Guide For Child Therapy

JOHN MCMOHAN
Table Of Content
Child Play therapy 1

Speech Therapy 2

Parent–child interaction therapy 3

Child Play therapy
Play therapy is a method of meeting and responding to the mental health needs of
children and is extensively acknowledged by experts as an e ective and suitable
intervention in dealing with children’s brain development. It is generally employed with
children aged 3 through 11 and provides a way for them to express their experiences and
feelings through a natural, self-guided, self-healing process. As children’s experiences and
knowledge are often communicated through play, it becomes an important vehicle for
them to know and accept themselves and others.

Play as therapy Models

According to Jean Piaget, "play provides the Play therapy can be divided into two basic
child with the live, dynamic, individual types: non-directive and directive.
language indispensable for the expression
Non-directive play therapy is a non-
of [the child’s] subjective feelings for which
intrusive method in which children are
collective language alone is inadequate.
encouraged to work toward their own
Play therapy is a form of counseling or solutions to problems through play
psychotherapy that uses play to
Directive play therapy is more likely to be
communicate with and help people,
classi ed as a type of cognitive behavioral
especially children, to prevent or resolve
therapy
psychosocial challenges. This is thought to
help them towards better social
integration, growth and development,
emotional modulation, and trauma
resolution.

Page 1
Speech Therapy
If your child has trouble
reading and spelling,
speech therapy may not
seem like the obvious
answer. Many people think
that speech therapists only
work with people who have
trouble making certain
sounds (articulation) or
who have stutters or lisps.
Speech therapists do
handle those speech
issues. But they also help
kids with other kinds of
problems with spoken and
written language,such
as dyslexia ,dyspraxia
and auditory processing
disorder. In fact, a speech
therapist is more accurately
called a speech-language
pathologist (SLP).
SLPs gure out what kind of
language problem a skills.
student has. They
determine what’s causing it
and decide on the best
treatment. SLPs may help
kids build skills by working
with them one-on-one, in
small groups, or in the
classroom.
> SLPs can help with:
*Articulation problems:
Not speaking clearly and
making errors in sounds.
*Fluency problems:
Trouble with the ow of
speech, such as stuttering.
*Resonance or voice
problems:
Trouble with voice pitch,
volume and quality.
*Oral feeding problems:
Di culty with eating,
swallowing and drooling.
> SLPs can help treat:
*Receptive
language problems:
Trouble understanding
(receiving) language.
*Expressive
language problems:
Trouble speaking
(expressing) language.
*Pragmatic language
problems:
Trouble using language in
socially appropriate ways.
The Bene ts of Speech
Therapy
Speech therapy can help
kids learn to speak more
clearly. This helps them feel
more con dent and less
frustrated about speaking
to others. Kids who have
language issues can bene t
socially, emotionally and
academically from speech
therapy.
For kids with reading issues
such as dyslexia, speech
therapy can help them hear
and distinguish speci c
sounds in words: the
word bat breaks down
into b, a, and t sounds. This
can improve reading
comprehension skills and
encourage kids to read.
Speech therapy is especially
bene cial when kids begin
early in life. In one study, 70
percent of preschool kids
with language issues who
went through speech
therapy showed
improvement in language
Page 2

Parent–child
interaction
therapy
Parent-Child Interaction
Therapy (PCIT) is an
intervention developed by
Sheila Eyberg (1988) to
treat children between ages
2 and 7 with disruptive
behavior problems.
PCIT is an evidence-based
treatment (EBT) for young
children with behavioral
and emotional disorders
that places emphasis on
improving the quality of the
parent-child relationship
and changing parent-child
interaction patterns.
Disruptive behavior is the
most common reason for
referral of young children
for mental health services
and can vary from relatively
minor infractions such as
talking back to signi cant
acts of aggression.
Structure of the PCIT
Eyberg’s original paper
(1988) thoroughly describes
each assessment and
treatment phase of the
PCIT and includes
suggestions for applying
the therapy.
First, parents attend a
training session during
which the therapist
explains each rule and its
rationale. Each parent is
also taught through one-
on-one role play
interactions with the
therapist.
After this training session,
the sessions that follow will
include the child. The
sessions are held in a
playroom, with the child
playing with one parent at a
time.
Delivery of treatment
*In-home
The implementation of PCIT
in the home has been
examined in order to
increase accessibility
*Community-based
PCIT implemented in the
community involves
administration in
community settings such as
in the home, mental health
services agencies, or family
services agencies.
*Internet-based
In an e ort to increase
accessibility and address
obstacles of receiving
treatment, especially in
underserved communities,
an internet-based delivery
of PCIT has been proposed
and tested. This method
uses video conferencing,
webcams, and wireless
earpieces, allowing for
therapists to continue to
provide real-time feedback
to caregivers, right from the
comfort of their home.
Page 3
Thank You
We Welcome Your Feedback
Feel free to get in touch with us for any
feedback or questions