Archive of ‘Play Therapy’ category

What is Non-Directive (Child-Centered) Play Therapy?

Do your kiddos ever sit you down on the couch and explain to you what they are feeling and why? Well, usually not. You see, adult brains are fully developed and are able to talk and share what’s going on in their lives. Children, on the other hand, are still building their brain and don’t have all of the words to be able to express themselves. However, children can connect, process, and express themselves through play. Garry Landreth, the Founder of Child-Centered Play Therapy, shares, “Toys are children’s words and play is their language”.

What is Play Therapy? What does Non-Directive Mean?

Let’s start with the definition of play therapy, which means children, usually ages 3-12, using toys and art to express themselves and process what they need. That’s right, this counseling room is filled with toys and art supplies. These items serve as a child’s way of expressing what an adult would share with their words. Non-directive allows the client to lead the sessions, meaning getting to play freely without the counselor directing activities or questions. Counselors who use this theory believe the client is the expert in their own lives and will bring into session what they need that day. It can be harmful to force clients to process before they are ready, ultimately delaying progress. 

What Happens in Non-Directive Play Therapy?

Play therapy takes the form of what the child needs it to be in that session. Play therapy could involve the child playing with toys to act out a fight they just had or using art supplies and the sandtray to regulate themselves. Play therapy could also be connecting with the counselor in an activity together, that the child came up with on their own, to build trust and self esteem. The counselor is there to support the child and assist with processing, regulation, and limit setting. If the child invites the counselor into their play, then the counselor will continue to follow the child’s lead. Allowing the client to take the lead enables them to build self-esteem and confidence.

Who Could Benefit from Non-Directive Play Therapy?

Really any child could benefit from play therapy! Play therapy has proven success with children from pre-k to middle school. It is a safe space for them to process and express themselves with someone who isn’t a family member or friend. It establishes a personal relationship that is free from any connection to their outside world. Play therapy can be used with anxiety, depression, emotional dysregulation, anger outbursts, life transitions, divorce, low self esteem, social skill issues, school behavior problems, grief and so much more.

How Does Non-Directive Play Therapy Work?

First of all, play therapy takes lots of time and is thought of as a journey. It is extremely important for the child to come to weekly sessions to create safety, trust, and consistency. Sometimes things can get worse at home before they get better, which is normal since a child is having big feelings that they are not used to expressing. 

The counselor will meet with the child one-on-one, so they are fully able to process what they need without their parent present. The very first step is building trust and rapport with the counselor. Without that, how could anyone process what’s going on in their lives? The counselor will observe and be fully present with the child in a calming space, track the child’s play, and reflect feelings. The counselor will also set limits as needed to provide safety for the child, counselor, and room. The counselor will label positive characteristics and strengths they notice in the child as well.

Is There Parent Involvement?

Yes, and this is so important, you and the counselor are on a team now. The counselor is only with the child once a week for 45-50 minutes, while you, the parent, are with your child the majority of the time. The counselor will first set up an initial intake session with the parent to hear all concerns and goals for the child before even meeting with the child. The counselor will then set up separate sessions, usually every 4-8 sessions, to discuss play themes they are seeing in the session, to hear how the kiddo is doing at home, and to provide parenting support while teaching skills to use at home.

It will be so challenging to not know what is going on in session right away, and it is common for it to take at least 10 sessions before safety and trust is built with your child. It is quite valuable for parents to recognize that when their child begins their journey through therapy, the parent does too. With that comes the task of parents being patient and understanding that their child’s progress is fully maximized when the parent changes alongside with them.

Written by: Sumayah Downey, MA, LPC-Associate, NCC Supervised by Cristy Ragland, LPC-S, LMFT-S, RPT-S


4 Things Parents Should Know About Child Therapy

As a therapist who has worked primarily with children for the past two years, a common theme I have noticed with parents and caregivers is their misconceptions and misunderstandings of what the therapy process can look like for children. Therapy for children and therapy for adults is completely different and understanding these differences can not only clear any mistaken beliefs that parents may have about child therapy, but also set realistic expectations for how the therapeutic process may develop. 

1. Communication 

Children cannot always communicate clearly and/or effectively about how they are feeling or what they are thinking in the way verbal adults can. Using words is not the only way that children need or have to communicate in the therapy room. Play therapy is one of the most commonly used modalities when working with children because it relies on play, a child’s natural way of communicating. Play encompasses a wide range of activities, a few being: imaginative play, board games, nature explorations, creative visualizations, storytelling, legos, dancing, and role playing. 

2. Trust and Safety

One of the main duties of a therapist is to establish and maintain safety. Creating a space that is judgment free and accepting is one of the ways therapists strive to create a sense of safety in the therapy room. This can be especially challenging with children because it relies on them to purposefully take down their guard and trust the therapist, which is why therapists spend most of their time focusing on building strong rapport with their younger clients. When a strong therapeutic relationship is created between the client and therapist, it allows for more trust and communication. 

3. Privacy 

It goes without saying that children under the age of 18 are considered minors and because of that their parents are entitled to know anything and everything that happens in session. However, barring any danger or physical harm to the client or to others, some therapists may ask parents to agree to the therapist’s confidentiality rules before they will treat the client. In doing so, therapists are increasing cooperation in therapy, protecting their clients from the risk of abuse, and maintaining a sense of safety and trust in the therapeutic relationship. Some parents may feel concerned about their child’s therapist not telling them everything that transpires in session and that is a valid concern to have. When therapists preserve their clients’ confidentiality and privacy, their intention is not to create a one-sided relationship between client and therapist, but rather to encourage communication and trust in the counseling room, which can then progress to relationships outside of it. 

4. Trusting the process 

It is not always easy for parents to trust in the therapeutic process. Parents are paying for their child to get help and when change does not happen as quickly or acutely as they would like it can be disheartening. Additionally, the idea of not always being able to know what is happening in their child’s therapy can create feelings of separation and disconnection. Ultimately, when parents understand that therapists share the mutual goal of providing help and healing for their child then any concerns or apprehensions about the process can dissolve. 

It is unreasonable for parents to expect their children to openly discuss everything that occurs in session. Children in therapy need to know that what they say or do in therapy will be upheld by confidentiality. If a child knows that what they share in their sessions will be shared with their parents then they would be less willing to attend therapy and get the needed help. Trusting their child’s therapist to share important and general information about the happenings in the therapeutic process is a vital part of the child’s healing and effectiveness of therapy. When an open line of communication is created between parents and therapists, therapists can listen to any concerns that parents have and offer appropriate suggestions which can aid in the healing process. 

Written by: Geetha Pokala LPC-Associate Supervised by Kirby Schroeder LPC-S, LMFT-S


Once Upon A Year Into the Pandemic…

As we approach this harrowing year-long anniversary of the pandemic, or at least of the collective awareness and general quarantine period of it, it feels important to honor the horror we have witnessed. You might be experiencing the pandemic personally via loss of a loved one, shifting or lost work, social isolation, or perhaps your role has been more of a distant observer, or even seeing it through the lens of survivor’s guilt. Regardless of role or impact, we are currently living inside of an ongoing, slow-rolling, ever-unfolding collective trauma. Using imaginal tools can create some underworld and overworld understanding that is digestible while making personal meaning of this era. While many possible gifts have emerged, of note: the reconsideration of our shrine dedicated to “busy,” and a questioning of our ever-quickening pace; it is fair to say we are living in terrible times. Both Joseph Campbell and T.S. Eliot noted the world as a possible “wasteland,” yet used narrative and imaginal tools as a framework to withstand and even deepen psychological capacity. Campbell duly noted that by using myth we can vitalize ourselves, thereby creating vitality in the world around us (1988).

While there is medicine in creating a “normal” routine and buoyancy where possible, I wonder from a depth psychotherapeutic perspective, how healing it might be for us to incorporate the horror of this time more intentionally. This honors any upset and makes room for collective and personal grieving. Using the tools of the imagination is one way to incorporate the discomforting parts of the pandemic, both personally and clinically. Imagination can be used to meditate horror, or our reaction to horror, which is generally fear. Or it might be channeled to imagine and incorporate alternate endings, thus promoting hope. Equally, it can enable a deeper, storied processing of the events.

Trauma and Imaginal Healing

We know that trauma interrupts critical pathways in the brain that can impact, among many other things, the region that regulates negative emotionality. Through James Hollis’ analytic work and research in Houston, expressive arts were seen to “reactivate those portions of the brain and reinstate growth” (2000, p.9). Donald Kalsched, largely known in the depth psychoanalytic and trauma field, has cohered that the imagination “helps us integrate body and mind, affect and image, conscious and unconscious” (2020). And image is naturally the way we witness fantasy, creativity, and make meaning of the day-to-day world we encounter as a conscious species. 

“There is a mystery about this which stimulates the imagination; where there is no imagination there is no horror.”

– Sir Arthur Conon Doyle

Children teach us that holding space for the horrific can be healing and normalizing. Ask a young child to tell a story and many will quickly turn to the grotesque or the monstrous. They may even laugh while recalling a grim story from a book, or poke with curiosity about a character that gives them nightmares. Before defenses get installed into their hard-drive, so to speak, children are mostly comfortable with shadow-incorporation. Imaginal work offers a relatable, archetypal path to feel into what is dark, as a way to integrate wholeness into our psyches.

Why Honor the Imagination?

Before there was language, there was image and story. We have evidence of this, for one, in archaic cave paintings. It is encoded in our brains to storytell, and recognize patterns of story. We are narrative beings, and images are some of the ways our psyches take in and experience information. We speak in symbol. Our dreams speak in symbol. 

At times, especially in times of grief, language can feel limited. Even our common sayings point to this: there are no words, I am speechless, etc.

In the trauma world, often images are used to first encounter how something may have gotten storied in the psyche. Making use of the imagination which can coalesce and transmute images, somatic sensations, emotions, the ineffable– is a comprehensive way to “meet” what is showing up. 

Imagination is more important than information 

-Albert Einstein

Honoring imagination enables us to tap into our own narrative or the stream of archetypal patterns from the collective unconscious. In this primordial stream, we can encounter recognizable archetypes, or patterns of behaviors, alongside images that might resonate. As a meaning-making species, it can be healing to know that we are familied and recognized in other stories that exist outside of our own heads. We already, perhaps unknowingly, are in contact with archetypes, explored through film, books, video games, and Greek myths. Even our social media platforms respect the human propensity to narrativize as a way to connect, through Stories.

Using fairytales as an example of this work; you might immediately recall a tale that was once treasured as a child. This is one way we can tap into original stories from early life that carry personal meaning. In a fairytale, it is easy to encounter internal or external characters or motifs that resonate with life, relationships, or difficult situations. As Sabrina Orah Mark said recently in The Paris Review: “The reason why fairy tales exist and thrive is because our bodies recognize them like they are our own. Our same blood type. Because we recognize wolfwitchforestkisscursespellmother, the stories latch” (2020). Mark is noting that the stories “latch” because they are archetypal in form and as ancient as humanity. They carry patterns and a common language of relating to, or of rejection, or of horror, pain, beauty, protection. 

What Does Working Imaginally mean?

Working imaginally is flexible and spontaneous. Engaging with inner figures, with archetypal characters within and through myth, narrative, fairytale, etc, is vivifying. For some clinicians, it might mean play therapy, unstructured play, or sand tray. For others, expressive arts techniques are used. Narrative and drama therapies can assist in tapping into image. With depth psychotherapeutic training and a trauma-focus, I tend to use the tools of fairytale analysis, expressive arts, dreamwork, and classical Jungian sandplay as clinical tools.

Meanwhile, I invite you to honor your original images by revisiting your favorite fairytale from youth during this pandemic anniversary. Sit down, really sink into the tale and notice what comes up.

Resources:

Joseph Campbell and the Power of Myth. (1988, June 21). The Hero’s Adventure [Video File]. Retrieved from: https://billmoyers.com/content/ep-1-joseph-campbell-and-the-power-of-myth-the-hero%E2%80%99s-adventure-audio/

Hollis, J. (2000). The archetypal imagination. College Station: Texas A & M University Press.

Kalsched, D. (2020). How the Corona Virus is Re-wiring our imagination [lecture transcript]. 

Written by: Ash Compton, LMFT-Associate, EMDR-Trained Supervised by Susan Henderson, M.Ed, LMFT-S, LPC-S


1 2 3 4