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Play therapy used in a family psychiatric unit in England is described, together with an evaluation of its treatment value and its usefulness toward a diagnosis. Individual play techniques are explored, and two case histories are given as examples of how the occupational therapist works with the child, the family, and other practitioners.
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Play therapy allows children with developmental and health disabilities to discover what physical and emotional strengths they have in relation to their disabilities. Play therapy may be directive or nondirective, emotionally or physically focused. Suggestions for specific activities are presented for providing play therapy for children with disabilities.
Play therapy is a viable nursing intervention used in a multitude of settings and in a multidisciplinary fashion. Therapeutic play interventions can be directed or non-directed, as well as used in recreational, therapeutic, or dramatic forms. Children need play opportunities.
This article gives an overview of individual play therapy and relates the concepts of individual play therapy to group play therapy. A new model of group play therapy, an interactional model, is introduced. The article provides basic guidelines for beginning play therapists. An actual group is described and specific interventions for problems are suggested.
Institutionalized retarded children were randomly assigned to 11 sessions of directive play therapy (N = 5), nondirective play therapy (N = 5), or no treatment (N = 4). Student nurses were therapists. The Denver Developmental Screening Test was administered before and after treatment. For the Fine Motor and Personal-Social scales, a significant interaction effect (p smaller than .05) was found between treatment group and measurement period (pre vs. post). The interactions tended to support the hypothesis that play therapy was effective in increasing developmental level but not the hypothesis that directive therapy was more effective than nondirective therapy.
Play enhances a child's physical growth and development and contributes to the mastery of language and social skills. It is essential for the child's psychological development and maturation. An overview of the field of play and art psychotherapy is presented with an outline of the function of play for the physically ill child. Techniques of play and art therapy that nurses can use for children with cancer, including therapeutic play, are described.
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.
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.
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.
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.
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.
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.
This paper has attempted to outline a multiple technique therapy designed for the treatment of hebephrenia. The first phase of the technique utilizes play therapy, followed by an interchange of therapist and patient's drawings, and finally, analytic psychotherapy. These three phases may be characterized, respectively, as expressive, expressive-communicative, and communicative.
A shelter for the homeless in Hawaii uses the residential setting as an opportunity to provide on-site, flexibly scheduled, culturally sensitive play therapy to young children, specifically targeting siblings as a natural support system to counteract the restricted peer interaction and play experience of this population. Case examples illustrate how sibling groups use the playroom to manage family crises as they happen, resolve conflicts, and express difficult feelings, making sense of their unpredictable world and mastering crucial developmental tasks.
Child abuse has been a visible social problem in America over the last several years, but a difficult one to study by social scientists. Play therapy can have a positive effect on the developmental achievement levels of these abused children.
A child is not a miniature adult. His thought processes are pre-conceptual, pre-logical, and characterized by many fantasies. The child needs concrete information about his impending surgery: (1) what will happen; (2) what is expected of him; (3) that he is not to blame for his illness or injury, and (4) where the organ to be removed or repaired is located and that no other body parts will be harmed. Play therapy is an effective method for providing tangible information about the surgical experience and simultaneously decreasing the child's fantasies and fears about the surgery.
Separation anxiety disorder is characterized by severe and exceeding anxiety and fear when a child is facing separation with attachment objects. More over, it affected the child in language, emotional and social interest and development. These children usually brought to physician's attention due to refusal to go to school, social withdraw or multiple somatic complaints with attachment behavior wanted to be nearby or closed to the attachment objects. A child's early attachment relationship and previous separation experience play a major role in the formation of separation anxiety disorder. This report presents a psychoanalytically-oriented play therapy for a 2-year-8-month-old boy in 17 months period total of 54 sessions. According to the main themes in each session the process can be divided into 4 stages, namely establishing therapeutic relationship, expressing repressed emotions, management of transference, attachment and conflict in therapy, and self growth and termination. The formulation of this case and management were discussed.