CHILDCENTERED PLAY THERAPY Play therapists objective To relate

CHILD-CENTERED PLAY THERAPY Play therapist’s objective – “To relate to the child in ways that will release the child’s inner-directional, constructive, forward-moving, creative, self-healing power” (pp. 53, 54) Personality theory o Feelings about the self influence behavior o Adherence to system of personality constructs provides treatment consistency and enhances therapist sensitivity o Personality structure based on three constructs • The person • The phenomenal field • The self

PERSONALITY THEORY (CONT. ) The person = “all that the child is” (p. 55) o Thoughts o Behaviors o Feelings o Physical being o Child’s behavior is directed toward one goal – “to satisfy personal needs as experienced in the unique phenomenal field which for that child constitutes reality” (p. 55)

PERSONALITY THEORY (CONT. ) The phenomenal field = “everything the child experiences” (both consciously and unconsciously, internally and externally) o Child’s perceptions are what must be understood o Child’s behavior must be understood through the child’s eyes o The past and the future are not part of the phenomenal field

PERSONALITY THEORY (CONT. ) The self – child’s reactions to perceptions that form the concept of “me” o Self-concept or self-representation o Self develops only in interaction with others o Self grows and changes only in continuing interaction with the phenomenal field o Child develops a secure relationship with therapist and internalizes therapist’s attitudes and responses to the person • • • Child comes to feel adequate (capable) Self-accepting – positive self-concept Self-believing – self-trusting Self-responsible Self-control

CHILD-CENTERED PLAY THERAPY (CONT. ) Child-centered view of behavior o Behaviors consistent with self-concept are owned by the child-- congruency o Behaviors that are not consistent with self-concept are not owned by the child--incongruency o Experience inconsistent with the self-concept may be perceived by the child as a threat o Child-centered play therapy provides a safe environment that allows the child to admit into awareness experiences inconsistent with the self-concept, thus enlarging the selfconcept

CHILD-CENTERED PLAY THERAPY (CONT. ) Key concepts of child-centered play therapy o Natural forward movement of human organism o Movement toward maturity is innate, intrinsically motivated, not taught or learned – natural curiosity o Attachment theory – the exploratory system, constant experimentation (think Carlyn) o Directional striving occurs with temporary regressions Adjustment and maladjustment o Inner drive toward self-actualization and affirmation of “worthwhileness of self” – basic needs to be satisfied (adjustment) o Maladjustment – incongruence between what is actually experienced and the concept of the self o Secure therapeutic relationship allows child to express self and explore experiences as he or she perceives them

CHILD-CENTERED PLAY THERAPY (CONT. ) Therapeutic conditions for growth o Being real – genuineness • Therapist understands and accepts self • Therapist is congruent in feelings and behaviors in the relationship o Warm caring and acceptance (unconditional positive regard) • Therapist must care for and accept self • This attitude is experienced, not learned • Therapist does not wish the child were different in some way – behaviors do not make the child less worthy of acceptance and prizing • Characteristics of children • Strong desire to please adults – therefore, sensitive to subtle cues of rejection • Egocentric and likely to internalize therapist’s feelings • Keenly aware of and sensitive to whatever the play therapist experiences • Developmentally dependent on reading therapist’s nonverbal cues

Therapeutic conditions for growth (cont. ) Sensitive understanding o Putting aside therapist’s own experiences and expectations and appreciate the personhood of children o Children’s perceptions change when engaged in meaningful relationships o Reassurance conveys the message that the child is not permitted to experience pain and is not strong enough to tolerate it

CHILD-CENTERED PLAY THERAPY (CONT. ) Therapeutic relationship o Past information about the child creates expectations that the o o child might perceive and try to accommodate to Therapist must have patience and the willingness to trust the child Children experience conflict between wanting to be heard and recognized and fearing evaluation and criticism Power to change resides within the child – not caused by direction, advice, or information “I am not wise enough to know where a child should be in our relationship, or what a child should do” (p. 79)

CHILD-CENTERED PLAY THERAPY (CONT. ) Axline’s (1969) Eight Basic Principles o Genuine interest, warm, caring relationship o Unqualified acceptance o Therapist creates feeling of safety and permissiveness in the o o o relationship, which facilitates exploration and expression Sensitive to the child’s feelings and reflects them so that the child develops self-understanding Believes in the child’s capacity to act responsibly Therapist trusts the child’s inner direction Appreciative of the gradual nature of therapeutic process Maintaining therapeutic limits necessary to anchor the session to reality

CHILD-CENTERED PLAY THERAPY (CONT. ) Objectives in child-centered play therapy o Positive self-concept o Self-responsibility o Self-direction o Self-acceptance o Self-reliance o Self-determined decision-making o Self-control o Sensitivity to coping process o Internal source of evaluation o Self-trust

CHILD-CENTERED PLAY THERAPY (CONT. ) What children learn in play therapy o Children learn to respect themselves o Children learn their feelings are acceptable o Children learn to express their feelings responsibly o Children learn to assume responsibility for themselves o Children learn to be creative and resourceful in confronting problems o Children learn self-control and self-direction o Children gradually learn, at a feeling level, to accept themselves o Children learn to make choices and be responsible for their choices

CHILD-CENTERED PLAY THERAPY (CONT. ) Multicultural approach of child-centered play therapy o Therapist intent does not vary with presenting problem or cultural background of child (one size fits all) o Children in cultural groups where the direct expression of emotions is not encouraged can explore and express intense emotional reactions in the safety of play o Child-centered play therapy shown to be effective with children from nondominant cultural groups

THE PLAY THERAPIST Creating differences o Play therapist sees child as a unique individual, which makes therapist unique in the child’s life o Play therapist intentionally creates an atmosphere conducive to building a relationship with the child Being with o Play therapist is fully present o Play therapist recognizes the child’s wants, needs, and feelings, not just play behaviors

THE PLAY THERAPIST (CONT. ) Personality characteristics o Objective and flexible o Does not judge or evaluate o Open-minded o Patient – being in the moment, not the future o High tolerance for ambiguity – I don’t know everything. (living in o o o child’s world of uncertainty) Future-minded – responds to the child as a person capable of being more than he or she is at the moment (scaffolding) Personal courage – admitting mistakes, being vulnerable Being real, warm and caring, acceptance, sensitive understanding Personally secure – accepts personal limitations Sense of humor

THE PLAY THERAPIST (CONT. ) Therapist self-understanding o Personal therapy o Supervision and consultation o “The person of therapist is more important than anything therapist knows how to do” (p. 106) Therapist self-acceptance o “A child will not change until the child is free not to change” (p. 107) o Therapist has no memory and no desire (Bion) o Therapist must accept one’s own weaknesses Role of the play therapist o Role does not include problem-solving, explaining, interpreting, rescuing, or questioning o Role includes facilitating the release of existing creative potential

THE PLAY THERAPIST (CONT. ) Supervised practice facilitates insight o Self-critique (see Play Therapy Skills Checklist) o Primary focus of supervision – person of therapist; skill development is secondary Recommended training program o Association for Play Therapy RPT credential • 2 courses • Supervision • Personal therapy recommended o Approved Center (AC) of Play Therapy Education Program at LIU