Child Centered Play Therapy
Newcastle / Hunter Region
ABN 78 403 567 409
Nondirective play therapy is based on respect for the child and confidence in their ability to direct their own process. It requires that the therapist maintain unconditional acceptance and positive regard for the child. Because children do not typically have the cognitive and language skills to communicate their emotional experiences, by observing a child’s play sequences and play themes, the therapist can gain great insight into the child’s inner world. By creating a safe and protected space, the child is provided the opportunity to work through deeper emotional fears, wounds, and experiences. Children are given permission to express themselves in whatever way they are comfortable and are not required to speak, which often feels intimidating and scary to a child.
INSIGHT THROUGH PLAY
It is not uncommon for children to express their inner thoughts and feelings in a maladaptive way at home or school because of their inability to articulate their experiences. They communicate emotional distress through behavior. By reflecting a child’s process and feelings expressed in play and play themes, the therapist begins to give the child a vocabulary of feelings. More importantly, by reflecting the child’s play and emotions, the therapist makes children feel understood and validated. The children experience a connection with the therapist that is often different from any other relationship they have. It is through this relationship and the therapist’s ability to communicate with the child that a child feels safe, understood, and validated, and begins to gain confidence.
Children often misinterpret their world and experiences, which can lead to fears, anxieties, and misbehaviors. A common example of this is when parents separate or divorce and a child interprets this as something he or she has caused. As a result of this belief, a child may exhibit anxiety, depression, insecurity, or defiance. A trained play therapist is able to interpret the child’s play and the themes that emerge so that a reworking of these experiences can occur. As a child gains a sense of safety and realizes that the therapist will not react or respond in ways others might have, they begin to go deeper in their process. They will begin to play out deeper issues and verbalize their thoughts and feelings to the therapist. Often this working through occurs through the metaphor of the toys, and the therapist can engage in a dialogue through the metaphor, helping the child understand and rework the problem. When children are provided a safe and protected environment they will communicate their inner experiences, worries, conflicts, and needs.
For example, Mary, a six year-old girl whose parents have just divorced has been experiencing extreme anxiety. As the therapist works with her, the themes that begin to emerge are caretaking. Mary engages in a play sequence with a horse family. She begins to play out the baby horse, protecting and comforting the mummy horse. By engaging in conversation with the baby horse, the therapist can let her know that it is not her job to protect and take care of the mummy horse. That mummy horses know how to do that for themselves. They can then discuss how the baby horse might feel if it knows it doesn’t have to take care of the mummy horse anymore and what it might do instead.
This is an example of how toys provide safe objects for a child to play out their internal experiences in a symbolic manner. The toys provide enough distance and safety from their own feelings and reactions that they can express them through the use of the toys and their play. The therapist can enter into the metaphor of the child’s play to gain additional insight and help them rework scenarios that are parallel to challenges they may be experiencing in their life.
LIMITS AND BOUNDARIES IN PLAY THERAPY
A list of rules is reviewed at the initiation of therapy. If a child breaks a rule—throwing sand, trying to break a toy—then a limit is set: “I know it’s fun to throw sand, but the sand is not for throwing. You can play with it in the sand trays and toss it from hand to hand, or you can throw a ball.”
Children require limits and boundaries in any relationship to feel safe and accepted. The relationship between a child and play therapist is no different. The therapeutic relationship established in play therapy is one of trust and acceptance, in which the child is valued, but it is not without boundaries.
During a child’s play time, they are allowed to be messy and are encouraged to explore; doing something in a specific or directed way is not required. The therapist in no way controls what the child does or how they do it. Limits are set if they are doing harm to themselves, the toys, or the therapist. Limits are set if and when they are needed in order to help the child learn responsibility of self and self-control. Limits are set in a way that validates the child’s feelings and desires, communicates the limit, and gives alternatives: “I know you would like to take that rock home with you. But it has to stay in the play room so it will be here for you next time. You can take the picture you made with you.” This then allows the child to learn the concept of self-control and making choices, rather than an adult attempting to control the child’s behavior.
Child-centered play therapy is a complete therapeutic system, not just the application of a few rapport-building techniques. The interaction between the play therapist and the child in the child-centered approach was clarified by Axline (1947) in her eight basic principles that serve as a guide for therapeutic contact with the child. These principles, in revised and extended form, are:
The play therapist is genuinely interested in the child and develops a warm, caring relationship.
The play therapist experiences unqualified acceptance of the child and does not wish that the child were different in some way.
The play therapist creates a feeling of safety and permissiveness in the relationship so the child feels free to explore and express him- or herself completely.
The play therapist is always sensitive to the child's feelings and gently reflects those feelings in such a manner that the child develops self-understanding.
The play therapist believes deeply in the child's capacity to act responsibly, unwaveringly respects the child's ability to solve personal problems, and allows the child to do so.
The play therapist trusts the child's inner direction, allows the child to lead in all areas of the relationship, and resists any urge to direct the child's play or conversation.
The play therapist appreciates the gradual nature of the therapeutic process and does not attempt to hurry the process.
The play therapist establishes only those therapeutic limits that help the child accept personal and appropriate relationship responsibility.
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In play therapy, toys are like the child’s words and play is the child’s language.” – Dr. Garry Landreth
