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Results for “PLAY THERAPY”

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PubMed1993

A case of functional urinary retention: the use of family play therapy.

This case presents a technique for doing family therapy in families with young children. In family play therapy, the entire family plays together, allowing full participation of even the youngest children in the therapeutic process. Standard family therapy interventions in the latter part of each session make use of family interaction patterns and unconscious processes revealed during the earlier play. In the case presented here, the technique was successfully applied to a family with a 3-year-old son who had functional urinary retention. This case also provided an opportunity for interdisciplinary collaboration between the separate Child and Family Services at a major teaching hospital.

Adult↗
PubMed1988

Play therapy in health care settings: promises never kept?

This article examines the variety of claims made about the effectiveness of play therapy in health care settings. The claims are organized into four categories of "promises": (a) mastery, autonomy, and control; (b) cooperation and communication; (c) coping with anxiety and fear; and (d) learning and information giving. The empirical questions within each promise are identified and relevant experimental research is discussed. The conclusion is that play therapy has not yet delivered on its promises in health care settings.

Anxiety↗
PubMed1999

Integrating play therapy in the treatment of children with obsessive-compulsive disorder.

While behavioral and psychopharmacological approaches are the most effective interventions for treating obsessive-compulsive disorder (OCD), psychodynamically oriented play therapy can enhance the treatment of children with this disorder. Play therapy techniques are useful in addressing treatment resistance, feelings of shame around OCD symptoms, negative self-concept, and issues of psychosocial adjustment. A case study illustrates this integrated approach to treatment.

Child, Preschool↗
PubMed1979

The use of two houses in play therapy.

The use of two miniature house structures equipped with dolls is proposed in play therapy with children who have been traumatized by physical loss, emotional withdrawal, or rejection of family members. The case of a child who worked through unresolved conflicts resulting from separation and placement is described. Feelings of rejection, anger, fear, and guilt were reexperienced in the "old" house, while the second house provided a more positive alternative. Implications of the approach for children who have experienced other types of family crisis are discussed.

Adaptation, Psychological↗
PubMed1981

Behavioral observation of children during play therapy: preliminary development of a research instrument.

There is a need for a measure of children's playroom behavior to assess areas of functioning relevant to diagnosis, therapy process, and outcome, as discussed in clinical literature. This study concerned the development of a Play Therapy Observational Instrument designed to meet criteria specified as necessary for such a measure. Two nonclinicians were trained in the observation and scoring of 31 child behaviors. The observations were made on video tapes and transcripts of ongoing play therapy sessions. Results indicated that 13 of the behaviors were scored with a high level of interjudge reliability. These reliable scores formed three statistically valid and theoretically meaningful subscales: emotional discomfort, use of fantasy play as a coping method, and the quality of the child's interaction with the therapist. Children's scale scores were sufficiently stable within sessions and across two therapy sessions to indicate that they reflected individual differences. Relationships between scales were assessed and discussed in the light of theoretical controversies. Implications for future research were discussed.

Adaptation, Psychological↗
PubMedDate not supplied

Play therapy with young children.

This article sets out to describe and evaluate the use of Play-Therapy with young handicapped children. The children, mostly of pre-school age, have been seen at the Wolfson Centre in London, over the last five years. The work is on-going. The developmental programme adapted and followed, was designed at the Centre in the 1970s, by Cooper, Moodley & Reynell. It was used to teach children with specific language delays. It has proved ideal to use with children with a variety of problems in their learning, also those with developmental delay. The teaching/play sessions have taken place in the children's homes and in the Wolfson Centre. Parental involvement has been important for success of the programme. Other professionals beside the teacher have been involved at the Centre, for monitoring the children's progress. The results shown in the annual reviews, or when the child attends for formal assessment, are encouraging. They point to the conclusion that this form of therapy can not only help the child at home, but also helps when he/she starts school.

Age Factors↗
PubMed2002

[Play therapy in social work with children].

This article introduces the results of scientific research performed in 1995-1997 in Kaunas primary school with 1st and 2nd grade children exhibiting behavioral disorders. Play therapy, a quite novel method in the country, seeks better improvement and an achievement of a better relationship for disadvantaged children in educational process. Play group counseling, or play media counseling, is shown as an important method in working with early primary grade children, especially those who present behavioral problems in the classroom. Another important aspect of group play therapy is the concentrated relationship with the counselor. Primary school children, especially those who are disadvantaged respond more to warmth than to praise for being right and doing well. Data analysis allow us to assume that behavioral difficulties of primary school children are connected with a low rate of self-esteem and dissatisfaction with their vital activities. Main conclusions to correspond with hypothesis held for the research are: a) children exhibiting behavioral problems are less active in educational process; b) by means of systematic use of play group counseling method in school, problematic children are able to solve their difficulties and to optimize their academic improvement; c) there is a complementary relationship between child's self-esteem and his/her satisfaction with his/her vital activity.

Algorithms↗
PubMed1991

A culture of one: case study of play therapy with an abused child.

This article presents a case study of play therapy with an emotionally disturbed abused child. The article discusses the intuitive and individualized approach to the world of the abused child (conceptualized as a "cultured of one") in which the nurse therapist's role is to develop a trusting relationship with the child. Distance between the nurse's world and that of the abused child can be bridged by learning the child's symbolic language through play and by sharing and enlarging the child's symbolic vocabulary.

Child↗
PubMed1990

[Theraplay--a direct communication play therapy].

This paper introduces the basic concepts and the application of the directive short-term play therapy called Theraplay. Goals and methods are illustrated by examples from the assessment (Marschak Interaction Method) and by sessions with a 6 year old regressive noncompliant mutistic twin.

Child↗
PubMed1958

Play therapy.

Explore the source record for details and available documents.

Play Therapy↗
PubMed2002

Archetype and object: primary deintegration and primary love in analytical play therapy with young children.

Jungian and post-Jungian theory of the development of the child's psyche is reviewed. A discrimination between primary and secondary deintegration is suggested. Post-Freudian theory regarding primary object relations is integrated with the Jungian model. The two approaches can contribute synergistically to inform and advance play therapy with young children. Patients from widely diverse cultural backgrounds use their relationship with the therapist as a helpful person (object), and engage in archetypal material from the collective unconscious, to help them work on and through their unresolved emotional issues.

Child↗