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Play2Grow
Play Therapy & Parenting Support
Christine Nicholls - Play Therapist - MCPT, GDipTCP, BPsychSc.
What is Play Therapy?
Adults often use counselling to assist them through difficult times, however traditional talk therapy isn’t always so suitable for children.
This is because a child’s verbal skills and cognitive abilities are still developing and using words may not be the best way to connect with them.
Children may feel something but they can struggle to find the words to describe and understand complex and confusing feelings.
When they can’t find the words or a way to express their feelings they can often then become expressed in undesirable ways (meltdowns, aggression)
This is where Play Therapy comes in.
Play Therapy is an evidenced based, well researched, trauma informed method of counselling that has been around since the 1940’s.
It is a highly specialised approach for children aged 3-12 years old that is suitable for a variety of childhood emotional, developmental, social, behavioural or psychological concerns.
In Play Therapy,
" toys are used like words, and play is the child's language"
Quite often a child will naturally “play out” their experiences through their play.
In Play Therapy, the play therapist is specifically trained to create an environment of acceptance, empathy and understanding in a therapeutic playroom. The therapist uses their specialist skills to create a feeling of safety and permissiveness by expressing genuine interest in the child and displaying unconditional positive regard whilst being sensitive to the child’s feelings. This is applied in a consistent and predictable manner. This then enables the child to feel accepted and understood and a trusting and positive relationship can develop between the therapist and child. When this occurs, the child begins to express their feelings and thoughts using the toys and materials in the playroom.
Because a child can’t effectively express themselves in the adult world, the therapist joins the child in their world, on their level.
The child is invited into the world of play and provided with a range of with therapeutic play materials. More than just toys, these items are chosen for their ability to offer the children many different opportunities for self-expression and creativity. These play materials enable the child to explore and express themselves completely. They can act out their inner feelings and deepest emotions.
The therapist will pay close attention as toys can act as symbols and take on greater meanings. Play Therapists undergo intensive post graduate training that enables them to reflect how the child is engaging with the toys, the underlying emotions that accompany their actions and the symbolic meaning behind a child’s play.
These play therapy sessions work on developing the child’s awareness and understanding around their own personal experiences, thoughts and feelings and to gain a sense of control over their challenging situations and sometime painful life experiences. The therapeutic process helps the child work through difficult memories, feelings and experiences.
Play Therapy builds on the child’s inner resources and strengths. It helps children find healthier ways of communicating and to develop a greater sense of identity and self-esteem while increasing resilience and their emotional intelligence.
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Therapeutic Powers of Play
Play is a universal expression for children, it is as natural to children as breathing. Play can transcend differences in languages, ethnicity or other aspects of culture. Since the beginning of recorded time, play has been seen in virtually every culture.
Play is critical to childhood development. Play encourages powerful sensory and physical stimulation which helps to form a child’s brain circuits and prevent the loss of neurons.
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Play is so important to a child’s development that it is included in the United Nations 1989 Convention on the Rights of the Child, Article 31.1 which recognizes “the right of the child to rest and leisure and to participate freely in cultural life and the arts”
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Play is not only vital for encouraging normal child development but has many therapeutic powers as well. Over the past 25 years researchers have looked closely at the specific qualities essential in play behaviour that makes it a therapeutic agent for change.
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Charles Schaefer (1999) via research identified 20 therapeutic powers of play.
They are listed in the following diagram.
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Please note:
Catharsis means the process of releasing, and thereby providing relief from, strong or repressed emotions.
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Abreaction means the expression and consequent release of a previously repressed emotion, achieved through reliving the experience that caused it.
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Parson. J. (2017)
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The Goals of Play Therapy
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For the Child to;
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Become more trusting of themselves
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Develop a more positive self-concept
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Assume greater self-responsibility
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Become more self-directing
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Become more self-accepting
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Become more self-reliant
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Engage in self-determined decision making
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Experience a feeling of control
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Become sensitive to the process of coping
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Develop an internal source of evaluation
Who Benefits From Play Therapy?
Children ages 3 to 12 years old who have behavioural, emotional, or social difficulties can benefit from play therapy, as well as children who have experienced trauma, abuse, or a significant life change.
These issues may include, but are not limited to:
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Death of a loved one
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Divorce of parents
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Moving & changing schools
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Blending of families
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Bullying and/or difficulty making friends
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Anger issues
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Trouble at school
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ADHD
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Developmental delays
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Autism Spectrum Disorder
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Sensory Processing Disorder
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Emotion and Behaviour regulation
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Fetal Alcohol Spectrum Disorder (FASD)
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The Role of The Therapist
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Part of my role is to create a playroom that is a warm and inviting space that it both safe and stress free. As part the approach I express genuine interest in the child and display unconditional positive regard whilst being sensitive to the child’s feelings. This is the basis from which a warm, caring relationship can develop.
Whilst in the playroom I produce a feeling of safety and permissiveness in the relationship, by undertaking a Non-Directive Play Therapy approach. This allows the child to feel comfortable and free to explore and express themselves completely. My role is to trust the child’s inner direction, to allow the child to lead in all areas of the relationship and to resist the urge to direct the child’s play or conversation. Therapeutic limits are only set when actions could be damaging to the child, myself, the toys/materials, or the room.
I believe in the child’s capacity to act responsibly and respect the child’s ability to be able to solve personal problems. I respond to a child’s thoughts and feelings in a non-threatening manner and reflect their thoughts and feelings in a manner that enables the child to develop self-understanding
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Therapeutic Skills
These Humanistic Play Therapy Skills that a Play Therapist uses in conjunction with a safe and secure environment promote engagement and creates optimal conditions for growth and healing
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Attunement –Describes how responsive a Therapist is to the child’s emotional needs and moods. A Therapist who is well attuned will respond with appropriate language and behaviours' based on the child’s emotional state. The Therapist is able to recognise moods and emotions in the child and adapt their own response in accordance.
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Empathy- Empathy is the ability to understand what the child is feeling. The Therapist's is able to understand sensitively and accurately [but not sympathetically] the child’s experience and feelings in the here-and-now.
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UPR –Unconditional Positive Regard. UPR refers to the Therapist's deep and genuine caring for the child. The therapist may not approve of some of the child’s actions, but the therapist does approve of the child. In short, the therapist needs an attitude of "I'll accept you as you are."
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Congruence - is also called genuineness. In short, the therapist is authentic.
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Consistency – Structure, Routine and Limits – Helps children to feel safe and secure and gives them the message that you are their ‘secure base’; they look to you to help them feel safe.
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Being, Doing, Holding and Joining – The Therapist is fully committed to the child and their activities during the session.
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