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)     

An exercise in values exploration for play therapists.

Counselors are ethically required to be aware of their own value systems to avoid imposing their values onto clients. This is as true for clients who are children as it is for clients who are adolescents and adults. Play therapists may tend to view children as being more in need of direction than adults in choosing their values; however, the ethical principle of autonomy applies to children as well as adults. Counselors acting in accordance with this principle allow clients to make their own choices, determine their own values, and set the course of their own lives (Remley & Herlihy, 2007). This article describes an experiential activity that can be used in classes or workshops for play therapy students or licensed play therapists to enhance their awareness in the area of values when working with children. Discussion prompts and suggestions for processing the activity are illustrated. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The voices of registered play therapists as supervisors.

This study examined the background, perceived training needs, and issues of Registered Play Therapist Supervisors (n = 305) and their supervisees. Supervisors completed a four-part survey regarding demographics, supervisor and supervisee issues, and perceptions of training needs for supervisors of play therapists. Important findings are the lack of training in and possible understanding of clinical supervision, the lack of perceived need for supervision of supervision, and the absence of countertransference as an important issue for supervisors. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

How play therapists understand children through stories of abuse and neglect: A qualitative study.

A qualitative study consisting of in-depth interviews with 17 play therapists was undertaken to identify how play therapists understand children. Analysis of the interviews illuminated how play therapists need to "fill in the blanks" in the stories of children through a frame of reference that constructed children and childhood relative to children's experiences with abuse and neglect. Recommendations are made for supplementary education, supervision and consultation for professionals meeting the needs of children. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Ethical practices reported by play therapists: An outcome study.

Examined the responses of 240 members (aged 27–77 yrs) of the Association of Play Therapy to a questionnaire identifying ethical practices in play therapy treatment. The following areas were explored: nature of treatment, confidentiality, informed consent, treatment adequacy, referral, and training. Results indicate most play therapists are consistent in both their ethical beliefs and reported therapy practices. Noted areas of concern are who the actual client is and what topics should be addressed during treatment (i.e., discussion of fees, theoretical orientation, goals for treatment, confidentiality, and a child's need for treatment). Results and implications for the Association of Play Therapy Practice Guidelines are discussed. The ethical guidelines questionnaire to individual play therapy with children is appended. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Single-case design: A primer for play therapists.

Play therapy research is typically presented to practitioners as extensive and detailed studies that involve excessive controls of variables and large numbers of subjects in order to generalize findings. However, single-case design is one research design that involves concentration on data collection from few participants and involves clinical decision-making of the play therapist. This article defines single-case design and provides step-by-step suggestions for how to conduct a single-case design study. We also provide a specific example of single-case application to play therapy intervention and further discuss common problems in play therapy single-case design implementation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Clinical experiences of play therapists: Does race/ethnicity matter?

The authors describe racial/ethnic similarities and differences of a sample of 891 members of the Association for Play Therapy with regard to workplace variables, professional interests and activities, and supervision variables. Results indicate few differences between Caucasian and racial/ethnic minorities and few differences between the racial/ethnic groups. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Look, up in the sky! Using superheroes in play therapy.

Fantasy and fantasy play are key elements in healthy child development, and as such, are potentially important resources for play therapy. The multi-media genre of superhero mythology has long provided children (and adults) with rich fantasies serving a number of important developmental functions, including emotional release, a sense of power, instillation of hope, a resource for problem solving and identity formation. Whether Captain America, Superman, Spiderman, the Justice League of America, X-Men, or Powerpuff Girls, these mythological figures have flown from the pages of comics, television and the silver screen into the imaginations and play of generations of children. Considering their ubiquity in popular children's culture, a paucity of research or clinical literature has addressed the incorporation of superheroes into child counseling and play therapy. The purpose of this article is to first describe the relationship between fantasy, superhero mythology, and play therapy, and to then provide examples from clinical practice. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Preparing play therapists for disaster response: Principles and procedures.

In the wake of numerous recent natural disasters such as the 2004 tsunami and 2005 hurricanes, play therapists have been asked to provide disaster response. However, the role of disaster response interventionists is vastly different from the typical role of play therapists. In order for play therapists to be prepared for disaster response, an explanation of disaster response principles and procedures is needed. This article will help educate play therapists about how to use their play therapy skills and knowledge in a disaster response environment. Specifically, this article will (a) explain basic principles such as following the Incident Command Structure; (b) discuss the play therapist's role in disaster response in light of the phase of disaster; and (c) recommend disaster response procedures. Examples from APT members' response to the tsunami and Hurricane Katrina are provided. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sex, ethnicity, and play preferences of preschool children.

"Preschool children of Oriental… and Caucasian… background were observed, using a time-sampling technique; and their choices of play companions were analyzed. Children in both ethnic groups were found to prefer play companions of their own sex, this tendency being more pronounced in boys than in girls." Ss tended to play with dolls resembling their own race. From Psyc Abstracts 36:04:4FF83M. (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)     

Lesbian, gay, and bisexual supervisees' experiences of LGB-affirmative and nonaffirmative supervision.

Lesbian, gay, and bisexual (LGB) supervisees were interviewed regarding their experiences of LGB-affirmative and nonaffirmative supervision. Supervisees were asked to describe one of each type of event (i.e., affirmative, nonaffirmative) from their past supervision. In LGB-affirmative supervision, all supervisees felt supported in their LGB-affirmative work with clients. Supervisees perceived that the affirming events also positively affected the supervision relationship, client outcomes, and themselves as supervisees. In LGB nonaffirming supervision, supervisees perceived supervisors to be biased or oppressive toward supervisees' clients or themselves on the basis of LGB concerns or identity. From supervisees' perspectives, the nonaffirming events negatively affected the supervision relationship, client outcomes, and supervisees. Implications for research and supervision are discussed. (PsycINFO Database Record (c) 2010 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)     

A transtheoretical model of clinical supervision.

The purpose of this article is to introduce a transtheoretical model of clinical supervision for professional psychology. The various stages and processes of change inherent in the transtheoretical psychotherapy model (Prochaska & DiClemente, 1982, 1984, 1986; Prochaska & Norcross, 2007) are assessed and applied to clinical supervision. Specifically, relevant literature is examined; supervisee stages of change (SSC) and supervisor processes of change (SPC) are introduced and discussed; and existent models of supervision are contextually compared to the proposed transtheoretical model. Strategies and recommendations for implementing and researching a transtheoretical approach to clinical supervision are also provided. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Using client feedback in psychotherapy training: An analysis of its influence on supervision and counselor self-efficacy.

Tracking client outcome and the therapeutic relationship across treatment (i.e., client feedback) has become a recommended practice for clinicians. This study investigated whether the utility of this practice would extend to trainees if the data gained from clients was provided to their supervisor for use within supervision. Trainees (N = 28) were assigned to a continuous feedback condition or no-feedback condition for 1 academic year. Results indicated that trainees in both conditions demonstrated better client outcomes at the end of their practicum training than at the beginning, but those in the feedback condition improved more. However, those in the feedback condition did not rate the supervisory alliance or satisfaction with the supervision process differently. The relationship between counselor self-efficacy and outcome was stronger for trainees in the feedback condition than for those in the no-feedback condition, perhaps indicating that feedback may facilitate a more accurate assessment of one’s skills. Implications of how counseling self-efficacy, the supervisory alliance, and satisfaction with supervision are related to effective supervision are addressed. (PsycINFO Database Record (c) 2010 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)     

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)     

Evidence-based practices addressed in community-based children's mental health clinical supervision.

Clinical supervision is the principal method of training for psychotherapeutic practice, however there is virtually no research on supervision practice in community settings. Of particular interest is the role supervision might play in facilitating implementation of evidence-based (EB) care in routine care settings. This study examines the format and functions of clinical supervision sessions in routine care, as well as the extent to which supervision addresses psychotherapeutic practice elements common to EB care for children with disruptive behavior problems, who represent the majority of patients served in publicly funded routine care settings. Supervisors (n = 7) and supervisees (n = 12) from four publicly funded community-based child mental health clinics reported on 130 supervision sessions. Supervision sessions were primarily individual in-person meetings lasting one hour. The most common functions included case conceptualization and therapy interventions. Coverage of practice elements common to EB treatments was brief. Despite the fact that most children presenting to public mental health services are referred for disruptive behavior problems, supervision sessions are infrequently focused on practice elements consistent with EB treatments for this population. Supervision is a promising avenue through which training in EB practices could be supported to improve the quality of care for children in community-based “usual care” clinics. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Working with conflict in clinical supervision: Wise supervisors' perspectives.

Eight female and 4 male supervisors identified by professional peers as highly competent were interviewed about experiences of conflict in supervision and their dependable strategies for managing it. Highly competent supervisors were open to conflict and interpersonal processing, willing to acknowledge shortcomings, developmentally oriented, and willing to learn from mistakes. They believed in creating strong supervisory alliances, discussing evaluation early on, modeling openness to conflict, and providing timely feedback. Dependable strategies included contextualizing conflicts in light of developmental and environmental factors, seeking consultation with colleagues, self-coaching, processing conflicts, accentuating supervisee strengths, interpreting parallel processes, and withdrawing from supervisee dynamics. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Association for play therapy: A decade in retrospect.

This article summarizes a presentation given during the Tenth Annual Play Therapy Conference in Atlanta, Georgia. The purpose was to correlate the relationship between keynote addresses at APT Conferences over the past decade and the continuing development of play therapy. (PsycINFO Database Record (c) 2010 APA, all rights reserved)