853,102 research outputs found
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
Play Therapist\u27s Perspectives on Culturally Sensitive Play Therapy
The Association for Play Therapy (2009) promotes play therapists’ awareness of personal cultural identity, obtaining continuous cultural knowledge, and displaying culturally appropriate practices. Play therapy research includes studies on working with specific culturally diverse populations. Founding play therapists, such as Virginia Axline, have made suggestions for toys that should be included in the therapist’s playroom. This exploratory survey inquired about play therapists’ perceptions of culturally sensitive play therapy, materials used, and perceived barriers to implementing culturally sensitive play therapy. Members of the Association of Play Therapy with at least master’s degree (n=385) reported on their ability to incorporate culturally sensitive materials into their playroom, most commonly arts and crafts materials. Participants noted less often the use of culturally sensitive board games and culturally sensitive dress up clothes, making them the least commonly used.
Play therapists reported encountering barriers to implementing culturally sensitive materials, such as costs, availability, and space. Having space, specifically a designed play therapy room, was significantly related to the use or availability of culturally sensitive items, such as dramatic play materials, dollhouse and/or materials, and sand tray materials. Additionally, an individual’s status as a registered play therapist was related to the use of a dollhouse and/or materials. Some play therapists were able to overcome barriers through education, personally purchasing materials, and networking. Overall, the play therapist’s ethnicity, education and licensure type did not relate to their use of culturally sensitive play therapy materials.
Play therapists could benefit from training on how to locate, incorporate, and use costs effective culturally sensitive materials. It was clear that play therapists valued continuing education and kept current on play therapy recommendations, indicating that those forums would be the most beneficial avenue to offer information on culturally sensitive material
Play behavior and occupational therapy.
The effectiveness of treatment methods on a person\u27s ability to carry out occupational roles competently is of interest to occupational therapists. This case study demonstrated how play, as an occupational role of childhood and as a measure of competence, can be used to evaluate the effectiveness of occupational therapy that uses a sensory integrative approach. The positive changes in C.C.\u27s play behavior support the basic philosophy of sensory integration, which states that an increase in sensory integrative functions will improve competence (in this study, competence is defined as play), that is, that a person will have the ability to carry out occupational roles in an adaptive and competent manner. In addition, improvements in other areas, such as the organization and execution of self-care skills and improvements in gross and fine motor skills, provide further support to sensory integrative philosophy. Further exploration of these concepts would add to a growing body of knowledge aimed at the documentation of the effectiveness and efficacy of occupational therapy interventions
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