Gardner,K. & Yasenik, L. (2012). Play Therapy Dimensions Model: a decision-making guide for integrative play therapists. London and Philadelphia: Jessica Kingsley Publishers. © Cap. 2: Play Therapy Dimensions Model: an overview (pp. 45- 58). Cuapter 2 Pray THERAPY Dimensions MobeL Aw Overview ‘The crossroads intersect and lead us in new directions. The Play Therapy Dimensions Model is an outgrowth of many years of clinical experience and is our attempt to integrate various models, approaches and theories to child and play therapy. Our philosophy is that children’s needs are best met through specialized child therapy approaches, versus adapting adult models to children. We strongly believe in the inner wisdom of the child, while at the same time recognize the central role of the therapeutic relationship in facilitating ‘ change and optimizing growth. The model is not prescriptive, but is intended to provide a way for the therapist to conceptualize the play therapy process, It is useful to most play therapists in that it allows for the reflection on and the use of numerous theoretical models, makin; / it eclectic in nature, The model is a decision-making and treatment-planning tool. / It guides the therapist to completely identify the critical elements of the play therapy process. There are three fundamental overriding assumptions: first, each child is unique regarding his/her skills and abilities; second, all children follow a common developmental pathway; and third, the play therapist has a central role in facilitating change and optimizing growth. Specifically, the ultimate goal of the model is to aid play therapists to answer the who, what, when, why, and how of the play therapy process. — os @Puav Tuesapy Dinensions Mover THE TWO DIMENSIONS The Play Therapy Dimensions Model identifies two primary dimensions: consciousness and directiveness. The consciousness dimension reflects the child’s representation of consciousness in play, while the directiveness dimension relates to the degree of immersion and level of interpretation of the play therapist. Each dimension will be explored. The consciousness dimension (Figure 2.1) is represented by the child's play activities and verbalizations. For many children there is a need for emotional distance from the issues they are attempting to reorganize. There is often a weaving process, representing movement up and down this dimension, moving from greater levels of consciousness to lesser levels or vice versa. The child’s play could be very direct and literal, accompanied by verbalizations, indicating that the child is working with a certain level of conscious awareness. At other times, the child needs distance and protection from troublesome thoughts ot feelings, and utilizes play scenarios and objects in a less conscious and more symbolic manner. Wilson, Kendrick and Ryan (1992) refer to the dimension of consciousness in relation to symbolic play and its role in play therapy. They refer to Piaget’s (1977) developmental theories of adaptation, assimilation and accommodation in relation to symbolic play. When children experience disruption through an outside experience, their mental schemas may be distorted and conflicted in relation to the way they see themselves and/or others. Through symbolic play, dissociated thoughts and feelings can be made conscious, Symbols used in play can assist in the organization of cognitive schemas, and the child may begin to assimilate new possibilities into a past representation, which in turn, helps the child grow and change. The capacity for conscious “awareness” for children must be viewed from a developmental perspective. The younger the child, the less likely it is that the child will represent awareness in a direct manner due to the fact that language and cognitive schemas are still developing, Wilson et al. (1992) note: the level at which therapeutic insight occurs in young children (and indeed, in older children and adults at times) will be largely at a semi-conscious or experiential level, rather than a cognitive level; often the symbols will have private meaning rather than social meaning. (p.35) We would be remiss to refer to the consciousness dimension without acknowledging the psychodynamic theorists and Jungian Analytical Play Therapy (Peery, 2003). Although children may not always be consciously aware of it, they project internal energy onto the play objects. The objects or play materials may then symbolize those energies. What the therapist chooses to do with those representations is another question. A play therapist influenced by Jungian constructs will identify + 6 o—ensions: : child's 1 relates st. Each - child's notional often a moving d’s play that the nes, the gs, and manner. ousness Piaget's ation in outside ation to sociated assist in ate new ow and ed from that the age and indeed, nscious: ols will ledging 2003). internal nbolize tions is identify Pray TueRary Dinenstons Monet: Au Oveaview conscious and unconscious influences and, at times during the play, make interpretive comments and identify various themes. The term deintegration would be used to indicate a possible regression to access deeper unconscious material. Whether a therapist adheres to a theoretical perspective that fully explores the level of consciousness of a child client or not, all therapists make decisions about initiating facilitative comments in addition to deciding if, when, why, and how to enter the play with the child. Consciousness High Consciousness: Child consciously expresses thoughts and feelings related to presenting problems Unconsciousness Lower Consciousness: Child utilizes play scenarios and objects in symbolic and metaphorical manner Fioune 2.1: Consciousness Dimension } ‘Those working with the consciousness dimension need to be aware of the coping strategies utilized by children who have experienced traumatic occurrences, for instance, life-threatening experiences, Pynoos and Eth (1986) outlined the following observable coping strategies in their study of children who had witnessed homicide: repression, fixation on the trauma, displacement, denial-in- fantasy (child imagines a positive outcome rather than the traumatic one), and identification (child identifies him/herself with a parent or helper figure). ‘Terr (1994) observed compulsive repetition of the abduction scene in her description of sessions with the children of Chowchilla, who had been buried alive in their school bus. Decisions about facilitating greater degrees of conscious representation of dissociated thoughts and feelings in the play are critical, Very directive play - o 4 ¢ ~