This document discusses play therapy techniques for children. It explains that play is a child's language to express emotions that they may struggle to verbalize. Gestalt play therapy aims to increase awareness and challenge blocks to healing through non-directive play. The therapist maintains contact and safety while avoiding interpretation, gently guiding children to own their projections. Boundaries are set around time, materials, behavior and movement to give children responsibility. Fantasy techniques like imagining being a rosebush assess aspects of the child's process.

1. PSY636: Child and Adolescent Therapy
Melissa Collins

2. “Toys are children’s words, and play is their
language.”
— Gary L. Landreth
• Younger children struggle with
accurately verbalizing their emotions,
unlike adults who are more cognizant of
their experiences.
• Play therapy is defined as a psycho-
therapeutic technique which provides
the child the opportunity to express his
or her feelings verbally and non-
verbally (Koukourikos et al., 2021).
Koukourikos, et al. (2021). An Overview of Play Therapy. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8812369/

3. • Typically for ages 3-12.
• Older children and adults with cognitive
impairments.
• Social, emotional, & behavioral disorders:
anxiety disorders, obsessive-compulsive
disorders, depression, attention deficit
hyperactivity, autism spectrum, oppositional
defiant and conduct disorders, anger
management, crisis and trauma, grief and
loss, divorce and family dissolution, academic
and social developmental, and physical and
learning disabilities.
Association of Play Therapy. (2021). Why Play Therapy? Retrieved from https://www.a4pt.org/page/WhyPlayTherapy

4. • “Gestalt" generally means "whole" or
"form” in German.
• Developed by Frederick (MD) and Laura
Perls (PhD) in the 1940’s.
• Base principles: psychoanalytic theory,
Gestalt psychology, and various humanistic
theories.
• Aspects of phenomenology, existentialism, and
Reichian body therapy.
Aims to increase personal awareness and
actively challenge roadblocks that have
been preventing healing.
Blom, R. (2006). The Handbook of Gestalt Play Therapy Practical Guidelines For Child Therapists. Retrieved from https://ebookcentral.proquest.com/lib/nu/reader.action?docID=290950&ppg=51

5. 1. Evaluate aspects that have been lost,
restricted, inhibited, or blocked and thus
interfere with natural, healthy growth and
development.
2. Provide materials for children that are
appropriate to their age level.
3. Enhance experience required to strengthen
the sense of self and promote emotional
expression within a safe environment.
4. Honor and accept children as they present
themselves.
5. Maintain good contact and to be sensitive to
children's energy level.
Spooner, C. (2020). What’s the Role of the Play Therapist in Play Therapy? Retrieved from https://www.rrhcounseling.com/blog/whats-the-role-of-play-therapist-in-play-therapy

6. 6. Avoid interpretation, and to gently guide
children into the self- ownership of their
projections.
7. Be willing to engage with children in play.
8. Be respectful of the therapist's own limits
and boundaries.
9. Be congruent, authentic, and
nonmanipulative.
10. Communicate with, educate, and involve
the parents as much as possible.
Spooner, C. (2020). What’s the Role of the Play Therapist in Play Therapy? Retrieved from https://www.rrhcounseling.com/blog/whats-the-role-of-play-therapist-in-play-therapy

7. Gestalt Play Therapy is not a linear
process.
• Therapeutic contact and relationship.
• Sensory, bodily awareness, and contact.
• Enhancing the sense of self.
• Emotional expression.
• Self-nurturing.
• Persistent inappropriate process.
• Involving the parents/caregivers.
• Ending of therapy.
Johnston, R. (2019). The Gestalt Play Therapy Process. Retrieved from https://www.vitanova.co.za/the-gestalt-play-therapy-process/

8. Boundaries and limitations give the child the
opportunity to make choices and to take
responsibility.
• Time Boundaries: The session starts and ends
on time.
• Use of Material: Boundaries must be set in
respect of handling toys.
• Aggressive Behavior: The therapeutic
relationship is built on mutual respect.
• Movement: Children must learn that they
cannot run away from their responsibilities.
• People Present And Respect: Only the child,
therapist, and parents/caretakers allowed.
Synergy Play Therapy Institute. (2022). Setting Boundaries in Play Therapy: A Synergetic Play Therapy Approach.
Retrieved from https://learn.synergeticplaytherapy.com/wp-content/uploads/_pda/2022/12/Setting-Boundaries-in-Play-Therapy.pdf

9. The child is asked to imagine that he or she is a
rosebush:
• What type of rosebush are you – strong or weak?
• How many roses do you have – a lot or a few? ·
• What color are your roses?
• How many thorns do you have – a lot or a few?
• Are there other roses or flowers, or are you
standing there alone?
• What does it feel like to be a rosebush?
• How do you survive – who looks after you?
• What is the weather like around you?
Blom, R. (2006). The Handbook of Gestalt Play Therapy Practical Guidelines For Child Therapists. Retrieved from https://ebookcentral.proquest.com/lib/nu/reader.action?docID=290950&ppg=51

10. Blom, R. (2006). The Handbook of Gestalt Play Therapy Practical Guidelines For Child Therapists. Retrieved from https://ebookcentral.proquest.com/lib/nu/reader.action?docID=290950&ppg=51

11. It is important to remember that the child’s
“process” refers to the way they present
themselves to the world and satisfy their
needs.
• Specific aspects assessed: therapeutic
relationship, contact and contact skills,
children’s interest, body posture and
humor, resistance, emotional expression,
cognitive aspects, creativity, sense of self,
social skills and the child’s process.
Chazan, S. (2002). Profiles of Play: Assessing and Observing Structure and Process in Play Therapy. Retrieved from https://www.apadivisions.org/division-39/publications/reviews/profiles-play