Catharsis: Effectiveness in children's aggression.

This article is written in response to a previous commentary (Trotter, Eshelman, and Landreth, 2003) (see record 2003-05749-008) advocating therapists' encouragement of aggression expression in the playroom. The belief that cathartic release of aggression removes hostile impulses has not been supported by research. On the contrary, evidence cited in this review suggests that play therapists who allow children to engage in aggressive play, without any attempt to strengthen ego or superego controls against aggression, are likely to increase the chances of future aggressive acts both within and outside the playroom. Further research is needed to clarify this issue. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Multicultural trends and toys in play therapy.

Because culture plays an increasingly important role in play therapy, the purpose of this article is to review existing literature on multicultural issues in play therapy and to discuss current trends and toys in play therapy reported from a group of play therapists. A group of play therapists (N = 505) registered with the Association for Play Therapy were asked to respond to two open-ended questions: What trends, if any, do you see in play therapy with your culturally diverse clients? What items do you include in your playroom to specifically represent culturally diverse populations? Responses to these open-ended questions were analyzed using open and axial coping as part of the inductive process. Results of the first question were grouped into five main categories and responses to the second question were categorized based on area and type of play. Based on the results of this study, implications for multicultural play therapy are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An initial look at the outcomes for dynamic play therapy.

Recent reviews of play therapy have identified that inclusion of parents in the intervention improves outcomes. This article presents an initial study of the changes in problem behavior when children and their families are provided dynamic play therapy. Dynamic play therapy is a family intervention developed by the author in which families are helped to develop collaborative play together using art, drama, movement, storytelling, and video making. Results suggest that child behavior does improve, that parents report the development of a positive therapeutic alliance with the therapist, and that this alliance is associated with outcome. This study used an action research approach and was conducted in an ongoing child guidance clinic. Discussion of the limits and merits of this approach is presented. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A comparison of behaviors and play themes over a six-week period: Two case studies in play therapy.

As a method for counseling children, play therapy continues to demonstrate effectiveness through research and to be included in mental health training programs throughout the country. However, like other counseling interventions, capturing the essence of the therapeutic environment is complex and dependent on individual perspectives and experiences. In this article, two case studies are presented to demonstrate the use of quantitative and qualitative measures in comparing the behavioral changes as rated by caregivers on the Child Behavior Checklist (CBCL) and play themes observed by play therapists over a 6-week period. For both children in the study, behaviors and themes were related. As the children made changes in their play themes over the 6-week period, they also made changes in their behaviors at home. (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)     

Ecosystemic play therapy.

Summarizes the key elements of Ecosystemic Play Therapy (EPT). It emphasizes the flexibility of the theory, allowing therapists to work with children at any developmental level in a variety of contexts. EPT requires therapists to always consider the children, their problems, and the therapy process within the context of the children's entire ecosystem. The basic tenets of the approach are described. EPT is heavily grounded in theory, which is used by the therapist to develop well-defined treatment goals and to design creative interventions geared toward achieving those goals. Play supports both the relationship between the child and therapist, as well as supporting the therapeutic process. EPT focuses on helping all children function optimally in the contexts in which they live. However, the therapist is also venturing out of the playroom to advocate for children and push for changes in the systems that most impact their lives. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Introduction to play therapy research theme issue.

Play therapy is at a point in its history where outside forces are demanding that we look at ourselves and demonstrate that what we do has empirical value. Many of these outside forces have either ignored play therapy or have questioned, even denied, the capacity of play therapy to produce positive outcomes in therapy and counseling of children. It is from this perspective that the need for a special research theme issue was born. Detractors and supporters of play therapy need to know what the state of the art is in play therapy research, along with ways we can help move play therapy research exposure and credibility forward. Sandra Frick-Helms was invited to guest edit this first in a series of theme issues for the International Journal of Play Therapy. She in turn asked Athena Drewes to join her in coediting this issue because of her wide range of knowledge, skill, and contacts in the therapy and counseling fields. Together, they have compiled an impressive grouping of authors and researchers who offer the reader food for thought and practical tips for research application. (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)     

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)     

Repetitive symbolic play as a therapeutic process in child-centered play therapy.

Child-centered play therapy describes the therapeutic relationship between the child and play therapist as a facilitative environment that provides the child with an experience of congruence within their sense of self, promoting self-directed healing. Within this environment, the child is able to confront emotional pain imbedded in lived, relational experiences, processing and gaining mastery over it through repetitive symbolic play. However, very little research exists regarding repetitive symbolic play as a therapeutic process. This article aims to illustrate, through the use of a qualitative, interpretative case study and hermeneutic enquiry, how a 6-year-old boy's use of repetitive symbolic play assisted him toward healthier adjustment in his home and school environments. Hermeneutic analysis suggests that the child's use of repetitive symbolic play became a therapeutic process in and of itself that contributed toward self-directed change within his sense of self, which promoted healthier adjustment within his environment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Gestalt play therapy.

Gestalt play therapy is described in this article. The tenets of this directive approach, the role of the therapist, and the goals of therapy are presented. In Gestalt play therapy the goal is to give back to children those aspects of the self that children have lost. It is the therapist's job to provide experiences to accomplish this. Once children regain healthy use of those immoralities that they had available to them as infants, they will find themselves on the rightful path of growth. This phenomenon has been observed again and again. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Somatic expressions of trauma in experiential play therapy.

The authors postulate that trauma experienced during childhood effects brain functioning that is inaccessible to verbal recall. Trauma memories are observed in children's habitual and sporadic body movements. These repeated somatic expressions and affective states activate somatic disorders and traumatic traits. A correlation between trauma responses in animals to somatic expressions in children is established. The trauma effects of these unconscious, implicit memories require special strategies. Experiential Play Therapy (EPT) (Norton & Norton, 2006) has implications for accessing and alleviating these memories. In EPT, children follow patterns in their expressions of trauma experience as explained using the Nortons' 4 Ss of Trauma Expression and Healing. Utilizing these play patterns facilitates the dissipation of trauma. (PsycINFO Database Record (c) 2011 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)     

Intensive group play therapy with child witnesses of domestic violence.

Describes the effectiveness of intensive sibling group play therapy with child witnesses of domestic violence in improving self-concept, reducing internalizing and externalizing behavior problems, and reducing overall behavior problems. A second objective of this study was to compare the effectiveness of intensive sibling group play therapy and intensive individual play therapy on the dimensions identified above. 10 children (aged 4–9 yrs) participated in the experimental group and 11 children (aged 4–10 yrs) served as controls. An analysis of covariance revealed children in the experimental group exhibited a significant reduction in total behavior problems, externalizing and internalizing behavior problems, aggression, anxiety, and depression, and a significant improvement in self- esteem. Intensive sibling group play therapy was found equally effective as intensive individual play therapy with child witnesses of domestic violence. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effective parent consultation in play therapy.

Effective communication with caregivers can contribute to successful play therapy outcomes. This article examines the structure of parent consultation in play therapy. The components of effective parent consultation are outlined, from the initial phone interview through termination, to provide guidance to play therapists for communicating with caregivers throughout the therapy process. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Therapists’ use of congruence in nondirective play therapy and filial therapy.

Although the U.S. child-centered approaches of Garry Landreth and Louise Guerney have the same principles and practice skills as nondirective play therapy as practiced by therapists trained at the University of York, there are a few differences in their approach. Therapists’ practice of “congruence” is actively encouraged for York-trained therapists but not for Landreth and Guerney-trained therapists. The theoretical and practice rationales for expressing congruence that underlie the York approach are examined here, as well as potential pitfalls. Examples of therapists and parents verbally expressing their congruent feelings in therapy are given from both play therapy and filial therapy practice. Special attention is paid to the need for and uses of congruence when helping children and young people who were maltreated. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Elementary school children's perceptions of play therapy in school settings.

Seven elementary school children's perceptions of the process of counseling with school counselors who utilized play therapy techniques were explored through a qualitative investigation. Findings included the importance of the therapeutic relationship, emotional expressiveness, and creative play. Better choices, decreased anxiety, increased empathy, and bolstered self-confidence were reported by participants as a result of participation in the counseling process. Additionally, participants articulated their preference for a mixture of traditional verbal interventions and play therapy techniques to solve problems in counseling. Implications for play therapists and counselors who utilize play therapy techniques in school settings are presented. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Two case studies of child-centered play therapy for children referred with highly disruptive behavior.

This article presents two cases with strong evidence measures in which child-centered play therapy (CCPT) was provided for children referred for highly disruptive behavior, including attention problems and aggression. Apparent progress was evidenced on the Teacher Report Form (TRF) of the Child Behavior Checklist (Achenbach & Rescorla, 2001). One client had a waiting period equal to his treatment period in which ratings were stable before change across his treatment period. The cases provide opportunities to consider how CCPT may work differently for similar behavioral difficulties in individual children. Researchers conceptualized each client's areas of difficulty and apparent treatment effects as an expert panel, aided by indications from the TRF. Individual discussions are provided regarding rationales for apparent progress and why CCPT seemed to have been effective. (PsycINFO Database Record (c) 2010 APA, all rights reserved)