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(Download PDF) Doing Play Therapy From Building The Relationship To Facilitating Change 1St Edition Terry Kottman Online Ebook All Chapter PDF
(Download PDF) Doing Play Therapy From Building The Relationship To Facilitating Change 1St Edition Terry Kottman Online Ebook All Chapter PDF
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ebook
THE GUILFORD PRESS
DOING PLAY THERAPY
Creative Arts and Play Therapy
Cathy A. Malchiodi and David A. Crenshaw
Series Editors
Terry Kottman
Kristin K. Meany‑Walen
vii
Series Editors’ Note
ix
x Series Editors’ Note
B etween the two of us, we have taught introductory play therapy classes
an innumerable number of times. (Okay, it’s not really innumerable, but it’s
a lot.) And both of us have longed (yes, longed—not just wanted or wished
to have—but longed) for a different kind of introductory play therapy book
designed for folks who wanted either to learn play therapy or to deepen
their play therapy expertise. We longed for a book that helped readers to
examine their own beliefs about people and how they change—as a vehicle
for helping them choose a theoretical orientation that would serve as a
foundation for their play therapy practice. We longed for a book that fea-
tured practical information about the various skills, strategies, and tech-
niques that make up play therapy. We longed for a book that addressed
using play therapy with children, adolescents, adults, families, parents,
and teachers. We longed for a book that described tools for building a
relationship with clients; exploring their issues and underlying dynamics;
helping them gain insight into their issues and underlying dynamics; and
working with them to make changes in cognitive, emotional, behavioral,
interpersonal, attitudinal, and bodily patterns. We longed for a book that
inspired play therapists to be intentional and systematic in their work
with clients. We longed for a book that gave readers permission to give
themselves permission to adapt techniques for specific clients and to
“make stuff up” for the playroom. We knew that was a lot, and we believe
all of those elements are essential for exemplary practice of play therapy.
We never found such a book, so we decided to write it. This is the book
you have in your hands (or on your tablet if you are e-reading).
We framed this book around the story of Zan, a student (or maybe
an experienced mental health or school professional) you’ll meet in the
xi
xii Preface
prelude who wanted to learn play therapy. She (or maybe he—we want to
acknowledge that not all play therapists are female, and alternating pro-
nouns is confusing, so we are just using the feminine pronoun for simplic-
ity) represents our students and the readers of this book. She is meant to
embody our desired audience—learners who, like Zan, love to tell stories,
have adventures, dance, hear stories, make up songs, build worlds in the
sand, do art, and generally love to play—folks who want to learn to use all
those loves to help clients through the process of play therapy.
In working to help you learn how to do play therapy (or how to
deepen your practice of play therapy), we first wanted to explicate the
basics of play therapy (the what, who, where, and how)—that’s in Chapter
1. We also wanted to cover counseling theories applied to play therapy—
we think having a theoretical orientation or a systematic way of conceptu-
alizing clients and developing treatment plans is important to becoming
an effective play therapist. In order to help you explore this approach, we
have included a chapter on theory applied to play therapy and on how to
decide on a theory that will work for you (Chapter 2). Chapter 3 contains
an overview of the broad strategies that play therapists can use through-
out the play therapy process—we have techniques from each of those
broad strategies in the five chapters that are about some things you can
do in the playroom (Chapters 4, 5, 6, 7, and 8). In Chapter 4, we describe
the basic play therapy skills and techniques for building the relationship
in play therapy, which is foundational for everything else you do, regard-
less of your approach to play therapy. Chapter 5 is about exploring clients’
interpersonal and intrapersonal issues—deciding whether and how to go
about investigating “what’s up” with your clients. For those play therapists
who believe it is important for clients to gain insight into their patterns of
thinking, behaving, and feeling, Chapter 6 is designed to give you ideas
for helping clients begin to understand themselves (and maybe even oth-
ers) better. Chapter 7 is about helping clients make changes; it is filled
with skills and techniques designed to give you a plethora of directive
(and some not-so-directive) methods for assisting clients to move forward
with shifts in behavior, thinking, feeling, attitudes, and so forth. There
is also a chapter (Chapter 8) with practical suggestions and activities for
including parents and families (and teachers, when appropriate) in the
play therapy process. Chapter 9 covers what to do when challenging situ-
ations come up in the playroom. Interspersed between the chapters, we
have also included small bites of knowledge (or maybe even wisdom—we
aren’t sure which) on a number of topics designed to inspire you to be
present, intentional, creative, and innovative; we called these small bites
“Interludes.”
As far as the techniques/activities go, certain things were impor-
tant to both of us: (1) providing activities that could be used across sev-
eral theoretical approaches to play therapy; (2) keeping the “mechanical
Preface xiii
xv
An Introduction to Play Therapy 9
The short answer to this question is that you can do play therapy any-
where. While this is true, it helps to have a space that is private and (in a
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only a few of the many who are mentioned by the minutes up to
1700 as having left donations for the school. There were indeed
many others. In that year (1702) it was considered advisable that an
account be kept of all legacies which had been granted to the use of
the public school, as also those granted for the poor. Isaac Norris
was appointed to prepare this account. Its purpose was probably to
straighten out the tangle into which some of them had fallen
(especially that of Robert Wade) and that one man might be held
responsible for the expenditure of funds. No funds were to be paid
out for the use of schools by Norris, except on the order of the
overseers. Funds for the poor might be expended at the order of the
monthly meeting.[235]
The appointment of some one to see that an [Sidenote: Trouble
account of legacies be kept, resulted in some over the R. Wade
investigation of those already granted. It appears legacy]
that that of Robert Wade, who probably died before
1686,[236] had not been paid at all according to the stipulation of the
donor, which stated that £5 should be paid yearly for the use of the
school. The first record of a payment of the £5 was in 1699.[237]
David Lloyd and John Jones were accordingly appointed to attend to
it.[238] Their success does not seem to have been very marked as in
1704 the minute again urges them to treat with John Wade (brother)
concerning the legacy.[239] This was done, but their efforts met with
a refusal to pay the money,[240] so a committee of three Friends was
appointed with others to advise whether it should be sued for or not.
Such activity continued without any significant variant features until
1707, when it was proposed by those “concerned,” presumably his
brother, to buy off the legacy. Having been unpaid for several years
past, it was considered best that something be gotten out of it, so a
committee of three of the overseers was appointed to treat with the
buyers and make as satisfactory terms as they could.[241] The
minutes point to the fact that it was not settled to any one’s
satisfaction. In 1712 it was still before the meeting and again in 1727
the overseers are directed to use “their care to get the legacy left by
Robert Wade secured.”[242] Among other legacies, obtained more
easily, was one devised by Jonas Langford, which was brought to
the attention of the meeting in 1711. The amount of it was £50 in
Antigua money.
The Public School, established by charter, was [Sidenote: Negro
not the only recipient of such permanent school likewise
endowments. The Negro School was a popular and received gifts]
proper object of philanthropy and was benefited by
bequests very early after its establishment in 1770.[243] The first
donation came in 1771 when £2, Pennsylvania currency, were given
to Israel Pemberton and Anthony Benezet or their executors to be
appropriated for the promotion of the school for Negroes, and to be
paid to such trustees as might be appointed to the care of the said
school.[244] In the year following another legacy of £10 was left for
the instruction of the Negroes, and paid to Richard Blackham,
treasurer of that institution.[245] Anthony Benezet at his death left a
considerable sum as a legacy, which, added to the amount of salary
which was still owing him for services in the said school, had
amounted by 1800 to £103 and 4s.[246] The amount of other
donations to that institution up to date amounted to £117/5/11.[247]
In addition to the ways already mentioned there [Sidenote: Funds
was also occasional recourse to a bond issue for also raised by
raising funds, but the last was not common, being bonds, rarely]
used only in emergency cases. The first example of
it, which has come to the writer’s attention, was in 1701, when it had
been decided to build a school house and the work being begun, a
lack of funds occurred which prevented continuing. To meet this
emergency it was agreed that the committee having charge of the
financial matters should “take up 100 pounds upon interest for one
year, giving bond jointly for the same and this meeting does engage
to indemnify them for the payment.”[248]
Though very few references are made throughout the early period
of the schools, it is quite certain from the nature of these reports on
education of the poor that the schools were continued regularly.
When the yearly meeting began to demand reports on the condition
of the schools, there was no stir about the matter whatever, the first
report being that those who have our school under care “report that it
is in good order.”[304] The requests coming into the preparative
meeting for information on schools, were referred to the standing
school committee.[305]
The standing committee performed all duties in [Sidenote: Case
connection with the school, with the exception of of schools under
certain cases of difficulty, where it was necessary standing
committee]
to call on the meeting for assistance, at which time
that body coöperated with them through specially appointed
committees.[306] The Byberry Preparative Meeting was, of course,
not independent in this matter of school organization; their place was
very much in accord with that suggested by a committee report to
the various preparative meetings in 1790:
[Sidenote:
We of the committee appointed to attend the General plan for
preparative meetings with the extracts in order encouragement of
to spread the concern of our last yearly better schools]
meeting, have attended to the appointment and taken into
due consideration that part of them relating to schools, and
being desirous to adopt it in so far as our present
circumstances will admit, and in order to encourage any
charitably disposed persons who may incline in their last will
and testament or otherwise to give or bequeath something
towards so laudable a purpose as to raise a certain fixed
union for the support of schools, it is our desire that it may be
safely counted to the care of the preparative meetings, he or
she appointing, if they see fit, their own trustees and that
Friends earnestly endeavor to provide for the schoolmasters a
house lot, ground, etc., either purchasing or renting,
whenever it may be necessary, and that our minds being
deeply impressed with a sense that a guarded religious
education of the rising youth is a matter of great importance it
is our sense of judgment that Friends within the compass of
this meeting should be pressingly urged to consider the
necessity of employing conscientious and pious persons as
schoolmasters, being members of a religious society and that
the preparative meeting continue to appoint committees from
time to time as occasion may require to have the care and
oversight of such schools and that they visit the respective
schools at least once in six weeks to see that good order be
observed, and for the encouragement of the children in their
learning, and render an account thereof to the preparative
meeting once in six months. Signed the 28th of the 4th month,
1790.
By Samuel Gummere, Silas Walmsley, Thos.
Walmsley,
John Townsend and Naylor Webster.[307]
GERMANTOWN
It has already been mentioned that Francis [Sidenote:
Daniel Pastorius taught in the Friends School at Pastorius in
Philadelphia during the period from 1697 to 1700. Philadelphia]
[313] While in the school at Philadelphia it appears
that he left his residence at Germantown vacant and took up his
abode in the city. The following letter, written by his children, to their
grandfather in Windsheim, indicates their longing for their “own
home” at Germantown and the tedium of their school days in the
Philadelphia school.
Wir Wünschen gar offt bey dir zu seyn / ach dass du hier
wärest und in unserm Hause zu Germanton Wohntest /
welches einen schönen Obsgarten hat / und der Zeit leer
stehet / indeme wir zu Philadelphia wohnen / und täglich 8
Stunden lang in die Schul gehen müssen / ausgenommen
den letzen Tag in der Wochen / da wir Nachmittag daheim
bleiben dörffen.[314]
by an evening school.[315]
The first overseers chosen were Aret Klincken, [Sidenote:
Peter Schumacher, and Paul Wulff.[316] Those who Contributors]
contributed voluntarily to the school were: Anton
Loof, Peter Schumacher, Paul Wulff, Jacob Delaplaine, Jonas Potts,
Isaak Schumacher, Walter Simons, Levin Herberdink, Johann
Bleikers, Dirck Jansen ... Johannas Umstett, Heifert Papen, Jan
Lensen, Peter Bon, Hermann Bon, Dirck Keyser, Claus Tamson,
Gerhard Ruttinghusen (and two others whose names can not be
deciphered).[317]
The patrons of the school for the first year were: [Sidenote:
Aret Klincken, Reinert Tysen, Tünes Künders, Patrons of the
Wilhelm Strepers, Paul Kästner, Reinier Hermans, school]
Abraham op de Graeff, Christian Warmer, Arnold
van Vossen, Johann Cunrad Codweiss, Cornelis Sivert, Aret Küster,
Jan Doeden and Lanert Arets.[318]
The school admitted both boys and girls for [Sidenote: Tuition]
instruction. The amounts paid by voluntary
contributors varied from 2/ to 15/ per year, while the [Sidenote:
Evening school]
tuition charged was from 4d. to 6d. per week.[319]
The evening school was intended for those who were forced to work
during the day time, or for others who, because of their age, could
not enter the regular day school.[320] Among the patrons from 1706-
1708 there are to be found a great number of English names,[321]
which may no doubt indicate that the school under the German
master was recognized by English inhabitants to be of very high
standard. His experience in Philadelphia would speak for that.
Some question has been raised as to whether [Sidenote: The
Pastorius taught the school in the English or the school probably
German tongue. Though in his manuscript it is taught in English]
found that he did use somewhat broken English,
[322] we know that he taught the English school at Philadelphia,