PLAY-THERAPY RECIPE CARD

For this discussion, you will apply your learning about play therapy to plan how it may be used in a school setting. Complete the following:

• Describe play therapy, the theoretical approaches, and basic skills.
• Construct a play-therapy recipe card that captures the key concepts: definition, goals, and basic skills.
• Review the Nondirective Play-Therapy Techniques video (linked in Resources). Identify the specific play-therapy techniques employed by the counselor. Describe in detail the purpose of nondirective techniques versus leading and pressured questions.

RESPONSE GUIDELINES

Read the posts of your peers and respond to at least one. Use the Capella University Library or other scholarly sources to recommend two play-therapy books or resources to include in his or her play-therapy tool kit.

LEARNING COMPONENTS

This activity will help you achieve the following learning components:

• Describe the use of play-therapy techniques.
• Explain how common therapeutic approaches may be used with diverse students of different developmental levels.
• Identify a variety of counseling activities that may be used with students at different grade levels.

DEMONSTRATING NON-DIRECTIVE PLAY THERAPY SKILL

This presentation will outline four scenarios that demonstrate five non-directive play therapy approaches.

• Structure the Session
• Tracking the Child / Non-direction
• Reflection of Feeling
• Therapeutic Limit Setting

Watch for the descriptions of best practice throughout the presentation.

STRUCTURE THE SESSION

After the therapist welcomes the child in the waiting room, and lets the child know this is where the parent or caregiver will be while they play, the two of them walk together into the play room, and the session begins.

Therapist says to the child: This is your special play time. You can do or say pretty much anything you want to. I will let you know if there is anything that is not okay.

The child looks around the room. The therapist watches as the child orients herself to the room and the possibility of what objects to engage in.

Summary: The technique in this scenario demonstrates the following:

• The technique is about setting the structure of the therapy session.
• The therapist does not direct the child to do anything in particular.

TRACKING THE CHILD / NON-DIRECTION

The therapist and child are in the play room and the child is occupied with a group of horses, child is reaching for a horse.

Therapist says: Oh, you are picking up the horse now.

The therapist and child are in the play room and the child is curious about puppets on a shelf and is walking toward the area.

Therapist says: I see you are curious about the puppets. You are walking over to see the puppets now.

Summary:The technique in this scenario demonstrates the following:

• The therapist verbally reports without judgment or shaming.
• Inferred in the verbalization by the therapist is non-reaction to what the child is doing.

REFLECTION OF FEELING

Child and therapist are in the play room. The child finds puppet and is excited.

Therapist says: Oh, you’re really pleased that you found that puppet. You look happy. You are smiling.

Child and therapist are in the play room. Child is struggling with getting pieces into puzzle.

Therapist says: Oh, it looks like you’re feeling frustrated because you want to get the puzzle pieces into the puzzle and they aren’t fitting.

Child and therapist are in the play room. Child is playing with a family of dolls (mom, dad, and baby). The parent dolls are arguing.

Therapist says: Boy, looks like the daddy is really mad – and it looks like the baby is really scared.

Summary:The technique in this scenario demonstrates the following:

• Therapist verbally reports without judgment or shaming what emotions or feelings are being exhibited in the play.
• Inferred in the verbalization by the therapist is non-direction to what the child is doing.

THERAPEUTIC LIMIT SETTING

Therapist and child are in the play room with a range of play materials. Child has handcuffs in hand and is approaching therapist, to handcuff the therapist.

Therapist says: That’s something we don’t do in the play room. I can’t let you handcuff me, but you can pretend to handcuff me.

The child becomes angry and continues to try to handcuff therapist.

Therapist says: I can tell you are angry at me. You are thinking about throwing the handcuffs at me. If you throw them at me, we will need to end the session early today.

The child puts down handcuffs.

Therapist says: You were really upset, and you decided to put the handcuffs down.

In another session (same therapist and child): Child is playing with sand; has a hand full of sand.

Therapist says: I can tell you really want to throw the sand. That’s one thing we don’t do here. If you throw the sand, I will have to put the sand tray away.

The child picks up toy to throw.

Therapist says: I can tell you are angry with me. If you throw the toy we will need to end the session.

The session ends.

Therapist says: ‘ll see you next week – you can play with the sand tray next week.

Summary:The technique in this scenario demonstrates the following:

• The therapist sets the limits for the therapy session. It is up to each therapist to set their own definite limits without wiggle room for the child. The limits should be consistent without hurting anyone in the session, no kicking, no throwing objects, no breaking of toys and materials. If there is a mistreatment of toys, they are put away.
• The therapist notices the child’s actions and reflects the feeling that is driving the behavior.
• Always end the session with: I’ll see you next week – you can play with (the item that was put away) next week.