29 Jul IDENTIFY A YOUNGSTER WHO MIGHT BENEFIT FROM PLAY THERAPY.
Play therapy is a technique whereby the child’s natural means of expression, namely play, is used as a therapeutic method to assist him/her in coping with emotional stress or trauma. It has been used effectively with children who have an understanding level of a normal three to eight year old, who are; distraught due to family problems (e.g., parental divorce, sibling rivalry), nail biters, bed wetters, aggressive or cruel, social underdeveloped, or victims of child abuse. It has also been used with special education students whose disability is a source of anxiety or emotional turmoil.
Practitioners of play therapy believe that this method allows the child to manipulate the world on a smaller scale, something that cannot be done in the child’s everyday environment. By playing with specially selected materials, and with the guidance of a person who reacts in a designated manner, the child plays out his/her feelings, bringing these hidden emotions to the surface where s/he can face them and cope with them.
How To Use Play Therapy
This procedure is for a “non-directive” version of play therapy. There are many variations on the practice, but the materials typically remain the same.
Identify a youngster who might benefit from play therapy.
Decide if you will have a separate session with this child..
Obtain materials for the session. Recommended items include:
– manipulative (e.g., clay, crayons, painting supplies)
– water and sand play containers
– toy kitchen appliances, utensils, and pans
– baby items (e.g., bottles, bibs, rattles, etc.)
– dolls and figures of various sizes and ages
– toy guns, rubber knives
– toy cars, boats, soldiers, and animals
– blocks, erector sets
– stuffed animals (other suggested items can be located at the resource posted here
Place the materials in specific places where they can be located for each session.
Meet the child and introduce him/her to the play area.
Inform the child of limitations and how long the session will last (usually 30-60 minutes).
Allow the child to choose the materials with which to play. Do not suggest materials or activities. If the youngster wishes to leave before the session ends, that is allowed.
Use the “reflection” technique to respond to the child’s comments. If the child is not speaking or is non-verbal, your role will change; you will be describing what the child is doing. Just make a report on the actions. DO NOT offer interpretations or judgements of the actions. (“He’s a nice boy.” “It’s wrong for children to hit.”) Some supervising adults ask probing questions to get the child to speak or investigate a situation further. (“I wonder why the grown up is doing that.”, “What do you think that the girl is thinking right now?”)
As the end of the session nears, inform the child of that fact, stating the number of minutes left. This procedure helps with transition back to other activities.
Upon reaching the time limit, inform the child in a manner similar to the following: “Our time is up for today. We’ll have to stop now and put the toys back where we found them.” The child is not allowed to continue playing if you deem that s/he must return to other activities.
Inform the child as to when the next session will be held.
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