Play Therapy
When growing up, most children experience some difficulties adjusting to new things or situations. Developmentally, children can find it difficult sitting in a big chair and talking about what may be bothering them. They often do not know how to express their feelings or thoughts in words.
In play therapy:
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Modes of therapeutic work
Learn to Play
The Learn to Play program (L2P) is a child centered practical intervention that supports and develops spontaneous and self-initiated pretend play skills in children up to ten years. The flexible nature of the child directed sessions and the use of the therapeutic powers of play in building social competence. The core principles of pretend play in L2P include imagination, language, social and emotional skills and thinking skills and are developed through goal setting based on six specific play skills. The emphasis is on engagement, with the therapist responding to the child’s needs in a way that provides a safe and secure relationship for them to learn. Based on the theoretical underpinnings of true play as central and critical to early cognitive and social development, L2P uses play activities that are scaffolded to expand the child’s skills at their own pace so that they can reach their full potential (Landreth, 2012; Vygotsky, (1966) as cited by Stagnitti, 2021).
Humanist play therapy
Humanistic play therapy is a developmentally appropriate child centered and non-directive approach for children that uses a variety of specific toys and other play-based materials to facilitate the verbal and non-verbal expression of feelings and behaviours. By engaging in play, children develop language and communication skills which can enhance their understanding and interactions with their peers, build confidence and self-esteem and increase resilience when coping with stressors at home or at school (Schaefer and Drewes, 2013; Landreth, 2012).
The therapist provides an organised play space that includes a range of culturally and age-appropriate toys which are consistent across all sessions to facilitate the progress through the different phases of the play therapy process. The emphasis is on the therapist ‘s core conditions of unconditional positive regard, empathy and genuineness within the therapeutic relationship to support the child to feel safe whilst facilitating social and emotional competence through the development of insight into their behaviour through tracking and reflective statements (Blanco and Sheely-Moore, 2012; Cochran et al, 2023; Kranz and Lund, 1993).
Filial Play Therapy
Filial Play therapy is a unique approach that focuses on strengthening the parent-child relationship as a way of reducing/alleviating child and family difficulties. Parents learn to conduct a special type of play session with their own children and the therapist trains, supervises and supports parents so they can understand what their children may be communicating to them through play (Schaefer and Drewes, 2013; Landreth, 2012). As Filial Therapy is a form of family therapy, the therapist aims to involve everyone in the immediate household. Although one child in the family may be having the most difficulties, it is beneficial for parents to conduct special play time with each of the children who are between ages three and twelve (Blanco and Sheely-Moore, 2012; Cochran et al, 2023; Kranz and Lund, 1993; Van Fleet, 2022).