healing through play
Play Therapy Based Interventions
Directive Play Therapy
Play can provide an effective intervention in which children can work through tricky and often anxiety provoking events that are beyond their control (Knot, Landreth, & Giordano, 1998).
What is it?
Directive play therapy techniques uses structured activities in most therapy sessions focusing on client's interests, needs, and abilities (Jones, Casado, & Robinson, 2003). The activities lead the child's play and can encourage children to gain various skills including understanding feelings, positive coping strategies, and working through problem behaviours.
Caution
Although play therapy continues to gain recognition as a supportive and effective therapeutic intervention for children, there are certain factors which need to be considered. A directive approach to play therapy is thought to possibly pressure children into focusing on topics which children may not feel ready to discuss (Jones et al., 2003). It is important to recognize that although structured activities may be helpful for children, counsellors must be time-sensitive with their intervention techniques. In addition, the effectiveness of play therapy may relate to the number of sessions provided (Bratton, Ray, Rhine, & Jones, 2005; Ray, Bratton, Rhine, & Jones, 2001. Play therapy may require further support than the average therapeutic intervention. This could be because it may manage symptoms following a few sessions, but to support lasting change additional support could be required (Bratton et al., 2005).
welcome & engagement
People In My World
Materials: Stickers, paper, markers, crayons, pencils.
Activity: Children are asked to created an outline of a world, younger children may need assistance. Next divide the world into sections and ask children to write down an important person in their life on each section (10 sections should be sufficient). Finally ask the children to place a sticker next to the person's name. Each sticker represents a feeling, for example:
Heart Stickers=people in the world you love
Bee Stickers=people who make you angry
Spider Stickers=people in the world who frighten you
Teddy Bear Stickers=people in your world who help you
Objective: Assess family relationships and client's external supports
Adapted from: Lowenstein, L. (1999). Creative interventions for troubled children & youth. Toronto, ON: Hingnal Book Printing.
Time Machine
Materials: Lego.
Activity: Ask child to create a time machine using Lego pieces. Ask the child where she would go if she could travel back in time? Another option would be to ask the child where they would like to travel to in the future. Be inquisitive, ask the child why she chose that particular time? What would she see, hear, touch, taste? Who would be there with you? What could you do there? Are there any dangers? How did the child feel during that time?
Adaptation: If the child chooses to travel beyond her life span, next ask the child to travel to a time within her life. Follow the same directions.
Objective: Engagement with therapist, reveal goals, concerns.
Adapted from: Lowenstein, L. (1999). Creative interventions for troubled children & youth. Toronto, ON: Hignal Book Printing
Themed Family Portraits
Materials: Coloured pencils, paper, markers or sand tray materials.
Activity: Ask the child to create their family as either fairy tale characters, superheroes or villains, plants, animals, or weather. Next look for themes in the portrait.
Adaptation: Ask child to create their family in the sand. Have various miniatures available for the child. Again, look for themes, distance between characters, and who was represented in the family.
Objective: Engagement, view family dynamics.
Adapted from: Lowenstein, L. (2011). Assessment and treatment for children, adolescents, and family: Volume three. Toronto, ON: Champion Press.
The Way I Want It To Be
Materials: Sand tray, various miniatures.
Objective: Engagement, awareness of presenting problems.
Activity: Ask the child to divide the sand try in half. On one side of the sand tray ask the child to create the way their life is. In the other half of the tray ask the child to create how they want their life to be. Following the activity be inquisitive, ask how did you feel during the activity? What can we focus on to work towards getting to the way you'd like your life to be? How will you feel when you get to where you want to be?
Adapted from: Lowenstein, L. (2002). More creative interventions for troubled children & youth. Toronto, ON: Hignell Book Printing.
Me Tree
Materials: Journal, colouring materials.
Objective: Engagement, problem awareness, goal setting.
Activity: Ask the child to create a tree using various colouring materials within their personal journal. At the base of the tree (roots of the tree), ask the child, what their roots are? What are my talents? Along the trunk of the tree write what/who helps me stand tall. Along the branches write what you are reaching for, goals and wishes.
Adaptation: At the end of counselling, have the child review and tree and create/adapt tree.
Adapted from: Lowenstein, L. (2011). Assessment and treatment for children, adolescents, and family: Volume three. Toronto, ON: Champion Press.
The Three Open Doors
Materials: Paper, markers, or use of miniature figurines.
Objective: Losses, hopes, dreams, engagement, goal setting.
Activity: Ask child to visualize three doors. One opens to the past, the second opens to the present, and the third opens to the future. Next the child is directed to create a representation of each door, especially what is behind it.
Adapted from: Lowenstein, L. (2010). Assessment and treatment activities for children, adolescents, and families. Volume two. Practitioners share their most effective techniques. Canada: Champion Press.
Draw-Switch
Materials: Colouring materials, paper.
Objective: Engagement, open communication.
Activity: During family therapy, have child begin drawing anything he would like. One object at a time, have the child pass the coloured marker onto their parent. Back and forth without talking a picture is created together. Reflect on the picture. How was it to create a picture together without the use of language? Next have the family create a picture again with the use of langague. Reflect, how was it to do this activity and to be able to plan and communicate with one another? Link together how supportive it can be to have open communication.
Adapted from: Lowenstein, L. (2010). Assessment and treatment activities for children, adolescents, and families. Volumne two: Practitioners share their most effective techniques. Canada: Champion Press.
UNO
Materials: UNO card deck, family cards.
Objective: Engagement, goal setting.
Activity: Take turns play UNO, however, when a player is required to pick up a card, that player also has to read a family card.
Family Cards:
Our family is here today because...
What is family therapy...
What would need to happen in the session today to make you feel like it was worthwhile to come?
Say one word that best describes how you feel about being here today...
Who decided you should seek help at this time?
What is a question or worry you have about family therapy?
Tell about a time when things at home were better...
What is one thing that needs to change in your family?
How will you feel if you or your family gets the help you need?
True or false. When families see a therapist they often feel nervous, embarrassed, and overwhelmed?
Describe what it would be like in your family with problems all gone...
Adapted from: Lowenstein, L. (2010). Creative family therapy techniques: Play, art, and expressive activities to engage children in family sessions. Toronto, ON: Champion Press.
Island Drawing Group Activity
Materials: Large piece of paper, felt pens, pencil crayons, oil pastels, chalk pastels.
Objective: Engagement, safety symbols, transfer into termination
Activity: Have group members all sit around the large piece of paper. Explain that it is the ocean and invite each person to create their own island. Their island can look however they imagine it, remembering to be respectful of others space. Using images, symbols or words, invite each person to include everything they need to feel good and safe on their island. (Ex: food, shelter, music, friends, trees, etc) Once done have group members talk about their islands.
Part 2. Ask everyone about how they travel on and off their islands. Is anyone allowed to visit? How do they communicate with others? Etc…
Part 3. (Optional) At the end of the final group session you can use the island drawing for closure. Have people reflect on their original island drawings and add anything new. Using scissors, have each person cut their island free from the ocean to take with them.
Author: Jene Newman, MA, CCC.
coping
Balloon of Worries
Materials: Balloons, markers, scissors.
Objective: Ask child to blow-up a balloon and write/draw their worries on the balloon. More than one balloon can be used for this exercise. Therapists also complete this activity. Next toss the balloons back and forth keeping the balloons up in the air. Comment on how hard it is to keep all of your worries up in the air as opposed to letting the worries out. Finally, have the child pop the balloon or open slowly with scissors to let their worries out. Read out worries and discuss.
Adapted from: Dunbar, J. (2013). YWCA of calgary: Children exposed to domestic violence children's group facilitator manual. Calgary, AB.
Worry Dolls
Materials: Small stuffed-animals and dolls
Objective: Coping and managing worries.
Activity: Provide a number of miniature stuffed animals and dolls for child to chose from. Tell child to pick their very own worry doll to take home. Tell child they are able to whisper their worries to their worry doll and their worry doll will hold their worries for the child.
Lazy Eights
Materials: A chair.
Objective: Brain Gym exercise designed to strengthen neural connections in the brain in order to enhance a child's ability to process information and manage stress.
Activity: Have child create a lazy eight which looks like the number eight lying on its side or a infinity sign. Trace sign on child's back by caregiver moving from left to right.
Adapted from Brain Gym (2011). Retrieved from www.braingym.org/
Hook Up
Materials: A chair.
Objective: Brain Gym exercise designed to strengthen neural connections in the brain in order to enhance a child's ability to process information and manage stress.
Activity: Start by lacing together fingers with palms facing each other. The hands are then drawn in towards the chest. Legs are crossed and the tongue is placed on the roof of the mouth. The child stays in the pose for a couple of minutes, breathing deeply.
Adapted from Brain Gym (2011). Retrieved from www.braingym.org/
Happy Dream Pillows
Materials: White or coloured pillow case, sharpie markers, polyester stuffing, sewing kit.
Objective: Coping, positive self-reflection.
Activity: Have child decorate pillow with markers. Have child draw happy thoughts on their pillow. Next stuff the pillow. With each handful of stuffing have the child think of a happy thought. Finally, sew pillow closed.
Progressive Muscle Relaxation
Materials: None.
Objecitive: Coping, relaxation.
Activity: Have children stiffen up all muscles and walk around imitating a robot. Next have children practice becoming floppy and limp like a ragdoll. Child may also like to try the turtle technique. Have the child pull head in towards body like a turtle.
Option: Have child role play with therapist certain scenarios when strategy may be used. Being in control of your body when tricky feelings happen is important, what can you do?
Adapted from: Lowenstein, L. (2002). More creative interventions for troubled children & youth. Toronto, ON: Hignell Book Printing.
Bag of Rocks
Materials: Canvas bag, heavy rocks, markers.
Objective: Coping and feeling awareness.
Activity: Disucss comfortable and uncomfortable feelings. Have child write any uncomfortable feelings the child may be having on the rocks. Next have the child walk around the room holding the rocks in the bag. Explain that is how it feels to be hold uncomfortable feelings inside. Finally, have the therapist support the child with the heavy bag. Have a disucssion around expressing uncomfortable feelings in a positive way.
Adapted from: Lowenstein, L. (2010). Assessment and treatment activities for children, adolescents, and families. Volumne two: Practitioners share their most effective techniques. Canada: Champion Press.
Coping Box
Materials: Blank cards, play dough, journal, stress ball, balloon, cotton ball/straw, crayons, markers, rock.
Objective: Coping, managing tricky emotions.
Activity: Have clients create a coping box/bag. Decorate the box and begin choosing materials for box. Child can create coping cards as reminders of supportive external and internal strenghts.
Goodbye letter
Materials: Paper, pen.
Objective: Termination activity.
Activity: Create a letter for the child. Remind child of their successes within counselling.
My Wish for You
Materials: Star cut-out, markers.
Objective: positive termination, goodbye.
Activity: Within a group therapy setting, have participants write a wish for each participant. Children are encouraged to use start as a reminder of their successes within counselling.
Adapted from: Lowenstein, L. (2010). Assessment and treatment activities for children, adolescents, and families. Volumne two: Practitioners share their most effective techniques. Canada: Champion Press.
Goodbye Garden
Materials: Seeds or small plant.
Objective: Positive termination, goodbye.
Activity: Have child plant seeds or a small plant in the therapists garden. Discuss wih child how they have grown over therapy and how this flower will continue to grow here for other children to enjoy when they arrive for therapy.
Adaptation: A child may chose to decorate a rock to place in the hope garden if session is within winter/fall months.
Story of my Own
Materials: Paper, markers.
Objective: Positive termination, goodbye.
Activity: Therapist creates a story highlighting child's strengths and progression within therapy. Book provides a reminder of positive coping strategies to child.
Hint: The story can be once removed and be about an animal or character.
termination
Cotton Ball Soothe
Materials: Mirror, cotton balls.
Objective: Nurture, self-regulate, build positive self-concept.
Activity: Encourage child to relax on a pillow or in a comfortable space. You, or a parent, stroke the child's face with a cotton ball. Describe the features such as your child's rosy cheeks, beautiful smile etc.
Adapted from: Booth, P. B, & Jernberg, A. M. (2010). Theraplay: Helping parents and children build better relationships through attachment-based play (3ed). San Francisco, CA: Jossey-Bass A Wiley Imprint.
Beading
Materials: Plastic beads, string.
Objective: Improving self-esteem.
Activity: Ask child to identify one positive characteristic. Next have the child choose one coloured bead which will represent the positive characteristic. The child can then place the bead onto their necklace. Continue to add beads and discuss positive characteristics.
Adapted from Dunbar, J. (2013). YWCA of calgary: Children exposed to domestic violence children's group facilitator manual. Calgary, AB.
Cotton Ball Race
Materials: Cotton balls, masking tape.
Objective: Self-regulation, foster feelings of competence and mastery.
Activity: Tape off a start and end line with the masking tape. Next, take your cotton balls and line up therapist and child next to one another. The challenge is to blow your cotton ball to the designated end spot in the room.
Adapted from: Booth, P. B, & Jernberg, A. M. (2010). Theraplay: helping parents and children build better relationships through attachment-based play (3ed). San Francisco, CA: Jossey-Bass A Wiley Imprint
The Perfection Game
Materials: Perfection game by Hasbro, paper, pen.
Objective: Encourage positive self-talk, enhance positive self-esteem.
Activity: Firstly, explain negative self-talk and brainstorm ideas of what it is and write down any ideas. Next play a round of Perfection. Have the child reflect on the game. Finally, have the child create a list of positive self-talk ideas and write them down. Play a final round of Perfection and reflect on how the child felt using positive self-talk as opposed to negative.
Adapted from: Lowenstein, L. (1999). Creative interventions for troubled children & youth. Toronto, ON: Hingnal Book Printing.
My Heart
Materials: Heart shaped box, markers, paper.
Objective: Feeling recognition.
Activity: Talk to child about how tricky feelings can be felt in their heart. Use heart box as representation of the child's heart. This activity can help the child express what is in their heart. Have the child create words/feelings on small pieces of paper to place in the box. These feelings/thoughts represent what the child holds in their heart. Put the lid on the box. Discuss what it might feel like to hold all our thoughts/feelings inside. Next work on letting go of the feelings.
Adapted from: Lowenstein, L. (2011). Assessment and treatment for children, adolescents, and family: Volume three. Toronto, ON: Champion Press.
UNO
Materials: UNO cards. List of feeling words.
Objective: Feeling recognition.
Activity: Begin UNO game. Once a card is picked up from the deck the player must also pick a feeling from the list. The player must identify a time when this feeling was felt.
Puzzle Me
Materials: Thick paper, markers, scissors.
Objective: Positive self-concept.
Activity: Create a puzzle with twelve or more pieces. Cut out on thick paper. Have the child write a positive characteristic about themselves. Therapists can also add to the puzzle. Decorate puzzle and play!
Adapted from Dunbar, J. (2013). YWCA of calgary: Children exposed to domestic violence children's group facilitator manual. Calgary, AB.
feelings & self-esteem
