Play therapy was introduced in Europe in the 1920s by Anna Freud. It allows children to manipulate their world on a smaller scale through play to express feelings and cope with emotions in a non-punitive environment. Theoretical underpinnings include humanistic psychology, attachment theory, and talk therapy. Assessment techniques involve activities like drawing, music, clay modeling, storytelling, and puppets. Evaluation focuses on developing coping skills, and termination involves reviewing progress. While critics question its empirical support, meta-analyses show it is as effective as psychotherapy for children with effect sizes of 0.66 to 0.93 compared to no treatment. Number of sessions, parental involvement, and specific toys can increase effectiveness.
Children can benefit enormously from psychotherapy. There are often situations that become challenging for them, a therapist can help them gain the tools needed to overcome those situations. An effective approach with children is Play Therapy.
Call Us at - (905) 593-2631
Help your children improve behavior with play therapy whereby children can interact with therapist and easily deal with psychology issues effectively without any hindrance.
Trauma And Post Traumatic Stress For 2009 National ConferenceMedicalWhistleblower
Persons who have experienced life altering trauma often have significant emotional and psychological effects called Post Traumatic Stress Disorder. This requires compassionate response from those closest to the survivor and from social service personnel and law enforcement officers.
Play therapy is the systematic use of a theoretical model to establish an interpersonal process. The trained play therapist use the therapeutic powers of play to help clients prevent or resolve psychological difficulties and achieve optimal growth and development.
Play therapy is a form of psychotherapy used in children in order to explore their mind as well as to diagnose and treat issues related to developmental crisis and any disorders.
Several types of play therapies are available which are administered under guidance of a professional play therapist according to individualized need of children .
A brief outline is discussed over here.
Positive psychology evolved from a recognition that the clinical encounter is often over-focused on concerns and problems, and that positive actions may not have a central role in the treatment plan. With youth, many issues - treatment compliance, help-seeking, impulsive self-harm, high risk-taking - may be ameliorated with a plan of positive actions. The technology that are youths' worlds may deliver some of these therapeutics. Resilience may be galvanized when inner resources interacts with external resources. This talk will introduce the evidence-based components of a resilience in youth App, JoyPop, and open discuss for research use in clinical populations.
Attention is one of the cognitive process in our brain. We are using all 5 senses to collect information from external world to be flow in the brain. To do so, Attention is the important element need to be sharpen from day by day. Each of us are not attentively equal, but we still need to be train to make use of our attention practically. Using Play Therapy more fun technique in enhance our quality attention.
Children can benefit enormously from psychotherapy. There are often situations that become challenging for them, a therapist can help them gain the tools needed to overcome those situations. An effective approach with children is Play Therapy.
Call Us at - (905) 593-2631
Help your children improve behavior with play therapy whereby children can interact with therapist and easily deal with psychology issues effectively without any hindrance.
Trauma And Post Traumatic Stress For 2009 National ConferenceMedicalWhistleblower
Persons who have experienced life altering trauma often have significant emotional and psychological effects called Post Traumatic Stress Disorder. This requires compassionate response from those closest to the survivor and from social service personnel and law enforcement officers.
Play therapy is the systematic use of a theoretical model to establish an interpersonal process. The trained play therapist use the therapeutic powers of play to help clients prevent or resolve psychological difficulties and achieve optimal growth and development.
Play therapy is a form of psychotherapy used in children in order to explore their mind as well as to diagnose and treat issues related to developmental crisis and any disorders.
Several types of play therapies are available which are administered under guidance of a professional play therapist according to individualized need of children .
A brief outline is discussed over here.
Positive psychology evolved from a recognition that the clinical encounter is often over-focused on concerns and problems, and that positive actions may not have a central role in the treatment plan. With youth, many issues - treatment compliance, help-seeking, impulsive self-harm, high risk-taking - may be ameliorated with a plan of positive actions. The technology that are youths' worlds may deliver some of these therapeutics. Resilience may be galvanized when inner resources interacts with external resources. This talk will introduce the evidence-based components of a resilience in youth App, JoyPop, and open discuss for research use in clinical populations.
Attention is one of the cognitive process in our brain. We are using all 5 senses to collect information from external world to be flow in the brain. To do so, Attention is the important element need to be sharpen from day by day. Each of us are not attentively equal, but we still need to be train to make use of our attention practically. Using Play Therapy more fun technique in enhance our quality attention.
IST 309 Video ReviewGrowing Up Onlinehttpswww.youtube.com.docxdonnajames55
IST 309 Video Review
Growing Up Online
https://www.youtube.com/watch?v=jKN7ld1BGuA
or https://www.pbs.org/wgbh/pages/frontline/kidsonline/
Provide short essay answer for the following questions. Grading will be based on how well you support your answers. That is, citing the text, video, or other sources. Please submit your responses through the Turnititin.com link provided in the assignments area of BlackBoard. Submittals with a high level of nonoriginal content will be graded significantly lower.
1. The video shows students are able to circumvent traditional methods of learning such as reading a classic novel. What are the pros and cons of this? Does it have a long term effect? Specifically as it relates to the workplace.
2. There is a situation shown where a child was bullied online since students can hide behind the “anonymity of the internet”. Does this occur in the workplace? What are the ramifications of this in the workplace and what would you do to prevent it?
EFPT Psychotherapy Guidebook • EFPT Psychotherapy Guidebook
Play Therapy
Ivo Peixoto, Elona Dashi, Asilay Şeker
Published on: Jul 09, 2019
EFPT Psychotherapy Guidebook • EFPT Psychotherapy Guidebook Play Therapy
2
Brief historic overview
Historically, Play Therapy (PT) has emerged from the conceptual understandings found in
psychoanalytic and humanistic psychology, psychotherapy and child development literature. In Europe
in the early 1900s, Melanie Klein and Anna Freud (the daughter of Sigmund Freud) included play in
their psychoanalytic treatment of children.
In 1935, Margaret Lowenfeld first published Play in Childhood documenting her in-depth observations
of children whilst working at the ‘Clinic for nervous and difficult children’ in London. In the United
States, Virginia Axline focused her work on conceptualising and documenting Non Directive Play
Therapy (NDPT) by drawing from the humanistic and relational perspective of her teacher and
colleague Carl Rogers (Axline, 1969). Rogers (1951) was instrumental in establishing treatment plans
based on necessary and sufficient conditions for growth. These included therapeutic congruence,
unconditional positive regard, empathic understanding and acceptance.
From these beginnings, several different theoretical models of PT have emerged. Based on Axline’s
principles, the most well-known is Non-Directive or Child-Centred Play Therapy (CCPT) which has
been further developed by Garry Landreth and colleagues and integrated into teaching parents or
guardians the principles found in CCPT, known as Filial Play.
EFPT Psychotherapy Guidebook • EFPT Psychotherapy Guidebook Play Therapy
3
Description
PT is an effective means of responding to the mental health needs of young children and is widely
accepted as a valuable and developmentally appropriate intervention.
EFPT Psychotherapy Guidebook • EFPT Psychotherapy Guidebook Play Therapy
4
Play is the natural world of the child. Childre.
Play Therapy Presentation Clinical Psychologyabeehaarshad113
It is a therapy in psychology to interact and treat children with special needs. Children mainly response to play therapy. It is on the other hand is very good to build a strong rapport with the children and with your child client. This therapy proposes many tricks and activities to engage the children with the therapist. It is also used in many schools for primary students and kinder garton level students.
Guided Response Respond to at least two of your classmates. Ch.docxJeanmarieColbert3
Guided Response:
Respond to at least two of your classmates. Choose posts that address a different developmental period than you chose. Determine if the selected activity and toy is appropriate to the age group and is tied to Piaget’s theory. Provide feedback and suggestions for improvement.
Melissa Pieringer
An activity for the adolescent room: hypothetical problem solving
According to Piaget’s theory children 12 and over are in the formal operations stage of cognitive development. This is the final stage of cognitive development that takes place prior to adulthood. Children at this stage are developing abstract reasoning, deductive reasoning, and hypothetical thinking skills. Children at this stage are able to use hypothetico-deductive reasoning which involves forming a hypothesis, predicting a possible or likely outcome for a given scenario, and taking into consideration various factors that may influence the outcome (Mossler, 2014). At the formal operations stage children also develop the ability to think abstractly and weigh multiple potential outcomes for a given situation (Mossler, 2014). According to the Jean Piaget Society (2016), one of the best ways to promote the development of abstract thinking skills is to explore hypothetical topics, global issues, political issues, or social issues and allow children to come up with potential creative solutions to the problem (The Jean Piaget Society, 2016). A suggested hypothetical scenario to explore could be how humans could live in outer space (The Jean Piaget Society, 2016). Other present day issues to explore could include global warming, pollution, limited resources, war, poverty, famine, etc.
A toy or object for the adolescent room: art and crafting supplies
It is suggested that educators working with children at this stage use visual models such as charts, illustrations, and diagrams to keep children engaged in learning (The Jean Piaget Society, 2016). Furthermore, children should be encouraged to work creatively with a variety of materials. Art and crafting supplies could be used to create illustrations, diagrams, or posters demonstrating the solutions that they come up with to the topic or issue being explored. Therefore, I would request that a variety of art and crafting supplies be given to the adolescent room. Some ideas for materials could include the following:
· Poster paper or boards
· Paint
· Markers
· Colored pencils
· Crayons
· Scissors
· Glue or glue sticks
· Construction paper
· Old magazines
· Stencils
· Rulers
· String
References
Mossler, R. (2014).
Child and Adolescent Development
(2
nd
ed.) [Electronic ed.]. Retrieved
from:
https://content.ashford.edu/
The Jean Piaget Society. (2016). Educational implications of Piaget’s theory. Retrieved from:
http://piaget.weebly.com/educational-implications--activities.html
Christina Gutierrez
Cognitive De.
The Child Therapies Application in Work with Abused Chi.docxarnoldmeredith47041
The Child Therapies:
Application in Work
with Abused Children
Closer than the moon, even closer than the
depths of the seas,
the minds of children seem to most people
not only mysterious,
but impenetrable.
-J, ALEXIS BURLAND & THEODORE B. COHEN
Child therapy is described by Sours (1980) as "a relationship
between the child and the therapist, aimed primarily at
symptom resolution and attaining adaptive stability" (p.
275). Child therapy, as a separate and distinct type of work,
has been evolving since 1909, when Freud first attempted
psychotherapy with the now historic patient Little Hans. The
term child therapy is often used interchangeably with the
term play therapy although play was not used directly in the
therapy of children until 1920 when Hermine Hug-Hellmuth
26
27 Applying the Child Therapies
began using play for the diagnosis and treatment of
childhood emotional problems (Schaefer, 1980). Melanie
Klein and Anna Freud formulated the theory and practice of
psychoanalytic play therapy some 10 years later.
While most child therapists agree that play is the most
effective medium for conducting therapy with children,
others (Freiberg, 1965; Sandler, Kennedy, & Tyson, 1980)
have raised questions as to whether play produces structural
change, have pointed to the nebulous quality of play, and
have dismissed it as consisting of neither dream material nor
free association. Schaeffer (1983) contends that "it is some
what difficult for anyone interested in play and play therapy
to gain a clear understanding of what is meant by the term
play because no single, comprehensive definition of the term
has been developed" (p. 2). However, the potential benefits of
play are well documented. In his literature review Schaeffer
found descriptions of play as "pleasurable," "intrinsically
complete," "independent from external rewards or other
people," "noninstrumental, with no goal," and "not occurring
in novel or frightening situations." Schaeffer suggests that
play is person- rather than object-dominated.
Schaeffer (1980) further asserts that "one of the most
firmly established principles of psychology is that play is a
process of development for a child" (p. 95). Play has been
alternately depicted as a mechanism for developing "prob
lem-solving and competence skills" (White, 1966); a process
that allows children to "mentally digest" experiences and
situations (Piaget, 1969); an "emotional laboratory" in which
the child learns to cope with his/her environment (Erikson,
1963); a way that the child talks, with "toys as his words"
(Ginott, 1961); and a way to deal with behaviors and concerns
through "playing it out" (Erikson, 1963). Nickerson (1973)
views play activities as the main therapeutic approach for
children because it is a natural medium for self-expression,
facilitates a child's communication, allows for a cathartic
release of feelings, can be renewing and constructive, and
allows.
At Disha, we conduct various Corporate Social Responsility activities like vocational guidance,life skill training, workshops and various other social services.A Center that works with children who have or are at risk of developmental disabilities.
Our services, which began with aptitude testing, career guidance and individual psychotherapy, today cover the entire spectrum of services in mental health, ranging from clinical assessments, in-depth vocational guidance, workshops for various target groups, individual and group psychotherapy, assessments for gifted, hyperactive and autistic children, corporate assessments, and many more programmes.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
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Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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"Protectable subject matters, Protection in biotechnology, Protection of othe...
Wiki group project
1. Play Therapy
1. Historical foundations including who developed it, where, what was the rationale for it?
Introduced by Anna Freud and in the 1928 in Europe.
Rationale: Practitioners of play therapy believe that this method allows the child to manipulate the world on a smaller scale,
something that cannot be done in the child's everyday environment. By playing with specially selected materials, and with
the guidance of a person who reacts in a designated manner, the child plays out his/her feelings, bringing these hidden
emotions to the surface where s/he can face them and cope with them. In it's most psychotherapeutic form, the teacher is
unconditionally accepting of anything the child might say or do. The teacher never expresses shock, argues, teases,
moralizes, or tells the child that his/her perceptions are incorrect. An atmosphere should be developed in which the child
knows that s/he can express herself/himself in a non punitive environment. Yet, even though the atmosphere is permissive,
certain limits may have to be imposed such as restrictions on destroying materials, attacking the teacher, or going beyond a
set time limit.
2. Theoretical underpinnings, assessment and intervention techniques, method of evaluation & termination.
Theoretical underpinnings: Play Therapy emerged from elements of Child Psychotherapy with the specific theoretical
foundations emerging from the Humanistic Psychology tradition, Attachment theory, and free association/talk therapy.
Assessment & intervention techniques:
1. The therapist and child can get acquainted by sharing information about themselves based on the color of
the card from a deck of cards. For example, the intervention “Ice Breaker” (Kenney-Noziska, 2008a), a
modified version of the game Don’t Break the Ice™ (Milton Bradley), provides a play-based medium for the
therapist and child to get acquainted by sharing information about themselves based on the color of the sticker
on the underside of the game’s ice cubes.
2. “All Tied Up” (Kenney-Noziska, 2008a), highlights the importance of Addressing and processing abusive
and traumatic events using a large puppet or stuffed animal which is tied up in yarn labeled with symptoms.
This serves to symbolize the need to address symptoms and issues via treatment to avoid being “all tied up.”
Until these symptoms are explored and addressed, the individual remains “all tied up” with the problems.
3. The first play therapy techniques often used on a child are drawing and painting. In this technique, a child is
given a blank page onto which they can create whatever they want, often revealing much about their inner
worries and concerns. Drawing and painting is a valuable play therapy assessment tool which enables
therapists to help the child literally draw connections between what they create and themselves.
4. Music works in much the same fashion, allowing children to express their emotions and manipulate their
feelings through the energy of the music.
5. Molding and manipulating clay allows kids to build up and even destroy what they have made, expelling or
physically manipulating their emotions using the clay.
2. 6. One of the most common play therapy techniques is the use of story-making, which is the basis of
sand play, therapeutic storytelling, and puppetry. Sand play involves choosing miniatures to
manipulate within a sand tray world which the child can create and control. By listening to the story
and working with the child on the course of the story, a therapist can help the child express emotions
and work through their feelings.This same technique can be used with therapeutic storytelling during
which a story, relating to the child’s issues, is told so that emotions can be explored using imaginary
characters, and a positive outcome can be controlled.
7. Puppets are another method for a child, or a therapist acting for the child, to safely explore a
situation and control the outcome or explore various outcomes.
8. Some children require structures and rules in order to safely explore their feelings, and therapeutic
board games are one of the play therapy techniques which afford a more structured type of
exploration for these children.The games are geared to mimic a real world situation, and allow the
child to safely control the outcome.
9. Creative visualization is a play therapy technique where the child is guided to visualize positive
outcomes for difficult and perhaps even anger-provoking situations.This technique is a helpful tool,
taught to children at a play therapy session, and sometimes practiced alone or with a parent at home.
Method of Evaluation and Termination:
Evaluation: A cornerstone of therapeutic work with children and adolescents often includes
providing skill development for coping with emotional distress. Therefore, play therapists should
target coping skills development. With abused and traumatized children, the literature suggests
victims who utilize adaptive coping skills, including active strategies such as deep breathing or
cognitive strategies such as positive self-talk, are better able to emotionally self-soothe and self-
protect(Bogar & Hulse-Killacky, 2008). Development of adaptive coping strategies to reduce anxiety,
stress, anger, & fear should be conducted during the early stages of treatment and prior to recalling
details of abuse or trauma as recalling this material may induce these symptoms(Ross & O’Carroll,
2003).
Termination: During the termination stage, reviewing and acknowledging the child’s growth and
progress as well as crediting the child with the changes they have accomplished should occur (Cohen
et al. 2006; Jones, Casado, & Robinson, 2003). This can be accomplished through the play-based
activity “Farewell Fortune Cookies” (Kenney-Noziska, 2008a) in which therapeutic questions related to
termination are presented to the child or adolescent for review and discussion.Topics for questions
include reviewing skills acquired in therapy, placing closure on the therapeutic relationship, and
instilling hope for the future. Questions are written and taped on the outside of individually wrapped
fortune cookies. Players take turns selecting a “farewell fortune cookie” and responding to the
corresponding therapeutic question.
3. Evidence-Based knowledge including strengths and Limitations
Play therapy has been considered to be an established and popular mode of therapy for children for over sixty years. Critics of
play therapy have questioned the effectiveness of the technique for use with children and have suggested using other
interventions with greater empirical support such as cognitive behavioral therapy.They also argue that therapists focus more on
the institution of play rather than the empirical literature when conducting therapy Classically, Lebo argued against the efficacy
of play therapy in 1953, and Phillips reiterated his argument again in 1985. Both claimed that play therapy lacks in several areas
of hard research. Many studies included small sample sizes, which limits the generalizability, and many studies also only
compared the effects of play therapy to a control group.Without a comparison to other therapies, it is difficult to determine if
play therapy really is the most effective treatment. Recent play therapy researchers have worked to conduct more experimental
studies with larger sample sizes, specific definitions and measures of treatment, and more direct comparisons.
Research is lacking on the overall effectiveness of using toys in nondirective play therapy. Dell Lebo found that out of a sample of
over 4,000 children, those who played with recommended toys vs. non-recommended or no toys during nondirective play
therapy were not more likely to verbally express themselves to the therapist. Examples of recommended toys would be dolls or
crayons, while example of non-recommended toys would be marbles or a checker game.There is also ongoing controversy in
choosing toys for use in nondirective play therapy, with choices being largely made through intuition rather than through
research. However, other research shows that following specific criteria when choosing toys in nondirective play therapy can
make treatment more efficacious. Criteria for a desirable treatment toy include a toy that facilitates contact with the child,
encourages catharsis, and lead to play that can be easily interpreted by a therapist.
Several meta analyses have shown promising results toward the efficacy of nondirective play therapy. Meta analysis by authors
LeBlanc and Ritchie, 2001, found an effect size of 0.66 for nondirective play therapy.This finding is comparable to the effect size
of 0.71 found for psychotherapy used with children, indicating that both nondirective play and non-play therapies are almost
equally effective in treating children with emotional difficulties. Meta analysis by authors Ray, Bratton, Rhine and Jones, 2001,
found an even larger effect size for nondirective play therapy, with children performing at 0.93 standard deviations better than
non-treatment groups.These results are stronger than previous meta-analytic results, which reported effect sizes of 0.71, 0.71,
and 0.66. Meta analysis by authors Bratton, Ray, Rhine, and Jones, 2005, also found a large effect size of 0.92 for children being
treated with nondirective play therapy. Results from all meta-analyses indicate that nondirective play therapy has been shown to
be just as effective as psychotherapy used with children and even generates higher effect sizes in some studies.
There are several predictors that may also influence the effectiveness of play therapy with children. Number of sessions is a
significant predictor in post-test outcomes, with more sessions being indicative of higher effect sizes. Although positive effects
can be seen with the average 16 sessions, there is a peak effect when a child can complete 35-40 sessions. An exception to this
finding is children undergoing play therapy in critical-incident settings, such as hospitals and domestic violence shelters.
Results from studies that looked at these children indicated a large positive effect size after only 7 sessions, which provides the
implication that children in crisis may respond more readily to treatment Parental involvement is also a significant predictor of
positive play therapy results.This involvement generally entails participation in each session with the therapist and the child.
Parental involvement in play therapy sessions has also been shown to diminish stress in the parent-child relationship when kids
are exhibiting both internal and external behavior problems. Despite these predictors which have been shown to increase effect
sizes, play therapy has been shown to be equally effective across age, gender, and individual vs. group settings.
4.
5.
6.
7. References
Bogar, C.B., & Hulse-Killacky, D. (2006). Resiliency determinants and resiliency processes among female adult survivors of childhood
sexual abuse. Journal of Counseling Development, 84, 318-327.
Cohen, J.A., Mannarino, A.P., & Deblinger, E. (2006). Treating trauma and traumatic grief in children and adolescents. New York:
Guilford Press.
Friedberg, R.D., & McClure, J.M. (2002). Clinical practice of cognitive therapy with children & adolescents. New York: Guilford Press.
Gil, E. (2006). Helping abused and traumatized children: Integrating directive and nondirective approaches. New York: Guilford
Press.
Gil, E., & Jalazo, N. (2009). An illustration of science and practice: Strengthening the whole through its parts. In A.A. Drewes (Ed.),
Blending play therapy with cognitive behavioral therapy: Evidence-based and other effective treatments and techniques
(pp. 41-68). Hoboken, NJ: John Wiley & Sons.
Jones, K.D., Casado, M., & Robinson, E.H. (2003). Structured play therapy: A model for choosing topics & activities. International
Journal of Play Therapy, 12(1), 31-47.
Kelly, M.M., & Odenwalt, H.C. (2006). Treatment of sexually abused children. In C.E. Schaefer, & H.G. Kaduson (Eds.), Contemporary
play therapy: Theory, research, and practice (pp. 186-211). New York: Guilford Press.
Kenney-Noziska, S. (2008a). Techniques-techniques-techniques: Play-based activities for children, adolescents, and families. West
Conshohocken, PA: Infinity Publishing.
Kenney-Noziska, S. (2008b). The sexual abuse literature & considerations for play therapists. Association for Play Therapy Mining
Report, October 2008, 1-3.
Knell, S.M. (2009). Cognitive-behavioral play therapy: Theory and applications. In A.A. Drewes (Ed.), Blending play therapy with
cognitive behavioral therapy: Evidence-based and other effective treatments and techniques (pp. 117-133). Hoboken,
NJ: John Wiley & Sons.
Roberts, A.R., & Yeager, K.R. (Eds.). (2006). Foundations of evidence-based social work practice. New York: Oxford University Press.
Ross, G., & O’Carroll, P. (2004). Cognitive behavioural psychotherapy intervention in childhood sexual abuse: Identifying new direction
from the literature. Child Abuse Review, 13(1), 51-64.
Saunders, B.E., Berliner, L., & Hanson, R.F. (Eds.). (2004). Child physical and sexual abuse: Guidelines for treatment (Revised Report:
April 26, 2004). Charleston, SC: National Crime Victims Research and Treatment Center.
Schaefer, C.E. (2001). Prescriptive play therapy. International Journal of Play Therapy, 19(1), 57-73.
Shelby, J.S., & Felix, E.D. (2005). Posttraumatic play therapy: The need for an integrated model of directive and nondirective
approaches. In L.A. Reddy, T.M. Files-Hall, & C.E. Schaefer (Eds.), Empirically based play interventions for children (pp.
79-103). Washington, DC: American Psychological Association.
Sheppard, C.H. (1998). Brave bart: A story for traumatized and grieving children. Grosse Pointe Woods, MI: Institute for Trauma and
Loss in Children.
Siegel, D. (2007). The mindful brain: Reflection & attunement in the cultivation of well-being. New York: W.W. Norton & Company.