Child-Centered Play Therapy by Rise VanFleet, Andrea E. Sywulak, Cynthia Caparosa Sniscak,

By Rise VanFleet, Andrea E. Sywulak, Cynthia Caparosa Sniscak, Louise F. Guerney

Hugely useful, instructive, and authoritative, this booklet vividly describes how you can behavior child-centered play treatment. The authors are grasp clinicians who clarify center healing rules and strategies, utilizing wealthy case fabric to demonstrate therapy of a variety of problems. the focal point is on nondirective interventions that permit kids to freely exhibit their emotions and take the lead in fixing their very own difficulties. versatile but systematic directions are supplied for establishing a playroom; structuring periods; knowing and responding empathically to kid's play topics, together with find out how to deal with tough behaviors; and taking part successfully with mom and dad. (20110325)

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Extra resources for Child-Centered Play Therapy

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All judgment, be it positive or negative, sends a message to a child about the therapist’s expectations with regard to the child’s play. For example, if a child is throwing bean bags at the bean bag board, continues to fail to get a bean bag through one of the holes, and seems frustrated, it would be inappropriate to say, “You’re trying hard. ” The subtle message sent by the play therapist is that the child should continue the activity until he or she succeeds. This may cause the child to feel bad if he or she doesn’t suc- 26 BACKGROUND AND RELEVANCE ceed, because the therapist might be disappointed.

Then when she asked what the dart gun was and heard from the therapist, “You’re trying to figure that out,” Helena turned the gun upside down, looked through the part where the trigger was, and said, “Smile! ” Helena’s responses raise the important question of how much creativity adults actually squelch in children. Armed with preconceived notions from the adult perspective, parents, teachers, and even therapists probably provide too many answers or too much direction. In CCPT, empathic listening allows therapists to tune in to children’s world of play and respond in ways that let children know the therapists are with them and interested in their play and their ideas.

For example, if a therapist prefers using FT but is faced with an uncooperative father and a depressed mother who does not feel comfortable conducting the play sessions, does the therapist simply give up on that child or family? Or if a therapist is working with a traumatized child who seems to have “maxed out” on the benefits of the type of play therapy used to date, shouldn’t the therapist consider other methods to promote further healing and perhaps find a more suitable door into that traumatized child’s world?

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