Order instructions

• Background of self and current working area / department, concepts of play, importance of play for a young child’s development

Developmental assessment and Play therapy model – 1000 words*

Demonstrate your utilization of observational skills and application of theoretical knowledge of child development:

• Child development information relevant for the age – Growth and development, Identify the responses/ behavior you would like to correct.
• Application of theory/model into practice. Selection of appropriate model, rationale for chosen model of play.
• Planning play therapy using appropriate model. Thematic Content of Play, selection of toys according to the age, type of play.

Implementation of play therapy – 1500 words*

Demonstrate your ability to reflect upon and articulate the impact of the experience on you Implementation of play therapy:

• Overview of the play therapy session (setting, happenings, etc.) : Ways Play is used to Solve Problems, Symbols Used in Play, list how toys are used if different from their intended function.
• How young children communicate through play and the therapeutic purpose of play.
• Reflection (Your feelings ) about the session (write in detail)
• Child’s Feelings (your best guess or hunch if you’re not sure)
• Returning Responsibility to the Child (Provide specific examples)
• Corrected Response (very important)
• Analyze the issues of diversity and how they impact play therapy, from choice of materials to the relationship with the client.
• Provide an evaluation method you will use to determine your activity’s outcome. Address an evaluation for each domain; Cognitive Domain, Affective Domain Psychomotor-Behavioral Domain.

Conclusion – 250 words*

Demonstrate your ability to speculate as to the “inner world” of the child you observed.

Presentation

• Includes sentence construction, word choice, spelling, punctuation, and grammar etc.

*Approximate words

PLAY OBSERVATION FORM

Name of Child: ________________________________ Time of Day: ____­­­­­­­­­­­­­­­­­­­­­­­­­­__________________                                  Setting: _______________________________________________________________________                                 Starting Time: _________________________________ Stopping Time: ____________________

Toys or Objects Used:

______________________________________________________________________________ ______________________________________________________________________________

______________________________________________________________________________ ______________________________________________________________________________                             Are the toys developmentally appropriate? ____________________________________________                                   More commonly used by younger children? ______________________________________(Age)                                  More commonly used by older children? ________________________________________(Age)

Thematic Content of Play:

______________________________________________________________________________

______________________________________________________________________________ ______________________________________________________________________________                          Primary Affect of Play (list specific actions associated with different affect):

______________________________________________________________________________

______________________________________________________________________________ ______________________________________________________________________________                               Ways Play is Used to Solve Problems (list problem created by play and solution):

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

Symbols Used in Play (list ways that toys or objects are used to represent something other than what they are):

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Function of Toys (list how toys are used if different from their intended function, e.g., a doll is used to “hammer” something):

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Verbalizations During Play (record significant verbalizations):

______________________________________________________________________________

______________________________________________________________________________

Relation of Toys/Objects to Child (for example, the child is destructive, possessive, careful, etc. with toys):

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Relationships Expressed in Play between People:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Type of Verbal Communication Expressed in Play:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Type of Non-Verbal Communication Expressed in Play:

______________________________________________________________________________

______________________________________________________________________________

PLAY THERAPY

Play therapy is a technique whereby the child’s natural means of expression, namely play, is used as a therapeutic method to assist him/her in coping with emotional stress or trauma.  It has been used effectively with children who have an understanding level of a normal three to eight year old, who are; distraught due to family problems (e.g., parental divorce, sibling rivalry), nail biters, bed wetters, aggressive or cruel, social underdeveloped, or victims of child abuse.   It has also been used with special education students whose disability is a source of anxiety or emotional turmoil.

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.

How To Use Play Therapy

This procedure is for a “non-directive” version of play therapy. There are many variations on the practice, but the materials typically remain the same.

1. Identify a youngster who might benefit from play therapy.
2. Decide if you will have a separate session with this child..
3. Obtain materials for the session. Recommended items include:
   –  manipulative (e.g., clay, crayons, painting supplies)
   –  water and sand play containers
   –  toy kitchen appliances, utensils, and pans
   –  baby items (e.g., bottles, bibs, rattles, etc.)
   –  dolls and figures of various sizes and ages
   –  toy guns, rubber knives
   –  toy cars, boats, soldiers, and animals
   –  blocks, erector sets
   –  stuffed animals (other suggested items can be located at the resource posted here
4. Place the materials in specific places where they can be located for each session.
5. Meet the child and introduce him/her to the play area.
6. Inform the child of limitations and how long the session will last (usually 30-60 minutes).
7. Allow the child to choose the materials with which to play.  Do not suggest materials or activities. If the youngster wishes to leave before the session ends, that is allowed.
8. Use the “reflection” technique to respond to the child’s comments.   If the child is not speaking or is non-verbal, your role will change; you will be describing what the child is doing. Just make a report on the actions. DO NOT offer interpretations or judgements of the actions. (“He’s a nice boy.” “It’s wrong for children to hit.”) Some supervising adults ask probing questions to get the child to speak or investigate a situation further. (“I wonder why the grown up is doing that.”, “What do you think that the girl is thinking right now?”)
9. As the end of the session nears, inform the child of that fact, stating the number of minutes left. This procedure helps with transition back to other activities.
10. Upon reaching the time limit, inform the child in a manner similar to the following:  “Our time is up for today.   We’ll have to stop now and put the toys back where we found them.”   The child is not allowed to continue playing if you deem that s/he must return to other activities.
11. Inform the child as to when the next session will be held.

Axline, V. (1969). Play therapy.

Axline, V. (1969). Dibs: In search of self.

Heidi Kaduson & Charles Schaefer (2000). Short-term play therapy for children.
Order at www.guilford.com

Nemiroff & Annunziata (199-). A child’s first book about play therapy. Washington, DC: Magination Press                                Order at:   www.maginationpress.com

P.R. White (2000). Clay therapy: A manual of therapeutic application of clay with children.  To investigate or order:          Order at:     www.playtherapyclay.com/Books.html