Veronica is a provider of services for 'Helping Children with Autism' (click here for more information on this initiative) and the 'Better Start for Children with a Disability' (click here for more information on this initiative) funded by the Department of Social Services (January 2014)

Child Centered Play Therapy FAQ by Veronica Borham

Why do we allow the child to direct their play?

What skills does a therapist use in this form of therapy?

Why use a variety of toys in the play room?

Why don't we ask questions of the child while they are playing?

A Case Study of Child Centered Play Therapy

Why do we allow the child to direct their play?

In permitting the child to lead the way in Child Centered Play Therapy (CCPT) the child will have the opportunity to explore and express a wide range of feelings in a safe environment. In this environment they will come to understand themselves and their feelings better; master new skills; assimilate new experiences into their view of the world, while at the same time learn new coping and problem solving skills (Van Fleet, 2005, p. 2).

In leading the way, and developing problem solving skills they will learn how to work through conflicts ; which will reduce maladaptive behaviour, increasing their confidence and improve their ability to self-regulate and aid their normal development (Van Fleet, 2006, p 6).

Allowing the child to struggle with the various situations that will occur in the play room permits growth, adding to their competence and confidence (Van Fleet, 2006, p 15). Allowing the child to lead the way assists in their development of mastery within their particular form of play. The child, in this way, can show that certain play is very important to them, and they may need to continue working on it rather than being led (by another) to something else.

What skills does a therapist use in this form of therapy?

1) Structuring skills

In using Structuring skills the therapist tells the child what is going to happen in the play room. This includes information around how the child will know ‘what’ they can and cannot do; bathroom breaks; and how the child will know the session is coming to an end.

In this manner the therapist sets the stage for the child to play within; while keeping the opportunities for the child open.

2) Empathic Listening

By using Empathic Listening Skills the therapist is displaying acceptance (of the child’s feelings and needs) and their understanding of the child to the child. The therapist reflects (in appropriate language) what they see the child doing and feeling in their play, which may mean also reflecting the feelings and actions of characters/toys being used. In reflecting feelings, the therapist aims to reflect the child’s primary emotions (deepest level) (Van Fleet, 2006, p. 9). The therapist allows the child to lead the play and will therefore try to reflect questions asked of them; not judge the play or give suggestions (Van Fleet, 2006, p.9).

In this manner the therapist is conveying acceptance to the child.

3) Imaginary Play

In Child Centered Imaginary Play the therapist allows the self to be directed, in the role or actions wanted, by the child. The therapist will follow cues given by the child, and once in such a role, can continue to reflect the actions and feelings of the characters. When unsure as to what the child wants the therapist to do, the therapist can at first try something and watch for the child’s reaction, or secondly ask in a quiet tone (keeping this to a minimum) (Van Fleet, 2006, p.10)

In this manner the therapist is allowing the child to lead the play; allowing autonomy.

4) Limit Setting.

The therapist firstly identifies what their own limits in the room are. These limits include personal limits (eg touch, boundaries), along with limits on the treatment of the play equipment, and behaviour within the room. The therapist is required to be consistent in both the limit setting and in following through on the consequences used.

The therapist in limit setting is creating a safe area for both the child and the therapist. Limit setting helps the child learn responsibility for their play as they become aware of the limits and consequences for breaking them.

Why use a variety of toys in the play room?

Ø So that the child can ‘play out’ multiple situations, for example; to facilitate family and school issues.

Ø Allows for different genders and interests for each child’s play. In providing a diverse range the child has the opportunity to project features or characteristics onto the toys to suit the style of play.

Ø To provoke a wide range of emotional responses so that the child can learn of their emotions, can come to understand them, and learn how to deal with them appropriately (Van Fleet, 1997, 2006)

Ø Allows for imaginative play

Ø Aggressive toys show acceptability by the therapist to displays of aggression/anger

Ø Construction toys facilitate mastery; competition and co-operation

Ø Other forms of media such as sand, paper, clay and pens are useful to express emotions (Van Fleet, 2005, pp 9-10)

Why don't we ask questions of the child while they are playing?

A child centred play therapist avoids asking a child direct or reality based questions during a play session as questions can be considered as leading and wanting an answer, and this may take the child away from the direction their play was heading.

In asking the child a question, the therapist is taking them out of their imaginary play and bringing them back into reality. In doing this the child is likely to become aware of the therapist again and be inclined to perform in a way they think the therapist wants.

Questions may have a reinforcing effect in that it might signal to the child the therapist interest in one area of play over another; again influencing what the child might do (Van Fleet, 2006, p. 14).

While a child’s play is from right-brain activity, questions which interrupt the movement of the play, are likely to cause a mental shift to the left-brain activity of cognition so that they can explain themselves.

Questions interrupt the child leading the play and may be heard as judgement.

Examples of empathic listening

“You are having great fun (enjoying) pouring the water back and forth from the jug to the cups”

“You really want to ‘get’ him”

"You are punching him really hard”

“You are feeling angry as you punch him”

A Case Study - Child Centered Play Therapy (CCPT)

Client: 10 year old male child with recurring nightmares.

NIghtmares have been occurring frequently for the past 5 months. The boy appears distressed after them but has not spoken of its content. The boy is described as anxious, unable to sleep alone and often sharing his mother's bed if the husband is away.

Child Centered Play Therapy (CCPT) is applicable in this situation as the child is reportedly upset about his dreams but unable to articulate it. He appears to display some anxiety type behaviours re being unable to sleep on his own.

CCPT would allow this child to play out his concerns in a safe place, in which the selection of toys and mediums available, would allow him to express and explore a wide range of feelings and situations. Child centred Play Therapy would provide me as the therapist with the opportunity to see his play; to consider the themes played out; in order to gain an understanding of him and his issues. Through such play he would be able to express his feelings; master new skills; assimilate new experiences into his own view of the world while at the same time develop new coping abilities and problem solving skills (Van Fleet, 2005, p. 2).

References:

Van Fleet, R (Executive Producer). (1997, 2006). Child-centered play therapy: A DVD Workshop (Part 1 & 2) [DVDs]. Boiling Springs: Play Therapy Press.

Van Fleet, R. (2005) Filial Therapy Strengthening Parent-Child Relationships Through Play. Boiling Springs: Professional Resource Press.