Types of Play and Play Therapy
Play
Is a child’s first language of expression and is important for children’s development. Most importantly, play begins very early between the infant and main carer. At this point, the infant plays using their senses. Through repeated play behaviours and patterns they begin to assimilate and accommodate skills and knowledge that enables them to learn about the world they live within.
Children who engaged in child-initiated play learn how to make choices by directing their own play without instructions or rules. Children try out their ideas, they problem solve and develop their imagination and creativity. They interact with others whilst learning to regulate feelings and gain a sense of purpose and negotiate with others.
“Play is our brain’s favourite way of learning”. Diane Ackerman.
Play Work
Play work is child centred and ensures play is the main focus for children and young people so they can take control of their own play. As a result, Play Work removes barriers to playing by fostering an inclusive and open environment which offers choice of play for children and young people.
Through play work children and young people’s development is enhanced. They are able to build successful relationships with Play Workers and peers. Children and young people are encouraged to express themselves and talk about their worries.
“Children need the freedom and time to play. Play is not a luxury. Play is a necessity”. Kay Redfield Jamison
Play Therapy
he first thing to remember about Play Therapy is that it is the child’s, “natural form of self-expression”, and therefore a child can “play out” their experiences in the presence of a therapist. Play Therapy, therefore, offers the child opportunities to learn about themselves in relation to the therapist. Play Therapy is mostly non-directive, enabling the client to choose what they would like to engage with during the sessions. Directive techniques maybe used at times if the child’s play/process becomes repetitive. Play Therapists are non-interpretive so do not analyse the clients play. Play Therapists utilise a therapeutic tool kit, consisting of toys and creative resources, these items are in the therapy space each week. Clinical Supervision is an ethical requirement for Play Therapists.
“Children manufacture a fantasy world because they find their real world difficult to live in”. Violet Oaklander (2007)
Relational Play and Creative Therapy
At its heart, Relational Play and Creative Therapy is a child centred Play Therapy model. With this in mind it will incorporates Axline’s non-directive approach to working with children and also the directive approach, drawing on Rogers’ core conditions. The combination of these two models of therapeutic working ensure Relational Play and Creative Therapists are equipped to work with children from 4 – 18 years, and up to 25 years with young people who are care leavers or who have Special Educational Needs. As well, Relational Play and Creative Therapy is based on the power of relationships. In essence, relationship is a key process in the therapeutic work undertaken between client and therapist and is also key in building the attachment relationship between clients and carers. In a nutshell this model of therapy equips you to work therapeutically with children and young people who have a wide range of emotional and psychological difficulties that are challenging and could be seen by the wider world as problematic.
Relational Play and Creative Therapists are equipped with the knowledge to understand trauma and the devastating impact trauma has on clients’ development, attachments, behaviours and mental health. Through the use of play and creative opportunities clients will be able to safely explore their thoughts and feelings that come from their un-conscious, in the presence of a therapist who is attuned, accepting and curious. In brief, safely making the unknow, known. Using the therapeutic tools the client will gain a deeper insight and process their traumatic experiences with their therapist. Clinical Supervision is an ethical requirement for Relational Play and Creative Therapists.
“The degree to which I can create relationships, which facilitate the growth of others as separate persons, is a measure of the growth I have achieved in myself”.
Child Counselling
Child counselling is a client centred approach based on Rogers’ Core Conditions to support children in talking about how they feel without feeling judged. This model helps children understand their feelings and learn how to cope with difficult situations. Child counselling can help children make sense of their experiences and develop healthier ways to manage their difficulties. The model incorporates talking therapy, play and art to support the child to express themselves. Child counsellors work with a wide range of referral conditions. Clinical Supervision is an ethical requirement for Child Counsellors.
“The person-centred counsellor has nothing to gain by being anything other than transparent to her client”. Mearns & Thorne (2013)
