Understanding Play Therapy in Schools: A Workshop by Don Chafe
Explore the significance of play therapy in schools through the lens of Don Chafe's workshop. Discover why play and therapy are essential for working with children, with insights into non-directive play therapy and various therapeutic techniques. Uncover how children's internal psychological processes can be transformed within the therapeutic relationship, emphasizing the social context and family dynamics. Delve into different schools of play therapy and the importance of creating a child-driven, accepting environment.
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Presentation Transcript
Play Therapy In Schools 2013 CCPA Annual Conference Presenter: Don Chafe don_chafe@hotmail.com
Play Therapy Why Play? Why Therapy? Why work with children?
Why Play? Most children readily engage in play. Play is believed to be the natural language of childhood. Children (and often adults) may lack the verbal ability to describe inner experience. Play taps magical thinking ability.
Why Therapy? Therapy is a corrective experience. Therapy is about change.
Why work with children? Children are embedded in a social context: Children in families Children in schools Children in communities Some schools of play therapy deal with these various levels.
Why work with children? Children have internal psychological processes. These processes can be explored and altered in the therapeutic relationship. This workshop will focus on therapeutic relationships with children.
Some schools of play therapy Non-directive Psychoanalytic Sand play Filial Therapy Jungian Cognitive-Behavioral Adlerian Theraplay Ecosystemic Prescriptive Family Group Object relations Phenomenological Fair Play Time Limited Dynamic >>>>>>>>>>>>
Non-directive play therapy Belief system: Child driven Child is having difficulties because he /she does not feel accepted / respected Cure is unconditional positive regard
Non-directive play therapy Therapist behavior and therapeutic techniques: If you are using a technique you are not doing non-directive therapy Therapist concentrates on active listening: Tracking Reflection of feeling VERY limited questioning
Tracking What do we reflect? Play sequences Child-toy interaction Project child into play Child's behavior
Tracking How do we reflect? Intensity of the therapist's involvement can be varied from light to intense NOTE: Reflection of feeling can be similarly varied.
Practice Practice non-directive techniques
Non-directive practice Reflect Set limits THE END
Setting limits What limits do we set? How do we let the child know the limits? How do we enforce the limits?
Gestalt play therapy Based on the adult work of Frederick Perls Gestalt is an experiential therapy
Gestalt Play Therapy Violet Oaklander (1978). Windows to Our Children Felicia Carroll (student of Oaklander) Gestalt Theory can be taught Heady / esoteric ideas Gestalt Therapy must be experienced Ideas meaningless without experience
Gestalt Play Therapy Belief system: Therapist driven I / thou relationship Therapist encouraged the child to experience all aspects of the self while being totally present in the session Children experience problems because they lack contact with some aspect of the self or the environment Cure comes from having child establish contact
Gestalt Play Therapy Therapist behavior and therapeutic techniques: Experiencing Sharing Changing perspective Identifying with elements Amplifying Using non-verbals Owning emotions
Practice Practice gestalt techniques
More info Canadian Association for Child and Play Therapy (CACPT) www.cacpt.com Play Therapy International www.playtherapy.org
