Play therapy

Play therapy techniques are valuable tools for a variety of professionals who work with children. One need not be a registered play therapist to implement play techniques when working with child clients. There are many types of clients that would benefit from play therapy. There are several different theoretical approaches, but the researcher chose to focus on Adlerian Play Therapy, Client-Centered Play Therapy, Cognitive-Behavioral Play Therapy, and Psychodynamic Play Therapy. The paper considers the best location to implement play techniques, by urging the counselor to be aware of the setting\u27s location within the building, ease of cleaning, available space, and what play mediums are available to the child

Advanced Play Therapy: Play Therapy With Family Systems

Required Readings / Textbooks: (approximately 1800 pages of reading) a. Sandplay Therapy with Children and Families: Lois Carey (1999) Jason Aronson Inc.; ISBN#0-7657-0161-8 b. Play in Family Therapy: Eliana Gil (1994) Guilford Press; ISBN# 0-89862-757-5 c. Family Play Therapy: Charles Schaefer and Lois Carey (1994) Jason Aronson Inc.; ISBN#1-56821-150-3 d. Filial Therapy: Rise van Fleet (1995) Professional Resource Press; ISBN#-56887-007-8 e. The Expanded Family LifeCycle: Betty Carter and Monica McGoldrick (1999)Allyn & Bacon; ISBN#0-205-20009-5 f. The Essentials of Family Therapy: Michael P. Nichols (2002) Allyn & Bacon; ISBN#0-205-31683https://place.asburyseminary.edu/syllabi/2829/thumbnail.jp

Combining play therapy with behavior modification in child counseling

Includes bibliographical references

Modul ; Child Centered Play Therapy For Bullying Victims Guide

PATEN Surat Pencatatan Ciptaan yang dikeluarkan oleh Kementrian Hukum dan Hak Asasi Manusia atas Modul yang berjudul Child Centered Play Therapy For Bullying Victims Guide yang diciptakan oleh Hani Khairunnisa, Iswinarti, dan Djudiyah

Child Centered Play Therapy

This session will provide a summary of Child Centered Play Therapy and highlight the meaning of play, tenets for relating to children, child-centered theoretical concepts, therapeutic relationship, characteristics of facilitative responses, and therapeutic limit setting. This creative and informative presentation will engage participants through case examples and previously recorded sessions

The effects of group play therapy on self-concept among 7 to 11 year-old children suffering from thalassemia major

Background: Children suffering from thalassemia have higher levels of depression and lower levels of self-concept. Objectives: The aim of this study was to determine if group play therapy could significantly increase self-concept among children with thalassemia major ages 7 to 11 years old in teaching hospitals of Golestan province, Iran, in 2012. Patients and Methods: In this randomized, controlled clinical trial, 60 children with thalassemia major were randomly assigned to intervention (30 children) and control (30 children) groups. The intervention included eight 45 to 60 minute sessions during four weeks, during which the intervention group received group play therapy. The control group received no interventions. Selfconcept was measured three times using the Piers-Harris children’s self-concept scale: before, immediately after, and a month after the intervention. Results: For the intervention group, results showed that the mean self-concept score was significantly higher at the second point in time compared to the baseline (P 0.05). Conclusions: The results showed that group play therapy improves self-concept in children suffering from thalassemia major. © 2016, Iranian Red Crescent Medical Journal

Social Workers’ Role in the Delivery of Play Therapy to Children

The purpose of this project was to explore the role that social workers play in the delivery of play therapy services to children. This study used a quantitative design to survey 51 licensed social workers on their use of and perceptions of the effectiveness of play therapy. Data were collected through an online survey and analyzed to determine how frequently social workers use play therapy, what level of training they have in play therapy techniques, how effective social workers feel play therapy is with children and what factors are believed to contribute to its effectiveness. Findings revealed that the majority of social workers do not use play therapy with their clients, but do feel it is an effective form of intervention. Additionally, findings showed that social workers had minimal exposure to play therapy in graduate school or through continuing education; yet a majority of respondents indicated that they felt basic training in play therapy interventions should be a part of all social workers’ undergraduate/graduate education. This highlights the necessity of further research on the role social workers play in the delivery of play therapy services and the need for schools of social work to better prepare students to practice play therapy in the field

Social Workers’ Role in the Delivery of Play Therapy to Children

The purpose of this project was to explore the role that social workers play in the delivery of play therapy services to children. This study used a quantitative design to survey 51 licensed social workers on their use of and perceptions of the effectiveness of play therapy. Data were collected through an online survey and analyzed to determine how frequently social workers use play therapy, what level of training they have in play therapy techniques, how effective social workers feel play therapy is with children and what factors are believed to contribute to its effectiveness. Findings revealed that the majority of social workers do not use play therapy with their clients, but do feel it is an effective form of intervention. Additionally, findings showed that social workers had minimal exposure to play therapy in graduate school or through continuing education; yet a majority of respondents indicated that they felt basic training in play therapy interventions should be a part of all social workers’ undergraduate/graduate education. This highlights the necessity of further research on the role social workers play in the delivery of play therapy services and the need for schools of social work to better prepare students to practice play therapy in the field