Play Therapy
Children are full of giggles, groans, and goofy sounds. They are not always able to understand or express the problems they experience. They need help that is created just for them. What do children do best? They play. Play is the universal language of children. Counseling that is designed to use child language is called play therapy. Play therapy is a group of treatment interventions using child play to assess and treat children using what they do best - play. We offer children and their families the play therapy modality that can help children most easily change their problems.
WHAT IS PLAY THERAPY???
• Play therapy is a technique whereby the child’s natural means of expression, namely plays, 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-berdukacita due to family problems (e.g., parental divorce, sibling rivalry-persaingan), nail biters, bed wetter-le
mbab, 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.
• 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/h
e can face them and cope with them.• Play Therapy is often used as tool of diagnosis. A play therapist observes a client playing with toys (play-houses, pets, dolls, etc.) to determine the cause of the disturbed behavior. The objects and patterns of play, as well as the willingness to interact with the therapist can be used to understand the underlying rationale for behavior both inside and outside the session.
How does therapeutic play work?
A safe, confidential and caring environment is created which allows the child to play with as few limits as possible but as many as necessary (for physical and emotional safety). This allows healing to occur on many levels following our natural inner trend towards health. Play and creativity operate on impulses from outside our awareness - the unconscious. No medication is used.
The therapist may reflect back to the child observations of what has happened during the session if this is felt to be appropriate. Above all the child is given “Special Time”. So often in modern life we never seem to have enough time to spend with our children - just playing, just being there for them. The child is given strategies to cope with difficulties they face in life and which they themselves cannot change. It provides a more positive view of their future life.
Sessions may last from typically 30 to 45 minutes. They may be with individual or
groups of children. A variety of techniques - 'the Play Therapy Toolkit' are used according to the child’s wishes and the skills of the ‘therapist’. These may include:
Purpose
• The aim of play therapy is to decrease those behavioral and emotional difficulties that interfere significantly with a child's normal functioning. Inherent in this aim is improved communication and understanding between the child and his parents. Less obvious goals include improved verbal expression, ability for self-observation, improved impulse control, more adaptive ways of coping with anxiety and frustration, and improved capacity to trust and to relate to others.
• In this type of treatment, the therapist uses an understanding of cognitive development and of the different stages of emotional development as well as the conflicts common to these stages when treating the child.
STRATEGY
• 1. Select a student who might benefit from play therapy.
2. Decide if you will have a separate session with this child or whether you will sit near the student during your class play period or recess.
3. 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
• Place the materials in specific places where they can be located for each session.
• 5. Meet the student and introduce him/her to the play area.
• 6. Inform the student of limitations and how long the session will last (usually 30-60 minutes).
• 7. Allow the student to choose materials. Do not suggest materials or activities. If the student wishes to leave before the session ends, that is allowed. However, the student is not allowed to return that day. He is informed of the time of the next scheduled session.
• 8. Use the "reflection" technique (see the filed named "Non-Directive Counseling) to respond to the student's comments. If the student is non-verbal, your role will change. You will be describing what the student is doing.
• 9. As the end of the session nears, inform the student of that fact, stating the number of minutes left.
• 10. Upon reaching the time limit, inform the student 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 student is not allowed to continue playing.
• 11. Inform the student as to when the next session will be held.
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