"Play Therapy is based upon the fact that play is the child's natural medium of selfexpression.

It is an opportunity which is given to the child to 'play out' his feelings and problems just as, in certain types of adult therapy, an individual 'talks out' his difficulties."
Virginia Axline

 Play therapy enables children to convey a representation of the world around them.
Based upon the understanding that play is the childs natural means of self-expression. Through recognition of this self-expression, children will play out feelings and problems. Enables therapists to bridge the communication gap between child and adult, and to start the process of healing and understanding for the child in crisis.

The use of toys enables children to communicate their beliefs and feelings to the outside world.

Assimilate experiences
Express their feelings Build confidence in dealing with their surroundings in a safe setting that is not personally invasive or discomforting. Children are able to transfer fantasy, fear, guilt, and desire to objects rather than people.

1909: Sigmund Freud became the first therapist to experiment with child psychotherapy.
1920: Hermine Hug-Hellmut endorsed play therapy as a method when diagnosing and treating emotional disturbances in children. 1939: Development of structured therapy was created. 1947: Group therapy model was first examined.

1959: The rise of relationship or non-directive therapies was proposed by Otto Frank and Carl Rogers. Evolved into the Client-Centered Approach.

THE THERAPIST MUST: 1. Develop a warm and friendly relationship with the child. 2. Accepts the child as she or he is. 3. Establishes a feeling of permission in the relationship so that the child feels free to express his or her feelings completely. 4. Is alert to recognize the feelings the child is expressing and reflects these feelings back in such a manner that the child gains insight into his/her behavior.

5. Maintains a deep respect for the childs ability to solve his/her problems and gives the child the opportunity to do so. The responsibility to make choices and to institute change is the childs. 6. Does not attempt to direct the childs actions or conversations in any manner. The child leads the way, the therapist follows. 7. Does not hurry the therapy along. It is a gradual process and must be recognized as such by the therapist. 8. Only establishes those limitations necessary to anchor the therapy to the world of reality and to make the child aware of his/her responsibility in the relationship.

 Therapist designs the activity Assumes responsibility for guidance and interpretation Selects the play setting based on the desired goals.

Makes and enforces the rules.

 Based on the work of Carl Rogers (child-centered).

Child/children may play with whatever toys they choose. No effort is made by the therapist to control the behavior of a child. Play is self-controlled and non-judgmentally accepted.

CONSIDERATIONS:
Level of emotional disturbance Size of the group Age of the children Setting Playing materials

Children who may not benefit from play group therapy:

Overly aggressive Sexually oppressed Sociopathic Poor infant-mother attachment

Poor self image

It would be a good idea for these children to seek individual counselling.

Six children maximum for play group. Age draws a strong correlation to size of play group. Therapist is examining children as individuals, not as the collective group.

Create an atmosphere where there is a definitive sense of openness.

Large enough to encompass a high level of gross motor activity without the child being in danger of bumping into furniture. Room should not be so large that the child feels isolated.

Standard room is recommended to be a minimum of 180 square feet, and to be floored with tile, and equipped with sturdy furniture.

Bathroom should be attached to the playroom so that children are not separated from the group for an excessive period of time. children in the pre-operational stage of development, group session run from twenty to forty minutes. For older students in the concrete stage of cognitive development, these sessions can last over an hour in length.

Critical that the toys selected promote and encourage expression between children, as well as contact between the individuals in the group therapy model.

SUGGESTED MATERIALS
* Nursing bottles * Doll house with furniture * Doll family * Toy soldiers and army equipment

* Toy animals
* Crayons * Finger paints * Water and water basin

* Puppets and a puppet screen

* Clay * Sand * Toy guns

* Table
* Easel

* Toy telephone
* Several types of paper for drawing

*Playhouse toys (table, chairs, beds, stove, dishes, and doll clothes)

To provide an environment conducive to the expression of freedom, self-direction, and choice by the client. The therapist should be sensitive, and possess an appreciation for the nuances of personal growth the child is attempting to communicate, as well as any needs desired by the individual .

Therapist must be acutely aware of a clients feelings and behaviors .

Four overriding messages that should be communicated in therapeutic relationship:

1. 2. 3. 4.

I am here I hear you I understand you I care about you

Introduction to the play group and the childs initial reaction to permissiveness.

Testing the reality of the new experience.

Discovery and relaxation

Development of transference on multiple levels

Regression
Aggression

Abatement of anxiety and guilt

Catharsis

Increased frustration tolerance and capacity for delaying gratifications. Development of personal skills Expansion of interest areas Improved self-image Sublimation Success in intragroup participation; Recognition from the group.

Group controls become more efficient; Responsiveness of the individual to the group increases. Interaction resembles that of normal groups. Transference becomes diluted; Identifications move closer to reality.

Temporary regression in behavior resulting from separation anxiety.

Acceptance and conclusion

 Take responsibility for behavior . Replace inappropriate behavior with more successful behavior . Develop and test new solutions to problems . Learn new social skills . Develop respect and acceptance of themselves and others. Strengthen family relationships. Work through past hurts and traumas Build resiliency to face future challenges Develop an improved understanding of feelings and how to express and cope with them appropriately.
http://www.altru.org/serviceslocations/PlayTherapyBrochure.pdf

Emotional, behavioral, social, and developmental problems including:

*Aggression *Attachment disorders *Conduct disorder *Impulsivity *Post-traumatic stress *ADHD *Autism/PDD *Depression *Low self-esteem *Social withdrawal

Play therapy also helps children cope with:

*Divorce *Hospitalization *Physical/sexual abuse *Relocation *Grief/loss, *Chronic illness *Domestic violence *Natural disasters

Axline, V.M. (1969). Dibs In Search of Self. New Work: Ballantine Books. Axline, V.M. (1947). Play Therapy. New York: Ballantine Books. Baggerly, J., Parker, M. (2005). Child-Centered Group Play Therapy With African American Boys at he Elementary School Level. Journal of Counseling & Development. Vol. 83, 387396. Draper,K.,Ritter, & K.B., Willingham E.U. (2003). Sand Tray Group Counseling With Adolescents. Journal for Specialists in Group Work, Vol. 28 No. 3, 244-260. Gil, E. (1991). The Healing Power of Play: Working With Abused Children. New York: Guilford Press.

Ginott, H.G. (1958). Play Group Therapy. In D.S. Sweeney, & L.E. Homeyer (Eds.), The Handbook of Group Play Therapy: How to Do it, How it Works, Whom its Best For (pp15-23). San Francisco: Jossey-Bass. Jones, K.D., (2002). Group Play Therapy With Sexually Abused Preschool Children: Group Behaviors and Interventions. Journal for Specialists in Group Work, Vol. 27 No. 4, 377-389 Kaduson, H.G., & Schaefer, C.E. (1997). 101 Favorite Play Therapy Techniques. New Jersey: Jason Aronson, Inc. Landreth, G.L. (1993). Child-Centered Play Therapy. Elementary School Guidance and Counseling, (pp 17-29).

The Handbook of Group Play Therapy: How to Do It, How it Works, Whom its Best For . (pp.39-64) San Francisco: Jossy-Bass. Moustakas, C. (1997). Relationship Play Therapy. New Jersey: Jason Aronson, Inc. Nicol, A.1L & Parker, J. (1981). Playgroup Therapy in the Junior Sehook I. Method and General Problems. British Journal of Guidance and Counselling. Vol 9 No. 1, 86-92
Ramirez, S.Z., Flores-Torres, L.L, Kranz, P.L. & Lund, N.L. Using Axline's Eight Principles of Play Therapy withMexican-American Children. Journal of Instructional Psychology, Vol. 32, No.4 329-337. Schaefer, C. (1976). Therapeutic Use of Childs Play. New York: Jason, Aronson, Inc. Schaefer, C. & OConnor (1983). Handbook of Play Therapy. New York: John Wiley and Sons. Schaefer, C.E, Johnson, L., Wherry, J. N. (1982). Group Therapies for Children and Youth. San Francisco: Jossey-Bass Schiffer, M. (1969). The Therapeutic Play Group. New York: Grune & Stratton. Slavson, S.R. & Schiffer, M. (1975). Group Psychotherapies for Children. New York: International Universities Press. Sweeney, D.S. & Homeyer, L.E. (1999). Group Play Therapy. In D.S. Sweeney & L. E. Homeyer (Eds.), The Handbook of Group Play Therapy: How to do it, How it Works, Whom its Best For (pp. 3-14). San Francisco: Jossey-Bass Webb, N.B. Tecniques of Play Therapy: A clinical Demonstration (Review of Video) Internet Sources Association for Play Therapy www.a4pt.org Play Therapy www.altru.org Play Therapy for Children http://www.playtherapyforchildren.com/

Landreth, G.L & Sweeney, D.S. (1999). The Freedom To Be: Child-Centered play Group Therapy. In D.S Sweeney & L.E. Homeyer (Eds.),