration.
• Board Games and Puzzles: These can be used for cooperative play or problem-
solving.
• Books: Include a selection of age-appropriate books for reading or storytelling.
• Musical Instruments: Drums, xylophones, or simple instruments for creative
expression.
Dress-up Clothes: Costumes, hats, and props for imaginative play.
•
• Building Blocks: Blocks and construction materials for building and creating.
• Puppets and Puppet Theatre: Puppets can be used for storytelling and role-playing.
• Nature Items: Shells, stones, leaves, or twigs for natural exploration.
4. Organize Play Materials:
• Arrange play materials in an organized and accessible manner. Use shelves, bins, or baskets
to keep items tidy and easy to reach.
• Ensure that the child can easily see and access the materials they want to use during their
play session.
 5. Create Different Play Zones:
•Divide the playroom into distinct play zones or areas for different types of play. For example,
you can have an art corner, a dramatic play area with costumes and props, and a building and
construction area.
• Each play zone should offer a range of materials related to its theme.
6. Comfort and Safety:
• Ensure that the playroom is safe for children. Remove any potential hazards or sharp objects
from the space.
• Add comfortable seating options, such as cushions or bean bags, where children can relax or
engage in quieter activities like reading or drawing.
7. Personalization and Child-Centeredness:
• Personalize the playroom to suit the child's age, interests, and needs. Keep in mind that the
room should reflect the child's preferences and comfort.
• Decorate the space with child-friendly artwork or posters.
8. Maintain Confidentiality:
• Create a system to protect the confidentiality of the child's play and expressions. Ensure that
any records or documentation are kept securely and are accessible only to authorized
personnel.
9. Regular Maintenance:
• Regularly inspect and clean the playroom to ensure that all materials are in good condition
and safe to use.
10. Flexibility and Adaptation:
• Be prepared to adapt the playroom based on the child's changing interests and needs. Update
materials and the layout as necessary to facilitate the child's therapeutic journey.
11. Introduce the Playroom to the Child:
• When a child begins therapy, introduce them to the playroom and explain that it is a special
space where they can express themselves through play. Assure them that the room is a safe
and confidential environment.
Setting up a playroom for non-directive play therapy requires thoughtful planning and attention to detail.
By creating a nurturing and child-centered environment with a wide range of play materials, therapists can
provide children with the tools they need to engage in therapeutic play and self-expression effectively.

Stages of Play Therapy

As a structured process, play therapy comprises distinct stages that therapists follow to facilitate emotional
healing and personal growth in children. This article explores the stages of play therapy, offering insights
into each phase.
Stage 1: Building Rapport and Establishing Trust
The initial stage of play therapy focuses on building a strong therapeutic relationship between the child and
the therapist. Trust is the cornerstone of this phase, as it forms the basis for effective therapy (Ray & Bratton,
2015). During this stage, the therapist aims to create a safe and welcoming environment where the child
feels comfortable expressing themselves (Landreth, 2012).
Stage 2: Assessment and Evaluation
Assessment is an ongoing process in play therapy. The therapist gathers information about the child's
background, history, and presenting issues (Schaefer & Drewes, 2014). Various assessment tools, such as
clinical interviews, standardized measures, and observations, help the therapist understand the child's unique
needs and challenges (Kottman & Meany-Walen, 2017). This stage informs treatment planning and goal
setting.
Stage 3: Treatment Planning
Based on the assessment, the therapist collaboratively develops a treatment plan with the child and, if
appropriate, with parents or caregivers (Drewes & Schaefer, 2016). Goals are established, and the therapist
outlines the therapeutic approach that will be used in subsequent stages (Moustakas, 1997). The treatment
plan is a roadmap for guiding the therapy process.
Stage 4: Expression and Exploration
The heart of play therapy lies in this stage, where children are encouraged to freely express themselves
through play (O'Connor & Schaefer, 2013). Play is the child's natural language, and it offers a means of
exploring emotions, experiences, and challenges (Bratton, 2005). Through various play materials, such as
art supplies, toys, and games, children reveal their inner world and communicate their feelings (Landreth,
2002).
Stage 5: Processing and Making Meaning
In this stage, the therapist helps the child make sense of their play experiences (Ray & Schottelkorb, 2016).
Through reflective listening and empathetic responses, the therapist validates the child's emotions and
experiences (Crenshaw & Stewart, 2016). This process helps the child gain insight, understand their
feelings, and work through unresolved issues (Malchiodi, 2012).
Stage 6: Behavioural Change and Skill Building
Play therapy is not solely about emotional expression; it also involves building coping skills and promoting
behavioural change (Reddy, Files-Hall, & Schaefer, 2005). Therapists introduce strategies to help the child
manage emotions, improve social skills, and develop healthier behaviors (Kaugars & Russ, 2009). These
skills are essential for the child's overall well-being.
Stage 7: Termination and Closure
The final stage of play therapy involves the termination and closure of the therapeutic relationship (Blanco,
Ray, Holliman, & Matthysee, 2018). This is a planned and gradual process that allows the child to say
goodbye to the therapist and reflect on their progress (Schottelkorb & Ray, 2011). It is a critical phase for
summarizing achievements and ensuring the child is prepared for a successful transition out of therapy.

Practice Guidelines
Practice guidelines in non-directive play therapy are crucial to ensure that therapists adhere to ethical and
effective principles when working with children in a therapeutic context. While there isn't a single
universally accepted set of guidelines, several professional organizations and experts in the field have
developed recommendations for ethical and effective non-directive play therapy practice. Below are some
practice guidelines and recommendations:
1. Ethical Conduct and Professionalism:
• Therapists should adhere to the ethical guidelines set forth by their professional associations. For
example, the Association for Play Therapy (APT) provides a comprehensive code of ethics for play
therapists (APT, 2018).
2. Informed Consent:
• Obtain informed consent from parents or guardians before initiating non-directive play therapy with
a child. Parents should have a clear understanding of the process, goals, and potential risks and
benefits (Ray, 2012).
3. Establishing a Therapeutic Relationship:
• Build and maintain a strong therapeutic relationship with the child characterized by empathy,
genuineness, and unconditional positive regard (Rogers, 1957). The therapeutic alliance is central
to effective non-directive play therapy.
4. Cultural Competence:
• Demonstrate cultural sensitivity and awareness of cultural factors that may influence a child's play
and expression (Bratton & Ray, 2000). Adapt the approach to respect and incorporate the child's
cultural background and values.
5. Confidentiality:
• Respect the child's privacy and maintain confidentiality regarding their play and disclosures, except
in cases where there is a duty to report child abuse or harm (Landreth, 2002).
6. Non-Directive Stance:
• Embrace a non-directive stance throughout the sessions, allowing the child to lead the play sessions.
Avoid directing the play, interpreting symbols, or imposing solutions (Kaugars & Russ, 2009).
7. Playroom Setup:
• Create a safe and inviting playroom with a wide range of age-appropriate toys and materials
(Schottelkorb & Ray, 2011). Ensure the playroom is free from distractions and conducive to self-
expression.
8. Observation and Reflection:
• Engage in careful observation of the child's play behaviors and use reflective listening to
acknowledge and validate the child's feelings and experiences (Ray & Schottelkorb, 2016).
9. Supervision and Continuing Education:
• Seek regular supervision and engage in ongoing professional development to enhance skills and stay
current with the latest research and best practices in non-directive play therapy (Bratton et al., 2005)

Indications and Contraindications

Indications and contraindications in non-directive play therapy help guide therapists in determining when
this approach is appropriate and when it may not be suitable for a particular child or situation. It is essential
to consider the child's needs, the therapeutic goals, and any potential challenges or risks. Here are some
indications and contraindications for non-directive play therapy:

Indications (When Non-Directive Play Therapy is Appropriate):

1. Emotional Expression and Processing: Non-directive play therapy is highly indicated when a child
needs a safe and supportive environment to express and process emotions (Ray & Bratton, 2015). It
is effective in helping children explore and communicate their feelings, whether related to trauma,
anxiety, grief, or other emotional challenges.
2. Children with Limited Verbal Skills: This approach is particularly suitable for children who may
have limited verbal communication skills due to their age or developmental stage (Landreth, 2002).
Play provides an alternative means of self-expression for these children.
3. Trauma and Abuse Survivors: Non-directive play therapy can be beneficial for children who have
experienced trauma, abuse, or neglect (Ray & Schottelkorb, 2016). It allows them to process their
traumatic experiences in a non-threatening way and promotes healing.
4. Anxiety and Stress: Children experiencing anxiety, stress, or phobias can benefit from non-
directive play therapy (Kaugars & Russ, 2009). Play provides a safe outlet for them to explore their
fears and develop coping strategies.
 5. Attachment Issues: When children have attachment difficulties or disruptions in their relationships,
non-directive play therapy can help repair and strengthen attachments (Bratton et al., 2005). It
provides opportunities for the child to express and work through their attachment-related concerns.
6. Social and behavioural Challenges: Non-directive play therapy is suitable for children with social
and behavioural challenges, as it allows them to explore and address these issues through play
(Schaefer & Drewes, 2014).
7. Children with Autism Spectrum Disorder (ASD): Non-directive play therapy can be adapted for
children with ASD, providing a structured yet non-directive approach that supports social and
emotional development (Ray et al., 2008).

Contraindications (When Non-Directive Play Therapy May Not Be Suitable):

1. Severe Psychopathology: Non-directive play therapy may not be the primary or sole intervention
for children with severe psychiatric conditions or disorders that require more specialized treatment
(e.g., schizophrenia, bipolar disorder) (Crenshaw & Stewart, 2016).
2. Immediate Safety Concerns: If a child is an immediate danger to themselves or others, non-
directive play therapy should not be used as the sole intervention. Instead, ensure the child's safety
through appropriate crisis management and referrals (Landreth, 2002).
3. Lack of Child's Willingness: If a child is not willing to engage in non-directive play therapy or is
resistant to the therapeutic process, it may be more appropriate to explore alternative therapeutic
approaches or build rapport before proceeding (Schottelkorb & Ray, 2011).
4. Parental Resistance: If parents or caregivers are strongly opposed to the idea of play therapy or are
not supportive of the process, it may hinder the effectiveness of non-directive play therapy (Kaugars
& Russ, 2009).
5. Limited Resources and Support: In cases where there are significant limitations in resources, such
as access to play materials or a suitable playroom, non-directive play therapy may be challenging to
implement effectively (Ray & Schottelkorb, 2016).
6. Child's Developmental Level: Consider the child's developmental stage and cognitive abilities.
Non-directive play therapy may be less effective with children who have advanced cognitive and
verbal skills and are better suited for talk therapy (Schaefer & Drewes, 2014).

It's important to note that the decision to use non-directive play therapy should be made collaboratively with
the child, parents or caregivers, and the therapist, taking into account the child's unique needs and
circumstances. Additionally, therapists should always consider ethical and safety considerations when
determining the appropriateness of this therapeutic approach.

References:
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2. Bratton, S. C. (2005). The efficacy of play therapy with children: A meta-analytic review of
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practice (3rd ed.). Guilford Press.

4. Drewes, A. A., & Schaefer, C. E. (2016). School-based play therapy (2nd ed.). Wiley.
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for effective practice. Wiley.

12. Erikson, E. H. (1950). Childhood and society. W. W. Norton & Company.

13. Freud, S. (1961). The interpretation of dreams. Avon.
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17. Schaefer, C. E., & Drewes, A. A. (2014). The therapeutic powers of play. John Wiley & Sons.
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