healing through play
Play Therapy Based Interventions
Non-directive Play Therapy
"The play therapist's objective is to relate to the child in ways that will release the child's inner-directional, constructive, forward-moving, creative, self-healing power" (Landreth, 2012, p.54).
Carl Rogers (1942) was the first therapist to extend the concept of non-directive therapy, also known as client-centered or person-centered therapy; while, Virginia Axline, a student and later colleague of Carl Rogers was the analyst who shaped the philosophy and principles of Rogers' non-directive therapy into a play therapy approach (Landreth, 2012).
Child-centered play therapy is an indirect approach to children's play therapy. Therapists look for patterns and symbols within the child's play, meet the child where the child is at, and strives to build a strong therapeutic rapport with the child. Therapists welcome children into a well stocked play room where the child is able to explore and play at their own pace. Therapists work to track and reflect the child's actions, thoughts, feelings, and behaviours in effort to have a secure relationship with the child (Landreth, 2012).
"Child-centered play therapy is a complete therapeutic system, not just the application of a few rapport-building techniques, and is based on a deep and abiding belief in the capacity and resiliency of children to be constructively self-directing" (Landreth, 2012, p.53).
To observe Garry Landreth using a child-centered approach to play therapy please visit the clip below.
Parental Involvement Filial Therapy
Play therapy based interventions have various avenues to consider, one of which includes incorporating parents within the treatment process. One particular play therapy based intervention which follows this format includes Filial therapy. Primarily, Filial therapy is conducted within a group therapy format, however, individual therapy may also be implemented with a parent and child. Filial therapy shifts the focus from the child and counsellor developing a positive therapeutic relationship, moving the focus towards building a strong trusting relationship between the parent and child. Parents are taught the skills of a child-centered approach to therapy, and parents take the typical role of the play therapist (Smith & Landreth, 2003).
"Working with each component of a child's system would increase the positive outcome of therapy" (Bratton, Ray, Rhine, & Jones, 2005).
Filial therapy has been acknowledged as one of the most significant developments within the field of play therapy. By using parents as agents for positive change, non-directive play therapy skills are taught to parents to facilitate weekly therapeutic play times within the home environment (Landreth, 2012). "Parents are taught basic child-centered play therapy principles and skills, including reflective listening, recognizing, and responding to children's feelings, therapeutic limit setting, building children's sefl-esteem, and structuring required weekly play sessions" (Landreth, 2012, p.39). Research has proven, when parents are involved within the treatment process, children's treatment is positively impacted (Bratton et al., 2005).
Implementing Strategies
Therapists coach parents through the non-directive strategies. Firstly, parents are taught the importance of spending quality, one-on-one, non-interrupted play-time with their child. Typically parents are requested to spend 30 minutes a week in their special play (Bratton, Landreth, Kellam, & Blackard, 2006; Kaduson & Schaefer, 2006). Secondly, parents are encouraged to follow the child's lead and focus on specific behaviours their child is presenting as opposed to praise. Parents use tracking, following the child's actions, and acknowledge the child's work. "You hit the centre of that target" versus "great job" (Kaduson & Schaefer, 2006, p. 64). Verbally tracking the child's play describes what you see the child physically doing. For example, a therapist may say ' you've chosen to paint next', verbalizing the child's action and choice, as well as acknowledging that you are present and engaged (Bratton et al., 2006). Additionally, therapists encourage parents to reflect their child's feelings. Therapists may reflect a child's feelings by paying close attention to the child's body language and visual cues. 'It looks like you don't like the way that turned out'. Parents also are taught the skills to encourage their child's efforts while setting firm and consistent limits (Bratton et al., 2006).
