Play Therapy Theories and Perspectives

Play Therapy Theories and Perspectives This book explores the multitude of thoughts, theories, opinions, methods, and approaches to play therapy in order to highlight the unity and diversity of theory and perspective in the field. Each chapter is a common question related to play therapy to which ten established and experienced play therapists share their thoughts, theoretical perspectives, and opinions. The key characteristics of a well-trained play therapist, the role of technology in play therapy, the importance of speaking the client’s language, and many more frequently asked play therapy questions and topics are explored. The reader will learn about the umbrella of play therapy thought and practice and connect with perspectives that might align with their own theoretical preferences. This book will be of interest to a wide range of mental health professionals working with children and adolescents. Those new to play therapy and those who are seasoned veterans will appreciate, value, and hopefully be challenged by the differing viewpoints surrounding many play therapy topics. Robert Jason Grant, EdD, LPC, RPT-S, ACAS, owns and operates the AutPlay Therapy Clinic in Southwest Missouri. He is the creator of AutPlay® Therapy and a multi-published author of several articles, chapters, and books. He is an international presenter and keynote speaker and currently serves as a board member for the Association for Play Therapy. Jessica Stone, PhD, RPT-S, is a licensed psychologist working in a private practice setting in Colorado. She has been a practitioner, professor, presenter, mentor, and author for more than 25 years. She is the co-creator of the Virtual Sandtray App for iPad (VSA) and the Virtual Sandtray for Virtual Reality (VSA-VR). Dr. Stone has numerous publications to date including Integrating Technology into Modern Therapies, Game Play, and Digital Play Therapy. Clair Mellenthin, LCSW, RPT-S, is an international speaker, author, and Registered Play Therapist Supervisor. She holds a Master’s Degree in Social Work from the University of Southern California. She is currently the Director of Child & Adolescents at Wasatch Family Therapy and an adjunct faculty member at the University of Southern California MSW program. “Experienced play therapists illuminate the current practice of Play Therapy. Highly recommended!” Charles Schaefer, PhD, RPT-S, co-founder, The Association for Play Therapy “Have you longed for deep conversations with expert, seasoned play therapists from a variety of approaches to the field? Have you ever had hard questions about the different ways of doing play therapy and wished you had someone to help you sort through them? I have, and this book, a book that answers the hard questions from a panorama of play therapy theoretical orientations and styles, is the answer to that longing! It’s like you get to sit around in a circle with amazing play therapy thinkers and doers and learn from them.” Terry Kottman, PhD, NCC, RPT-S, LMHC, Creator of Adlerian Play Therapy Play Therapy Theories and Perspectives A Collection of Thoughts in the Field Edited by Robert Jason Grant, Jessica Stone, and Clair Mellenthin First published 2021 by Routledge 52 Vanderbilt Avenue, New York, NY 10017 and by Routledge 2 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN Routledge is an imprint of the Taylor & Francis Group, an informa business © 2021 Taylor & Francis The right of Robert Jason Grant, Jessica Stone, and Clair Mellenthin to be identified as the authors of the editorial material, and of the authors for their individual chapters, has been asserted in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988. All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. Library of Congress Cataloging-in-Publication Data Names: Grant, Robert Jason, 1971– editor. | Stone, Jessica (Child psychologist) editor. | Mellenthin, Clair, editor. Title: Play therapy theories and perspectives: diversity of thought in the field / edited by Robert Jason Grant, Jessica Stone, Clair Mellenthin. Identifiers: LCCN 2020016330 (print) | LCCN 2020016331 (ebook) | ISBN 9780367418380 (hardback) | ISBN 9780367418373 (paperback) | ISBN 9780367816452 (ebook) Subjects: LCSH: Play therapy. Classification: LCC RJ505.P6 P5468 2021 (print) | LCC RJ505.P6 (ebook) | DDC 618.92/891653—dc23 LC record available at https://lccn.loc.gov/2020016330 LC ebook record available at https://lccn.loc.gov/2020016331 ISBN: 978-0-367-41838-0 (hbk) ISBN: 978-0-367-41837-3 (pbk) ISBN: 978-0-367-81645-2 (ebk) Typeset in Goudy by codeMantra Contents List of Contributors Foreword Acknowledgments Introduction viii xii xv 1 ROB E RT JA S ON GR A N T PART I Perspective 1 Do You Have a Primary Play Therapy Theory or Approach You Use the Most and Why? 5 7 2 What Advice Would You Give Someone Just Getting Started in Play Therapy? 19 3 What Are the Key Characteristics of a Well-Trained Play Therapist? 28 4 What Are the Top Ten Items You Feel Are Necessary in a Play Therapy Office? 39 5 What Have Been Some of the Most Challenging Things You Have Experienced as a Play Therapist? 50 6 What Are Your Thoughts about Using Technology in Play Therapy? 58 vi Contents PART II Process 69 7 What Emphasis Do You Place on the Importance of Speaking the Client’s Language? 71 8 How Do You Include Parents in the Play Therapy Process? 80 9 What Is the Importance of Regulation in Your Play Therapy Work; How Is It Best Achieved? 91 10 How Do You Incorporate Nature into Play Therapy Treatment? 102 11 How Do You Address Issues of Noncompliance and Aggression in the Playroom? 110 12 How Do You Use a Sand Tray in Your Play Therapy Work? 120 13 How Do You Use Expressive Arts in Play Therapy? 129 14 How Do You Address Issues of Intersectionality in Your Practice? 139 PART III Practice 149 15 What Are Your Suggestions for Building a Successful Play Therapy Practice? 151 16 What Do You Think Is One of the Most Challenging Ethical Issues Currently in Play Therapy? 159 17 How Do You Set and Maintain Boundaries in the Playroom and with Clients, Parents, Caseworkers, and so on? 170 18 How Do You Prevent Burnout and Compassion Fatigue? 179 19 How Do You Include Play in Your Play Therapy Supervision? 189 Contents 20 How Do You Use Play Therapy Across the Life Span with Respect to Client Ages? Conclusion vii 198 207 C L A I R M E LLE N T H I N A N D J E S SICA S TON E Index 209 Contributors Dr. Jeff Ashby, RPT-S, is a professor in the Department of Counseling and Psychological Services at Georgia State University. He is a licensed psychologist, a diplomate of the American Board of Professional Psychology, and a Registered Play Therapist-Supervisor. He is the codirector of Georgia State’s Center for the Study of Stress, Trauma, and Resilience and the former director of Play Therapy Training Institute. Robert Jason Grant, EdD, LPC, RPT-S, ACAS, owns and operates the AutPlay Therapy Clinic in Southwest Missouri. He is the creator of AutPlay® Therapy and he is a multipublished author of several articles, book chapters, and books including the following best-selling books: AutPlay® Therapy for Children and Adolescents on the Autism Spectrum, Play-Based Interventions for Autism Spectrum Disorder, Understanding Sensory Processing Challenges, A Workbook for Children and Teens, and Understanding Autism Spectrum Disorder, A Workbook for Children and Teens. Dr. Grant is the recipient of the Association for Play Therapy’s Service award and Missouri Association for Play Therapy’s Outstanding Play Therapist award. He is an international presenter and keynote speaker, and currently serves as a board member for the Association for Play Therapy. Heidi Gerard Kaduson, PhD, RPT-S, specializes in evaluation and intervention services for children with a variety of behavioral, emotional, and learning problems. She is past president of the Association for Play Therapy and director of The Play Therapy Training Institute, Inc., in Monroe Township, New Jersey. She has lectured internationally on play therapy, attention-deficit/hyperactivity disorder, and learning disabilities. Dr. Kaduson has authored chapters and coedited books, including Game Play Interventions for Children with Attention-deficit Hyperactivity Disorder, Release Play Therapy, Play Therapy Across the Lifespan, Play Therapy for Children with Attention-deficit Hyperactivity Disorder, The Playing Cure, Short-Term Play Therapy, 3rd Edition, 101 Favorite Play Therapy Techniques, 101 More Favorite Play Therapy Techniques, 101 Favorite Play Therapy Techniques, Volume III, and Contemporary Play Therapy. She maintains a private practice in child psychotherapy in Monroe Township, New Jersey. Contributors ix Jennifer Lefebre, PsyD, RPT-S, TCTSY-F, is a clinical psychologist, Registered Play Therapist-Supervisor, and trauma-sensitive yoga facilitator. She is the president-elect for the New England Association for Play Therapy. Her clinical and research interests focus on the assessment and treatment of children, adolescents, adults, and families whose lives have been impacted by complex trauma. Dr. Lefebre has extensive experience working with young children (0–5), adult survivors of severe childhood abuse and neglect, first responders, and combat veterans. Dr. Lefebre is the clinical director at Healing the Child Within, a holistic trauma center in northwestern Connecticut which integrates psychotherapy, yoga, play, and expressive arts therapies into the treatment of complex trauma. She also provides clinical supervision and play therapy consultation throughout New England and online, and an adjunct faculty member at several universities, teaching both at the undergraduate and graduate level. In addition to being an experienced play therapist and professor, Dr. Lefebre is a sought-after expert for speaking engagements, podcasts, and webinars on the topics of play therapy and complex childhood trauma. Clair Mellenthin, LCSW, RPT-S, is an international speaker, author, and Registered Play Therapist-Supervisor. She holds a master’s degree in Social Work from the University of Southern California. Throughout her career, she has specialized in providing play therapy to children, teens, and their families. She is currently the director of Child & Adolescents at Wasatch Family Therapy. Ms. Mellenthin frequently presents professional play therapy and family therapy professional trainings on Attachment-Centered Play Therapy, Family, and Trauma issues, both nationally and internationally. Ms. Mellenthin is a sought-after supervisor, training graduate students and interns in play therapy, and an adjunct faculty member at the University of Southern California MSW program. She is the past president of the Utah Association for Play Therapy and remains an active member on the board of directors. She is the author of Attachment Centered Play Therapy; Play Therapy: Engaging & Powerful Techniques for the Treatment of Childhood Disorders; and My Many Colors of Me Workbook, and has authored several chapters and articles. In addition to being an experienced play therapist and professor, Ms. Mellenthin frequently presents professional play therapy and family therapy trainings, and appears on local and national TV and radio as an expert on children and family issues. Akiko J. Ohnogi, PsyD, utilizes play therapy with all of her clients, including very young children, adolescents, and adults, and specializes in treatment of children, trauma survivors, and multicultural families. She is cofounder of Japan Association for Play Therapy, which provides play therapy training to mental health practitioners, and post-trauma support for survivors, throughout Japan. Dr. Ohnogi has several publications in the United States and Japan, and has provided workshops in the United States, x Contributors Ireland, England, Argentina, and Japan. She taught play therapy to graduate students at her undergraduate alma mater and was school counselor of her middle school alma mater. She has been in private practice in Tokyo since 2000. Mary Anne Peabody, EdD, LCSW, RPT-S, is currently an associate professor at the University of Southern Maine, a licensed clinical social worker, Registered Play Therapist-Supervisor, and past K-12 school counselor. She served as chair of the National Association for Play Therapy, president of the Maine branch of Play Therapy and recently was the recipient of the Distinguished Service Award from the Association for Play Therapy. She currently serves on the International Journal of Play Therapy editorial board, the Foundation Board of Play Therapy, and the New England Play therapy branch board. She presents internationally and has published extensively in the field of play therapy, play, and leadership. Dee Ray, PhD, LPC-S, NCC, RPT-S, is distinguished teaching professor and Elaine Millikan Mathes Professor in Early Childhood Education in the Counseling Program and director of the Center for Play Therapy at the University of North Texas. Dr. Ray has published over 100 articles, chapters, and books in the field of play therapy, specializing in research specifically examining the process and effects of Child Centered Play Therapy. Dr. Ray is author of A Therapist’s Guide to Development: The Extraordinarily Normal Years, Advanced Play Therapy: Essential Conditions, Knowledge, and Skills for Child Practice, and Child Centered Play Therapy Treatment Manual, and coauthor of Group Play Therapy and Child Centered Play Therapy Research. She is founding editor of the Journal of Child and Adolescent Counseling and an American Counseling Association Fellow, and is a recipient of the American Counseling Association Don Dinkmeyer Social Interest Award, Association for Humanistic Counseling Educator Award, Association for Play Therapy Outstanding Research Award, Top 25 Women Professors in Texas Award, and many others. Jessica Stone, PhD, RPT-S, is a licensed psychologist working in a private practice setting in Colorado. She has been a practitioner, professor, presenter, mentor, and author for more than 25 years. Dr. Stone’s interest in therapeutic digital tools, specifically using virtual reality, tablets, and consoles, has culminated in clinical mental health use and research for mental health, medical, and crisis settings. She is the cocreator of the Virtual Sandtray App for iPad (VSA) and the Virtual Sandtray for Virtual Reality (VSA-VR). Dr. Stone has numerous publications to date including Integrating Technology into Modern Therapies, Game Play, and Digital Play Therapy, and numerous chapters in a variety of books. She has served as the president of the California Association for Play Therapy branch and the Leadership Academy chair (the Association for Play Therapy Nominations Committee), and is a member of the AutPlay Advisory Board. Contributors xi Daniel Sweeney, PhD, RPT-S, is the founder and director of the Northwest Center for Play Therapy Studies. He is also a tenured professor of counseling and clinical director of the Marriage, Couple and Family Counseling program in the Graduate School of Counseling at George Fox University. Dr. Sweeney is a former member of the board of directors and past president of the Association for Play Therapy, a Registered Play Therapist-Supervisor (RPT-S), and maintains a small private practice. Daniel has extensive experience in working with children, couples, and families in a variety of settings, including therapeutic foster care, community mental health, private practice, and pastoral counseling. He has presented at regional, national, and international conferences on the topics of play therapy, sand tray therapy, filial therapy, couple and family therapy, and trauma interventions. Foreword This foreword has the dubious distinction of being written during the 2020 COVID-19 global pandemic which has challenged and distressed us all. The situation we face together is unpredictable and shocking, and the number of individuals infected, sick, recovering, or dying from this virus has been steadily increasing. The scientists tell us the virus will lose its power over time, and yet the devastation will most certainly be far-reaching. As many have articulated, the impact of this virus will persist in unimaginable ways for years to come. And yet in the midst of all this, the human spirit soars. It’s hard to find relief and reassurance amidst this intense human crisis. And yet I have seen many things that are uplifting. As Fred Rogers once said, “When I was a boy and I would see scary things in the news, my mother would say to me, ‘Look for the helpers. You will always find people who are helping.’” Nowhere has this been more evident than in the play therapy community. It’s therefore compelling to write this foreword in the context of our current experiences. Origins of play therapy can be traced back to the early 1900s. Play therapy as a field became more formalized and established by forward-thinking clinicians in 1982 with Charles Schaefer and Kevin O’Conner founding the Association for Play Therapy and Garry Landreth, Louise Guerney, and others envisioning a movement of individuals joined by a common interest in play as a therapeutic model. In 1983, a small group of people gathered to have the first national play therapy conference in New York. I believe the earliest gathering included around 50 professionals, and the National Association for Play Therapy Conference has now grown to approximately 1,200 attendees annually. Initially the association started with 50 members and currently has over 7,500 members. The National Association for Play Therapy Conference is an event that highlights the past, present, and future visions for our growing professional field, and the Association has developed standards of practice, ethical standards, and a rigorous credentialing process for professionals proving play therapy’s efficiency and/or pursuing a play therapy credential. During this time of crisis, I remind people that the Chinese characters that depict the word “crisis” are “danger and opportunity.” The play therapy community is acknowledging the danger and creating ample opportunities as well. Those opportunities will occur during tele-health with children and families, as therapists and clients rediscover each other in different ways, and find Foreword xiii meaningful ways to connect. I am watching my colleagues, new and seasoned, rise to the occasion buoyed by their hearts and generous spirits. It’s a time to celebrate our play therapy community and the many voices that have risen. As always, the voices are diverse, varied, and multifaceted. There are as many suggestions as there are theories, and the guidance is overwhelming. The fact that many voices have risen to speak from different vantage points, and to suggest flexible, alternative approaches for meeting the needs of children and families, is nothing new. The play therapy field has always been exciting in its evolution. The Association for Play Therapy recently developed and published a list of the seminal theories of play therapy that are valid and reliable methods for guiding the practice of play therapy. Those foundational theories include psychoanalytic, behavioral, humanistic, Adlerian, developmental, and Jungian, to name a few. These theories are well articulated and established, and ongoing research and practice efforts are underfoot to target key issues that might benefit from different forms of play therapy, such as ADHD, OCD, anxiety and depression, anger and dysregulation, gender identity concerns, suicidality, and other symptomatic behaviors or conditions. In addition, play therapists have documented methods for providing services to specific target groups: traumatized children, witnesses of interpersonal violence, children with sexual behavior problems, children on the spectrum, children with anxious attachment behaviors, developmental delays, and so on. And still other play therapists have developed and shared expertise on working with infants and toddlers, elementary-aged, or teen clients, as well as couples and families. And thus, the plethora of approaches and interventions continue, likely falling into one of the seminal theories, and allowing therapists to customize their techniques to meet the unique needs of the target groups mentioned, and those that will emerge. For the most part, play therapists demonstrate the ability to “play well with others,” often utilizing a multimodal approach that is integrative. Others, however, prefer a purist approach and stay on the lane that is paved by one primary theory. Charles Schaefer and Athena Drewes wrote about 20 change agents of play that inherently create positive therapeutic outcome, and these change agents are in the forefront of how many play therapists approach the provision of services. As play therapists seek to explain and understand the variables that heighten the potential for play therapy to help children and their families, play therapy research has provided another foundational layer for the work we do, increasing our credibility in the professional community. I know the play therapy community is indebted to the pioneering research efforts of Sue Bratton and Dee Ray, to name just a couple. Others are working diligently to continue in the tradition of science informing practice and vice versa. As we think through the current complexion of contemporary play therapy, the excitement among play therapists to keep suggesting innovative ideas, and the desire to share positive treatment outcomes with others, some considerations must be acknowledged. It is critical to take the time to try out recommendations, build a foundation of experience and/or scientific study, and ensure that ideas are tested and retested. In addition, it’s important for play xiv Foreword therapists to assert approach similarities, as well as the nuanced differences. In this regard, this book could not arrive at a better time. When Dr. Grant contacted me about his book idea, with an invitation to provide a foreword, I was delighted to participate. He described an ingenious approach of posing commonly asked questions and inviting ten seasoned play therapists to respond. The ten play therapy authors represented multiple theories and seemed uniquely suited to convey their points of view. This book project sounded like a labor of love and an open letter to the play therapy community. After reading the book, I’m filled with inspiration and joy! It was so much fun to read responses to some basic and deep questions, and recognize not only the common factors that are shared but the ways in which the authors revealed a bird’s eye view of how their behavior is shaped by thoughtful consideration. Each author carefully deliberated each question providing the readers with nuance and depth, which included the intersection between personal and professional experience. I honestly feel like I know the authors a little bit better by reading their responses throughout the book. Reading it provoked introspection, laughter, and feelings of warmth and camaraderie. It reminded me of many situations I encountered when I was working directly with children and families, and many of the situations that therapists bring to consultation and/or supervision. Most importantly, the book demonstrates what we are all finding critical at this moment: We need to support each other’s differing approaches and recognize the ways in which they are solidly grounded in theory. Without that basic construct, we will flutter wildly, without intention and without focus. Our profession is as strong as each of its participants and whether we want to be or not, we are all ambassadors of play therapy. This book offers varied powerful suggestions for practicing play therapy in an ethical, goal-oriented, and purposeful manner. The topics are varied as you will see in the Table of Contents and include a wide range of dialogues about ethics, supervision, boundaries, intersectionality, technology, confidentiality, practicing in urban and rural settings, social media, theory and application, and other fascinating issues. The questions chosen for discussion are ones that currently pop up in most workshops and conferences. There are equal servings of serious and light communications in the book, as well as occasional calls to action. There are intimate communications about each author and what has led them to their convictions. There are little surprises (Who knew, for example, that Daniel Sweeney does not describe himself as a child-centered play therapist?) and contextual information about diverse practice settings and communities. I am grateful to Robert for having the vision for this book. I am also grateful for Jessica and Clair’s contributions, for their collective crafting of this publication and inviting interesting and informative authors, and for being a part of the new generation of thoughtful and innovative play therapists. – Eliana Gil, PhD, RPT-S, ATR Acknowledgments Thank you to my family who provide support and encouragement in all my writing endeavors and allow me to write in my “extra” time. I could not have written this book without their patience and understanding. Thank-you to all the contributors – your thoughtfulness in responding to these play therapy questions is truly the highlight of this book. Thank-you to Stars for Autism for the inspiration and thank-you to all the play therapists who have encouraged me along the way – I love our field of play therapy! – Robert Jason Grant I really appreciate the opportunity that Dr. Grant offered to me when he approached me with this fantastic project. Editing with Dr. Grant and Ms. Mellenthin has been a wonderful experience. The contributors have provided us with amazing responses and have made this text a resource for veteran and new play therapists alike. My family has sacrificed time and some decent meals to allow me to contribute to this project and I cannot thank them enough. – Jessica Stone I am so grateful to Matt and our kids for always being supportive of my professional endeavors and being willing to share our time together to allow for this book to be written. Thank-you to our editor Amanda Devine for your support in our ideas to bring a whole new kind of book to the play therapy field. I am so grateful to my many friends and mentors in our field whose voices helped me to find mine. A special thanks to the contributors to this book who were willing to be vulnerable and share their personal experiences, thoughts, and perspectives. I love our work and am so grateful for the many dedicated play therapists who are working to make the world a better place! – Clair Mellenthin Introduction Robert Jason Grant The Association for Play Therapy (2020) defines play therapy as “the systematic use of a theoretical model to establish an interpersonal process wherein trained play therapists use the therapeutic powers of play to help clients prevent or resolve psychosocial difficulties and achieve optimal growth and development.” Play therapy embodies an umbrella term as play therapy can refer to a large number of treatment methods, all applying the therapeutic benefits of play. Many theories, approaches, and methods of play therapy exist, and much has been identified, researched, written about, and proposed as play therapy. Currently, the Association for Play Therapy recognizes ten seminal and/ or historically significant play therapy theories and approaches. The list includes Adlerian, child-centered, cognitive-behavioral, developmental (Viola Brody), ecosystemic, filial, Gestalt, Jungian, object-relations, and Theraplay ®. Beyond these ten recognized, there exists several established and emerging play therapy theories, approaches, and modalities such as sand tray therapy, family play therapy, experiential play therapy, expressive play therapy, relationship play therapy, first play, AutPlay therapy, digital play therapy, TraumaPlay, synergetic play therapy, and animal-assisted play therapy – to name a few. Many play therapists self-identify as an integrative play therapist (combining different therapeutic methods, interventions, and approaches to best fit the needs of the individual client) or prescriptive play therapist (selecting and implementing a particular play therapy approach that research has indicated is likely to be the most effective for a specific problem or symptom). The possibilities of what “play therapy” might mean or look like in implementation are so varied that I often teach parents if someone tells you they do play therapy, the next question you should ask is, “What type of play therapy do you do?” One unifying feature throughout the myriad of play therapy approaches is Schaefer and Drewes’ (2014) 20 core change agents of the therapeutic powers of play. These powers refer to the specific change agents in which play initiates, facilitates, or strengthens the therapeutic effect. Play powers act as mediators that positively influence the desired change in the client (Barron & Kenny, 1986) and provide the foundational framework for the 2 Introduction clinical understanding and use of play therapy (VanFleet & Faa-Thompson, 2017). The 20 core change agents include self-expression, access to the unconscious, direct teaching, indirect teaching, catharsis, abreaction, positive emotions, counterconditioning fears, stress inoculation, stress management, therapeutic relationship, attachment, social competence, empathy, creative problem-solving, resiliency, moral development, accelerated psychological development, self-regulation, and self-esteem. Under the umbrella of play therapy, the therapeutic powers of play can be recognized throughout various theories and approaches. Some powers may be more evident or primary in some theories versus others, but certainly the therapeutic powers of play serve as a unifying component in the vast world of play therapy. This book does not capture all the play therapy theories, approaches, and methods that currently exist, but it does provide a snapshot of the variety that permeates across perspectives. Each contributor to this book has amassed several years working in the field of play therapy. Nine professionals are from the United States and have obtained the credential of Registered Play Therapist-Supervisor (RPT-S), one professional is an international play therapist and cofounder of the Japan Association for Play Therapy – all ten have all trained, presented, and written about play therapy. They each have their unique voice which serves to accomplish one of the original goals of the book – to provide a small snapshot into understanding diversity of thought in the play therapy community. Additionally, there was a desire to buttress the diversity with the unity that manifests across play therapy perspectives. Those who venture into the world of play therapy quickly realize that there is more than one thought, theory, opinion, approach, and method to “doing” play therapy, but the power lies in the appreciation of the integration of diversity and unity which serves to deepen play therapy application. Across contributors’ different theoretical orientations, experiences, and beliefs about play and play therapy, there exists a unity of thought about many aspects that binds the play therapy community. Among the unifying beliefs included are the power of therapeutic relationship, the emphasis on quality supervision, the need for continuous training and growth, the importance of play and speaking the child’s language, and the passion about protecting the integrity of the play therapy field. It could be argued that the unifying features in play therapy are the most fundamental and most important when serving children and families. What brings play therapists together are typically the most thoughtful and effective components of therapy. Although unity in play therapy is evident, there still exists diversity in approach and thought. Diversity and differences do not have to be considered problematic. In fact, they are assets that enrich the professional experience. Diversity and differing perspectives contribute to the strengths in creating Introduction 3 the best possible format in which to provide therapy. For the play therapist to fully benefit from the variance of perspectives, the following should be considered: 1 2 3 4 5 There should be a commitment to respecting differences. There should be an understanding and appreciation for shared values and what unifies us as a play therapy community. There should be an understanding that diversity of play therapy implementation parallels the diversity needs of clients, ultimately validating play therapy as a treatment modality for all children. There should be a commitment to encouraging diversity in perspective as opposed to devaluing and limiting perspectives. There should be marked celebration of the connectedness in play therapy regardless of theoretical differences. The value of perspective is one of the principles that inspired me to create this book. Several years ago, I was asked to join the board of a nonprofit organization called Stars for Autism. The creators of this organization consisted of a group of autism authors who had written a book together called Stars in Her Eyes: Navigating the Maze of Childhood Autism. I remember reading this book and not only gaining valuable knowledge about autism but being intrigued with the format. There were five authors, each from a different professional and personal background but all related to autism. One of the authors was a speech therapist, another a special education director, another a teacher, another a parent, and another a community advocate. The book contained several popular topics/questions about autism (each chapter of the book was a different topic/question) and each of the authors responded to the topic/question from their own experiences, perspective, and opinions. I found this format not only interesting but valuable as I was able to glean multiple perspectives about some of the most common questions related to autism. Before I had finished this book, I was processing how valuable this format would be in a play therapy book. I begin to envision a book reference where several established play therapists shared their perspective on a variety of common play therapy topics and questions. My journey in learning and appreciation for the variety of theories and approaches in play therapy guided the formation of this book. Each chapter is a common question related to play therapy, and all ten contributors share their thoughts, theoretical perspectives, and opinions on each question. Those new to play therapy and those who are seasoned veterans will appreciate, value, and possibly be challenged by the differing viewpoints surrounding many play therapy topics. This book builds on the work of viewing differing perspectives as an asset while celebrating the unifying features that connect those in the field of play therapy. 4 Introduction References Association for Play Therapy (2020). Play therapy makes a difference. https://www.a4pt. org/page/PTMakesADifference. Barron, R., & Kenny, D. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 5, 1173–1182. Schaefer, C. E., & Drewes, A. A. (2014). The therapeutic powers of play: 20 core agents of change. Wiley and Sons. VanFleet, R., & Faa-Thompson, T. (2017). Animal assisted play therapy. Professional Resource Press. Ansbacher, H., & Ansbacher, R. (Eds.). (1956). 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