Exam 1 Flashcards
What are the play therapy theoretical orientations?
–Psychoanalytic PT
–Jungian Analytical PT
–CCPT
–Filial Therapy
–CBPT
–Adlerian PT
–Gestalt PT
–Theraplay: Supporting Attachment Relationships
–Ecosystemic PT
–Prescriptive PT
What is CCPT based on?
CCPT is based on a deep and abiding belief in the capacity and resiliency of children to be constructively self-directing
Key concepts in CCPT
– basic philosophy of the innate human capacity of children to strive toward growth and maturity and an attitude of deep and abiding belief in children’s ability to be constructively self-directing
–inherent push toward discovery, development, and growth
–directionally striving
–interpersonal relationships and enhancement of self
–self-realization
–mastery, self-determination
–activity
Attitudes therapist should have
–genuineness (being real)
–non possessiveness (warm and caring acceptance)
–empathy (sensitive understanding)
Sandplay
therapeutic use of sand and sand tray materials; Jungian approach stemming from Kalff’s work
Sandtray
use of specific sandtray materials as a nonverbal medium of communication, led by the client(s) and facilitated by a trained therapist. It is a process that seeks to promote safety and control for the client so that emotionally charged issues can be addressed through
the medium
Play therapy approaches differ according to….
–control therapist assumes
–toys
–materials
–use of interpretation
–direction**
–theoretical approach
How are children like popcorn
How are children like popcorn
They do everything with great bursts of energy and activity. When something occurs to them, they pop forth with exuberance to activate this new and wonderful idea
How are children like molasses
Can barely be poured from one place to another. They do everything with great deliberate- ness and careful consideration, caught up in their own seeming inertia, impervious to activity being generated around them
5 reasons sandtray may be helpful
–gives expression to nonverbalized emotional issues
– has a unique kinesthetic quality
–creates therapeutic distance for ct’s–>safety for abreaction to occur
–effective intervention for traumatized cts
–it’s an inclusive experience
–naturally provides boundaries and metaphors
–unique setting for emergence of metaphors
What about the therapist in sandtray
–provides a protected space for therapy
–acts as a witness to child’s creation
–works from theoretically sound approach, but is not limited by one
–does not interpret the sandtray, but allows kid to express what is created in it
Therapeutic powers—groupings
–facilitates communication
–fosters emotional wellness
–enhances social relationships
–increases personal strengths
What does a PT not do
–solve problems for child
–explain bx
–interpret
–question intent
–direct or lead child to a different activity
What does the playroom convey:
this is a place/space for children
7 different types of objects in playroom
- Balls
- Dolls
- Bobo doll
- Miniatures
- Sandtray
- Puppets
- Paints and easel
3 categories of toys
–real life toys
–acting out/aggressive release toys
–toys for creative expression and emotional release
5 details about tracking responses
–short and interactive
–rhythmic
–match child’s affect
–should not be phrased as questions, but as statements
–convey interest in what the child is doing
–create security to hear T’s voice as T describes child’s activities
If kid asks if you can play with something, how do you respond?
–In here, that is something you can decide
–That can be whatever you want it to be
–Show me what you want done.
What do say when introduce kid to playroom
This is our playroom, and this is a place where you can play with the toys in a lot of the ways you would like to.”
What to say when introduce self in waiting room
give the parent a short warm greeting, immediately crouch down, make eye contact, give a warm smile, and make an introduction to the child without giving the parent a chance to initiate conversation. The child is the most important person in the whole building at that moment. Following the short introduction to the child, the therapist can say, “We can go to the playroom now. Your mother will wait here so she will be here when we come back from the playroom.”
What to say when introduce playroom
this is our playroom, and this is a place where you can play with the toys in a lot of the ways you would like to.”
What to say when kid starts exploring
The therapist responds to the child’s actions and nonverbal play expressions by making tracking responses that describe with words what she hears with her eyes . Tracking responses put into words what the therapist sees and observes the child doing.
Ex: “Hmmm, you’re trying to decide what to play with first .”
Ex: “You decided to play with that . You’re moving it forward and backward .”
Tracking responses communicate the therapist’s interest in the child and what the child is doing.
Describe dimensions of C-T relationship in PT
a. I am here
* Nothing will distract me
* Fully present
* Enter fully into child’s world
* Once entered, more easy to know when not in touch with child
b. I hear you.
* Will listen fully with my ears and eyes to everything about the child, what is expressed and what is not expressed
* Must be secure within myself to allow child to be separate from me
c. I understand.
* I want child to know I understand what he is communicating, feeling, experiencing and playing and work hard to communicate that understanding to the child
d. I care.
* I really do care about this little person and want to her to know that if I am successful in communicating the first three messages I will not be perceived as a threat.
How do we communicate acceptance in playroom
a. Be interested in the child, be sensitive to the child, believe that they can assume responsibility for themselves
b. Communicate acceptance
* Patience, trusting the process
* Refraining from offering advice, suggestions, or explanations
* Not questioning or interrupting children
* Do not evaluate
* Acceptance occurs with permissiveness, but does not imply approval of what child is doing
c. Respect the child
d. Focus on the child’s feelings–validates the person of the child, rather than the importance of the problem
