** The following information was taken directly from: Mental Health Professionals Applying the Therapeutic Power of Play **
WHAT IS PLAY THERAPY?
... toys are the child's words!
Initially developed in the turn of the 20th century, today play therapy refers to a large number of treatment methods, all applying the therapeutic benefits of play. Play therapy differs from regular play in that the therapist helps children to address and resolve their own problems. Play therapy builds on the natural way that children learn about themselves and their relationships in the world around them (Axline, 1947; Carmichael, 2006; Landreth, 2002). Through play therapy, children learn to communicate with others, express feelings, modify behavior, develop problem-solving skills, and learn a variety of ways of relating to others. Play provides a safe psychological distance from their problems and allows expression of thoughts and feelings appropriate to their development..
APT defines play therapy as "the systematic use of a theoretical model to establish an interpersonal process wherein trained play therapists use the therapeutic powers of play to help clients prevent or resolve psychosocial difficulties and achieve optimal growth and development."
WHY PLAY IN THERAPY?
Play therapy is a structured, theoretically based approach to therapy that builds on the normal communicative and learning processes of children (Carmichael, 2006; Landreth, 2002; O'Connor & Schaefer, 1983). The curative powers inherent in play are used in many ways. Therapists strategically utilize play therapy to help children express what is troubling them when they do not have the verbal language to express their thoughts and feelings (Gil, 1991). In play therapy, toys are like the child's words and play is the child's language (Landreth, 2002). Through play, therapists may help children learn more adaptive behaviors when there are emotional or social skills deficits (Pedro-Carroll & Reddy, 2005). The positive relationship that develops between therapist and child during play therapy sessions can provide a corrective emotional experience necessary for healing (Moustakas, 1997). Play therapy may also be used to promote cognitive development and provide insight about and resolution of inner conflicts or dysfunctional thinking in the child (O'Connor & Schaefer, 1983; Reddy, Files-Hall, & Schaefer, 2005).
HOW DOES PLAY THERAPY WORK?
Children are referred for play therapy to resolve their problems (Carmichael; 2006; Schaefer, 1993). Often, children have used up their own problem solving tools, and they misbehave, may act out at home, with friends, and at school (Landreth, 2002). Play therapy allows trained mental health practitioners who specialize in play therapy, to assess and understand children's play. Further, play therapy is utilized to help children cope with difficult emotions and find solutions to problems (Moustakas, 1997; Reddy, Files-Hall, & Schaefer, 2005). By confronting problems in the clinical Play Therapy setting, children find healthier solutions. Play therapy allows children to change the way they think about, feel toward, and resolve their concerns (Kaugars & Russ, 2001). Even the most troubling problems can be confronted in play therapy and lasting resolutions can be discovered, rehearsed, mastered and adapted into lifelong strategies (Russ, 2004).
HOW LONG DOES PLAY THERAPY TAKE?
Each play therapy session varies in length but usually last about 30 to 50 minutes. Sessions are usually held weekly. Research suggests that it takes an average of 20 play therapy sessions to resolve the problems of the typical child referred for treatment. Of course, some children may improve much faster while more serious or ongoing problems may take longer to resolve (Carmichael, 2006; Landreth, 2002).
HOW MAY MY FAMILY BE INVOLVED IN PLAY THERAPY?
Families play an important role in children's healing processes. The interaction between children's problems and their families is always complex. Sometimes children develop problems as a way of signaling that there is something wrong in the family. Other times the entire family becomes distressed because the child's problems are so disruptive. In all cases, children and families heal faster when they work together. The play therapist will make some decisions about how and when to involve some or all members of the family in the play therapy. At a minimum, the therapist will want to communicate regularly with the child's caretakers to develop a plan for resolving problems as they are identified and to monitor the progress of the treatment. Other options might include involving a) the parents or caretakers directly in the treatment by modifying how they interact with the child at home and b) the whole family in family play therapy (Guerney, 2000). Whatever the level of involvement of the family members, they typically play an important role in the child's healing (Carey & Schaefer, 1994; Gil & Drewes, 2004).
REFERENCES
The information on this page was taken directly from: https://www.a4pt.org/page/PTMakesADifference/Play-Therapy-Makes-a-Difference.htm
Carey, L., & Schaefer, C. E. (1994). Family play therapy. Northvale, NJ: Jason Aronson, Inc
Carmichael, K. D. (2006). Play therapy: An introduction. Glenview, IL: Prentice Hall.
Gil, E. (1991). Healing power of play: Working with abused children. New York, NY: The Guilford Press.
Gil, E., & Drewes, A. A. (2004). Multicultural issues in play therapy. New York, NY: Guilford Publications, Inc.
Guerney, L. (2001). Child centered play therapy. International Journal of Play Therapy. 10(2), 13-31.
Kaugars, A., & Russ, S. (2001). Emotions in children's play and creative problem-solving. Creativity Research Journal, 13(2), 211-219.
Landreth, G. L. (2002). Play therapy: The art of the relationship. New York, NY: Brunner-Ruttledge.
Moustakas, C. (1997). Relationship play therapy. Northvale, NJ: Jason Aronson, Inc.
O'Connor K. J., & Schaefer C. E. (1983). Handbook of play therapy. New York, NY: John Wiley & Sons, Inc.
Pedro-Carroll, J., & Reddy, L. (2005). A preventive play intervention to foster children's resilience in the aftermath of divorce. In L. Reddy, T. Files-Hall, & C. Schaefer (Eds.), Empirically based play interventions for children (pp.51-75). Washington, DC: American Psychological Association.
Reddy, L., Files-Hall, T., & Schaefer, C.E. (2005, 2nd ed.). Empirically based play interventions for children. Washington, DC: American Psychological Association.
Russ, S. W. (2004). Play in child development and psychotherapy: Toward empirically supported practice. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.