Measuring deeper meaning responses: A discrimination scale for play therapists in training.

The authors developed a terminology bridge for reflecting deeper meaning in play therapy by melding Carkhuff’s scale for measuring accurate empathy with the child-centered, Adlerian, and ecosystemic play therapy approaches. Designed to help university practicum and other supervisors facilitate beginning play therapists in the reflection of deeper meaning, this scale draws from historic core conditions in psychotherapy and correlates them to response skills of respected play therapy approaches in a 5-level scale. (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)     

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)     

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)     

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)     

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)     

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)     

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)     

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)     

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)     

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)     

Jungian family sandplay with bereaved children: Implications for play therapists.

Jungian family sandplay (JFS) with bereaved clients, especially young children, may assist family members in communicating their intrapersonal world of grief through symbolic methods. Specifically, play therapists using JFS provide the opportunity for children to share feelings with caretakers that may be developmentally difficult to verbalize. With JFS, children use nonthreatening images to portray feelings and struggles associated with the death of a loved one. The focus of this article is the importance of including caretakers and family members in bereaved children’s sandplay. In addition, we include a clinical vignette to illuminate the potential benefits of incorporating JFS with bereaved children. We conclude with implications for play therapists. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Countertransference play: Informing and enhancing therapist self-awareness through play.

The study of countertransference among therapists working with children and adolescents is a relatively recent phenomenon, but the lack of attention paid to resolving countertransference that arises during the course of play therapy is surprising. The most commonly suggested way to address countertransference in the literature is through the development of therapist self-awareness during verbal discourse in supervision. This article addresses the rationale for, and provides examples of, an active approach for dealing with potentially counter therapeutic reactions. This technique, known as countertransference play, derives from the field of art therapy and provides therapists with a logically derived means of understanding and working through countertransferential responses. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Fifth-grade students as emotional helpers with kindergartners: Using play therapy procedures and skills.

This research study investigated the effectiveness of a filial therapy training model as a method to train 5th-grade students in child-centered play therapy skills and procedures. The 5th-grade students were trained to be therapeutic change agents in weekly play sessions with kindergarten children identified as having adjustment difficulties. Skill acquisition was assessed by videotaping 5th-grade student participants playing with a kindergarten child identified as having adjustment difficulties in 20-min play sessions before and after the training. Analysis of covariance on adjusted posttest means revealed that 5th-grade children in the experimental group demonstrated statistically significant increases in empathic responses, behavioral willingness to follow the kindergarten children's lead, and involvement. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An exploration of experiences and preferences in clinical supervision with play therapists.

Clinical supervision plays a significant role in the counseling profession. Understanding and refining the supervisory process can foster development in the training of therapists in general and play therapists in particular, ultimately resulting in better mental health services for children. This study was designed to explore the experiences and preferences of play therapists in clinical supervision. Participants (N = 559) completed a Web-hosted survey that included items related to their current and preferred supervision experiences as well as a demographic questionnaire. A subset of the respondents (N = 238) completed questions related to their current supervision experiences. Findings suggest that: (a) a substantial number of participants were not receiving supervision for their work in play therapy, (b) supervisees prefer a combination of group and individual supervision, (c) supervisor professional identity as a play therapist and credential are salient supervisee preferences, and (d) compared to current supervision experiences, supervisee preferences had a noteworthy impact on practical significance demonstrated through large, moderate, and small effect sizes. Results from the study offer an opportunity for professionals to consider changes in how supervision is provided to therapists who work with children in play settings. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Play therapy and psychopharmacology: What the play therapist needs to know": Correction.

Reports an error in "Play therapy and psychopharmacology: What the play therapist needs to know" by Daniel S. Sweeney and Ross J. Tatum (International Journal of Play Therapy, 1995, Vol 4[2], 41-57). The table "Childhood DSM-IV Diagnoses and Psychotropic Medications That May Be Indicated" on pages 46-47 contained three (3) errors. A corrected copy of the table is included with the erratum. (The following abstract of the original article appeared in record 1997-05134-004.) Provides a basic overview of pediatric psychopharmacology and examines specific related considerations for the play therapist. The article also addresses some medication considerations specific to the treatment modality of play therapy. It is argued that possession of even a cursory knowledge about child psychopharmacology places the play therapist in a better position to provide quality treatment. A list of childhood Diagnostic and Statistical Manual of Mental Disorders-IV (DSM-IV) diagnoses and psychotropic medications that may be indicated is provided. (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)