Integrating play therapy techniques into solution-focused brief therapy.

Solution-focused brief therapy is a recognized therapeutic approach proven effective in time-limited circumstances. This article describes the solution-focused process and presents a framework for integrating the expressive play therapy techniques of art, sandtray, and puppets into the solution-focused model. Three case studies are used to demonstrate this process. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Handbook of play therapy, volume 2: Advances and innovations.

Reviews the book, Handbook of play therapy, volume 2: Advances and innovations by Kevin J. O'Connor and Charles E. Schaefer (1994). This book offers a collection of chapters written by leading experts which addresses the developments in play therapy since 1983. In completing the volume, Editors Kevin J. O'Connor and Charles E. Schaefer sought to offer a multi-disciplinary approach to play therapy. Additionally, the editors stated in their preface that they worked to make this new volume "informative, thought provoking, and clinically useful." Indeed, the editors have succeeded admirably in achieving their stated objectives. The book's organization and emphasis on clinical relevance make it a fit companion to their earlier classic (Schaefer & O'Connor, 1983). The Handbook is very well-organized with an excellent selection of chapter topics. The chapters follow essentially the same format and are integrated well within the book. The editors deserve credit for synthesizing diverse theoretical approaches and techniques into a coherent whole. The individual chapters are clearly written and quite readable. The figures and tables are readily understandable and augment the chapters' content. Clinicians and researchers interested in play therapy and child psychotherapy will enjoy this volume. Although the majority of chapters discuss play therapy with children, two chapters discuss play therapy applications with adults. Accordingly, therapists interested in these approaches will profit from this work. The volume certainly appeals to multi-disciplinary audiences such as psychologists, psychiatrists, social workers, nurses, pastoral counselors, and educators. The text is extremely appropriate for a graduate course in play therapy. Finally, the book can be read from beginning to end or the reader can select particular chapters in the handbook and sample various clinical approaches. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Child-centered play therapy.

Presents child centered play therapy (CCPT), including the rationale, basic tenets and effectiveness of the approach. The stages of CCPT are described. As the name suggests, CCPT focuses on the child and not on his or her problems. Most children not only thrive in the play environment, but with the therapeutic contributions of the therapist, go to reach higher levels of maturity and adjustment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Beyond the reflection: The role of the mirror paradigm in clinical practice.

Reviews the book, Beyond the reflection: The role of the mirror paradigm in clinical practice by Paulina Kernberg, Bernadette Buhl-Nielsen, and Lina Normandin (see record 2007-00911-000). This modestly presented volume overflows with insight and new ways of looking at the mirroring experience for children and adolescents. Kernberg and her collaborators present the rich history of the image, metaphor, and pervasive role of the mirror in human experience; they carefully describe the subjective experience of wonder, admiration, and an objective dimension of truth in the mirror paradigm (2006, p. xv). For the psychotherapist, Kernberg's work provides a rich resource; the review of past and current research and theorizing about the mirroring function of mothers and primary caregivers is thorough and up-to-date with the most recent advances in neuroscience, attachment theory, and infant research. From Freud to Lacan, from Winnicott to Stern, and from Schore to Gergely, Kernberg presents a sweeping exposition of the various images of the mirror. This volume is worthwhile if only for its presentation of this body of recent research. But there is so much more to be found here. While this is not the first time that Kernberg has presented us with her work with mirror observation and interviews (Kernberg, 1984, 1987), this volume integrates the research about early mother- child experience, and the mirroring paradigm in the psychoanalytic theories about child development, with the phenomenology of child and adolescent psychotherapy. The clinician will find a useful application of the theory to clinical practice and diagnosis that is hard to find in the literature. Beebe and Lachmann (2002) have accomplished this integration between infant research and adult treatment, but Kernberg's application of her research and the demonstrated correlation between the findings of mirror experience, attachment histories, and clinical experience is a rare and welcome addition to the literature. There are also valuable links made between the findings around mirror experience and children's trauma histories. This reader came away feeling that a tremendous debt is owed to the authors for helping to ground clinical theory and practice in substantial current research. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Exploring sandplay therapy: Application to individuals with traumatic brain injury.

Adolescents with traumatic brain injury (TBI) often experience social, emotional, and behavioral challenges requiring intervention. Although sandplay techniques have been used with targeted populations, there are no published accounts of sandplay applications with children or adolescents with TBI. This article explores the merits of sandplay approaches for clients with TBI with respect to key features of TBI, including language, communication, psychosocial, and executive function impairments. Two case examples of adolescents with TBI treated with sandplay therapy are presented, followed by discussion and recommendations for further study in the application of this technique with individuals experiencing emotional or behavioral difficulties associated with TBI. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sandtray therapy with a 24-year-old woman in the residual phase of schizophrenia.

Sandtray therapy is a clinical tool for helping a client express and understand his or her unconscious dynamics. It utilizes a sandtray and anywhere from a few hundred to a few thousand figurines in the room for the client to select from. These figurines cover a wide range of people, situations, and objects, from the most ordinary to the mythical. The client makes a story in the sand, which the client and therapist then discuss. It is standard therapeutic wisdom that one should not use techniques involving fantasy with psychotic clients since it is typically too hard for both them and the clinician to contain those fantasies in a healthy manner. Although this is very often true, the authors offer an example of how they were able to use sandtray to great therapeutic advantage with a schizophrenic client in the residual phase of schizophrenia. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Prediction of treatment outcome from relationship variables in child and adolescent therapy: A meta-analytic review.

Results from 23 studies examining associations between therapeutic relationship variables and treatment outcomes in child and adolescent therapy were reviewed with meta-analytic procedures. Results indicated that the overall strength of the relationship-outcome associations was modest and quite similar to results obtained with adults. This modest association was moderated by 1 substantive factor, type of patient problem, and 5 methodological factors, timing and source of relationship measurement, type and source of outcome, and shared versus cross-source measurement of relationship and outcome variables. Type, mode, structure, and context of treatment did not moderate associations between relationship variables and outcomes. Findings indicated that the association between the therapeutic relationship and treatment outcome was consistent across developmental levels and across diverse types and contexts of child and adolescent therapy. Recommendations for future process research on the therapeutic relationship in child psychotherapy are offered. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Child, parent and therapist (dis)agreement on target problems in outpatient therapy: The therapist's dilemma and its implications.

A minimal requirement for success in child psychotherapy is arguably that child, parent, and therapist agree about which problems to address. How often is this the case? Following clinic intake, the authors asked 315 children, parents, and therapists, separately, to identify target problems. More than 3/4 of child-parent-therapist triads began treatment without consensus on a single problem; nearly half failed to agree on even 1 broad problem domain (e.g., aggression vs. anxiety/depression). Therapists agreed more with parents than children for most child problems, but for family and environmental problems the reverse was true. Findings highlight the therapist's dilemma in identifying treatment foci when clients disagree and may help explain the poor effects of clinic-based therapy reported in previous research. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Introduction to the special series.

The treatment of emotional and behavioral problems among children and adolescents is an area in great need of research. The range and diversity of problems children and adolescents experience, the number of youth in need of treatment or care, and the costs of impairment to society are enormous (see Institute of Medicine, 1989). As information accumulates on the continuity of dysfunction across the life span, the importance of intervening early in development for both treatment and preventive purposes assumes increased significance. Research advances are evident but often difficult to discern against a backdrop of a more active adult psychotherapy literature and broader work in developmental psychopathology. The present series of articles was developed to highlight research on psychosocial treatments for children and adolescents. The very large number of treatments and problems to which they can be applied preclude exhaustive coverage of the field. The present series is illustrative with articles that evaluate traditional forms of psychotherapy, demonstrate advances in developing and evaluating selected treatments for special groups, highlight the critical role of evaluation for programs designed to ameliorate dysfunction, and characterize current treatment research. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Structured play therapy: A model for choosing topics and activities.

This article presents a model to be used for structured play therapy for use with adolescents and children ages 7 yrs and older. Structured play therapy is a form of play therapy that is directive and uses planned, structured activities in almost every session. This model was developed to provide a framework for appropriate timing and sequence of structured activities. This article describes structured play therapy and how it differs from nondirective play, presents a structured play therapy model, presents specific guidelines for choosing appropriate structured activities and exercises, and presents a case study demonstrating application of the model. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An exploratory study of child-centered play therapy with aggressive children.

Children exhibiting aggressive problem behaviors typically reach a peak of aggressive acts at an early age, providing evidence that early intervention for aggression is needed. Child-centered play therapy (CCPT) is 1 intervention that offers the child an environment in which aggression can be expressed and empathically responded to by a play therapist. Forty-one elementary school age children were assigned to a CCPT condition or a wait-list control group condition. Children who participated in 14 sessions of CCPT showed a moderate decrease in aggressive behaviors over children in the control group, according to effect sizes as reported by parents (N = 32). Teachers reported that both groups significantly improved over time (N = 41). Post hoc analysis revealed that children assigned to CCPT decreased aggressive behaviors statistically significantly and children assigned to control group demonstrated no statistically significant difference. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Play therapy outcome prediction: An exploratory study at a university-based clinic.

In this study we investigated the prediction of child centered play therapy (CCPT)/nondirective play therapy on emotional and behavioral problems using archival data from 82 child clients at a university-based counseling clinic. Statistically significant predictions were found on the Internalizing and Externalizing Problems scales on the Child Behavior Checklist. Termination and family relationship concerns variables were found to be strong contributors to predicting greater improvement. Results are discussed concerning implications for clinical practice and further research. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Congruence in nondirective play and filial therapy: Response to Ryan and Courtney.

Differences in the training of nondirective play therapists between University of York (U.K.) approach and the Guerney and Landreth approaches (U.S.) has been raised by Ryan and Courtney (2009). York-trained therapists are encouraged to initiate expression of their own feelings at selective times to assure that therapists are congruent in their relationship with children in nondirective play-therapy. Congruence, an important component of the necessary and sufficient conditions for therapeutic personality change (Rogers, 1957), is based on the importance of therapist genuineness to maintain a trustful and safe therapeutic relationship. This article compliments Ryan and Courtney (2009) for introducing the importance of congruence in play therapy. The assumptions of nondirective play therapy in the Guerney approach was influenced significantly by their development of filial therapy and to the training of parents and therapists, This article asserts that congruence, in the Guerney approach, is incorporated by therapists expressing their own feelings only when this is initiated overtly or covertly by the child. Responding to a child in this way is dependent on the empathic attunement to a child's emotional motivation by a skillful parent or therapist. This raises questions about whether a nondirective stance is maintained in the York approach. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Integrating play and family therapy methods: A survey of play therapists' attitudes in the field.

The researchers surveyed 295 members of the Association for Play Therapy on their attitudes related to working with families when treating children. The results indicated the majority of play therapists held attitudes conducive to involving families in their approaches with children. However, mixed findings were found in specific areas related to the implementation of play therapy with families, suggesting barriers may exist. These mixed findings included a decreased percentage of play therapists that felt like play therapy was effective in family therapy when compared with the high level who felt that play and family therapy approaches could be integrated. Moreover, the respondents were divided on issues such as parents' willingness to be involved in therapy with their children and if parents were actually resistant to being included in sessions with their children. These mixed findings suggest that a wide range of attitudes and experiences about parental involvement exist among play therapists in the field. The authors raise key questions for the play therapy field to consider in more depth and suggest improvements that may be needed in play therapy education to increase the efficacy of play therapists' skills in working with families. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Short-term child-centered play therapy training with Israeli school counselors and teachers.

The purpose of this study was to determine the effects of short-term intensive child-centered play therapy training with school counselors and teachers in Israel. Results of the analysis of covariance revealed that trainees in the experimental group demonstrated a statistically significant improvement in the group’s play therapy knowledge as measured by the Play Therapy Attitude, Knowledge and Skills Survey. The experiential group did not demonstrate statistically significant improvement in their attitudes and beliefs toward children or confidence in applying play therapy skills. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Becoming solution-focused in brief therapy.

Reviews the book, Becoming solution-focused in brief therapy by John L. Walter and Jane E. Peller (see record 1992-97355-000). With this book, the authors' goal was to produce a manual to aid therapists in learning the model of constructing solutions in brief therapy. Theoretical assumptions about personality development and psychotherapy technique which are crucial to implementing the model are presented. Walters and Peller work within a framework which assumes that problems are maintained by individuals functioning in family and organizational systems and that these individuals have the resources to change personal behavior. Interactional patterns between individuals in various systems are the focus of attention. The book is a clear and consistent portrayal of a therapy approach which is growing in application. It is readable and practical. In summary, this is an effective book which demonstrates alternate theories (exceptions) which could provide an almost miraculous solution to some troubled clients. Advanced graduate students and active practitioners will find this a helpful book in learning the model of constructing solutions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The value and use of interpretation in play therapy.

Irrespective of the therapist's theoretical orientation, interpretation can be a very powerful tool within play therapy, supporting the essential change processes delimited by S. Shirk and R. Russell (1996). However, several issues often interfere with play therapists' optimal use of interpretation. One is the sense of conflict many child-centered therapists experience because they view interpretation as overly directive and inconsistent with their desire to follow the child's lead and pace in session. Second, the lack of a well-organized, stepwise model of interpretation formulation and delivery makes it difficult for therapists to be consistent in its use. Third, the absence of a solid understanding of how interpretation supports the therapy process reduces therapists' tendency to use this highly flexible technique. This article attempts to provide a model of interpretation that addresses each of these issues. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Cognitive therapy for depressed adolescents.

Reviews the book, Cognitive therapy for depressed adolescents by T. C. R. Wilkes, Gayle Belsher, A. John Rush, and Ellen Frank (see record 1994-98433-000). This book offers chapters on adaption of cognitive therapy for depressed adolescents, ten key principles of adolescent cognitive therapy, diagnosis and assessment, developmental considerations, the therapeutic relationship, family involvement, the initial phase, the middle phase, the final phase, three comorbidity chapters (substance abuse, sexual victimization, suicidal adolescents), hospitalized adolescents, psychopharmacological treatment, and treatment failures. The sequence of chapters makes perfect sense, and despite four senior authors and five co-authors, it is as if one master hand prevails. The writing never wavers—crisp, flowing, and superbly readable. Whenever possible, adolescent and adult therapy of depression are contrasted, and at times, techniques effective or ineffective for early and late adolescents are cited. One might say the current work is a downward extension of the 1979 Beck book, with developmental considerations and family therapy included. This manual motivates me to reread Beck, Burns, Piaget, Bowlby, and the Socratic method series of papers in this Journal (Overholser). Manuals such as this should result in improved supervision. Finally, Drs. Wilkes, Belsher, Rush, Frank, and their associates (Drs. David A. Brent, Graham J. Emslie, Miriam S. Lerner, Anthony Nowels, Warren A. Weinberg) provide this reviewer with one more humility and awe inducing experience. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Cognitive therapy for depressed adolescents.

Reviews the book, Cognitive therapy for depressed adolescents by T.C. R. Wilkes, Gayle Belsher, A. John Rush, and Ellen Frank (see record 1994-98433-000). This book offers chapters on adaption of cognitive therapy for depressed adolescents, ten key principles of adolescent cognitive therapy, diagnosis and assessment, developmental considerations, the therapeutic relationship, family involvement, the initial phase, the middle phase, the final phase, three comorbidity chapters (substance abuse, sexual victimization, suicidal adolescents), hospitalized adolescents, psychopharmacological treatment, and treatment failures. The sequence of chapters makes perfect sense, and despite four senior authors and five co-authors, it is as if one master hand prevails. The writing never wavers—crisp, flowing, and superbly readable. Whenever possible, adolescent and adult therapy of depression are contrasted, and at times, techniques effective or ineffective for early and late adolescents are cited. One might say the current work is a downward extension of the 1979 Beck book, with developmental considerations and family therapy included. This manual motivates me to reread Beck, Burns, Piaget, Bowlby, and the Socratic method series of papers in this Journal (Overholser). Manuals such as this should result in improved supervision. Finally, Drs. Wilkes, Belsher, Rush, Frank, and their associates (Drs. David A. Brent, Graham J. Emslie, Miriam S. Lerner, Anthony Nowels, Warren A. Weinberg) provide this reviewer with one more humility and awe inducing experience. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Play in child development and psychotherapy: Toward empirically supported practice.

Reviews the book, Play in child development and psychotherapy: Toward empirically supported practice by Sandra Russ (see record 2003-88219-000). Clinical child psychologists have used play as a vehicle for psychotherapy for over 75 years. However, current demands of managed care systems emphasize the need for time limited and empirically supported treatments. Although play techniques are commonly incorporated by psychologists of various theoretical orientations, Sandra Russ points out in this book the disparity between the theoretical role of play in psychotherapy and the actual evidence supporting these techniques. The first four chapters of the book provide literature reviews of the history, theory, and research on pretend play, considering both normative and clinical populations. The next three chapters focus more specifically on the current developments in understanding play from research and practice perspectives. Finally, Russ considers future objectives for researchers and practitioners who seek to expand and enhance the utility of play techniques in child psychotherapy. Russ's book clearly provides a basis for understanding the current state of the child play therapy field while strongly emphasizing the need for additional research. This book may be useful for practitioners who strive to provide empirically supported treatments because it provides theoretical and available research perspectives. (PsycINFO Database Record (c) 2010 APA, all rights reserved)