Approaches to Play Therapy: A Tabular Overview

TCA Journal ISSN: 1556-4223 (Print) (Online) Journal homepage: https://www.tandfonline.com/loi/ujpc19 Approaches to Play Therapy: A Tabular Overview Bill J. LaBauve, Richard E. Watts & Terry Kottman To cite this article: Bill J. LaBauve, Richard E. Watts & Terry Kottman (2001) Approaches to Play Therapy: A Tabular Overview, TCA Journal, 29:1, 104-113, DOI: 10.1080/15564223.2001.12034583 To link to this article: https://doi.org/10.1080/15564223.2001.12034583 Published online: 20 Nov 2018. Submit your article to this journal Article views: 1 Citing articles: 1 View citing articles Full Terms & Conditions of access and use can be found at https://www.tandfonline.com/action/journalInformation?journalCode=ujpc20 APPROACHES TO PLAY THERAPY Approaches to Play Therapy: A Tabular Overview Bill J. LaBauve Richard E. Watts Terry Kottman Students and trainees often have questions regarding the contemporary approaches to play therapy, and many of these questions revolve around the similarities and differences between the various play therapy models. This article provides readers with a brief, tabular overview of the following major approaches to play therapy: Adlerian, Child-centered, Cognitive-behavioral, Developmental, Existential, Ecosystemic, Gestalt, Jungian, and Psychoanalytic. Play therapy developed as a tool for working with children when mental health professionals recognized that adult "talk therapy" was not practical for use with children. Anna Freud originally used play therapy as a way to apply the techniques of psychoanalysis in working with children. Many subsequent approaches to play therapy evolved from practitioners using techniques with children that were conceptually based in existing models of adult personality theory (e.g. Childcentered, Jungian, Adlerian). In addition, several recent play therapy approaches (e.g., Developmental Play Therapy, Ecosystemic) focus more on the developmental level of children and systems in which children are involved (James, 1997; Landreth, 1991 ). In play therapy education settings, students and trainees often have questions regarding the various schools of thought in play therapy. Many of these questions revolve around similarities among and differences between play therapy models, and often occur as play therapists-in-training struggle to find a model congruent with their existing theoretical frameworks. The literature addressing the different models of play therapy is extensive. Thus, the search for answers to Bill J. LaBauve, Ed.D., is an assistant professor of counseling in the Department of Educational Administration, Counseling, and Psychology at Tarleton State University-Central Texas, Killeen, Texas. Richard E. Watts, Ph.D., is an associate professor of counseling in the Department of Educational Psychology, Baylor University, Waco, Texas. Terry Kottman, Ph.D., formerly professor of counselor education at the University of Northern Iowa, is a play therapy educator and supervisor, at The Encoura&ement Zone, Cedar Falls, Iowa. 104 TCAJOURNAL APPROACHES TO PLAY THERAPY questions related to play therapy approaches may prove to be tedious and time consuming. The purpose of this article, then, is to provide a brief overview of many of the contemporary approaches to play therapy. The approaches presented in Table 1 are Adlerian, Child-centered, Cognitive-behavioral, Developmental, Existential, Eco-systemic, Gestalt, Jungian, and Psychoanalytic. The information presented in Table I is not an exhaustive explanation of the different approaches but a brief description of the fundamental tenets of each. The reader will find recommended resources for further study in Appendix A. Table I is organized as follows: Theoretical Foundation lists the theory or theories that provide the framework for understanding and development of the model. Major Players provides the names of individuals who developed or have had a significant impact in the development of the model in relation to play therapy. View of Child <Basic Philosophy) addresses the theoretical perspective regarding the nature of the child. This is not a thorough discussion of personality theory, but a brief description providing a basis for understanding. Psychoanalytic play therapy contains two schools of thought, those of Anna Freud and Melanie Klein. How Maladjustment Occurs contains a brief discussion of the theory's explanation for the presenting problems of children. Role of the Therapist labels the role of the therapist as tending to be more directive or more non-directive. The directive therapist provides more structure and maintains more control in the play therapy session than does the non-direct therapist does. The Role of the Therapist section of Table I does not evaluate activity level in therapy; both direct and non-direct therapists may be highly active in sessions. Relationship addresses the special qualities of the counselor/child relationship according to the particular model. Specific Technigues focuses on specific techniques that stand out in particular models, rather than basic skills used universally in most models. Focal Point of Change labels the focal point of change as either interpersonal or intrapersonal. In interpersonal change, the focus is on changing behavior as it relates to others or surroundings. For example, the cognitive-behavioral approach focuses on teaching the child skills to improve interactions with others and environment. In intrapersonal change, the focus is on changing the internal conceptualization of self or gaining awareness. Child-centered play therapy focuses on providing a setting whereby the child can grow through self-healing toward selfactualization. Figure I provides a graphic representation of this relationship based on role of the therapist and the focal point of change. How Change Occurs addresses what causes change and how the child changes according to each of the approaches. Stages of Therapy lists the stages of therapy involved in working with children. Goals of Therapy describes the overall goal of treatment according to each particular approach. However, this section does not include specific treatment goals SPRING 2001, VOLUME 29, NUMBER 1 105 APPROACHES TO PLAY THERAPY for individual clients in play therapy. Table 1 Play Therapy Approaches Model Theoretical Foundation Major Playen 106 Adlerian ChildCentered CognitiveBehavioral Developmental Play Therapy Adler's Individual Psychology Rogers's Client-Centered Therapy CognitiveBehavioral Therapy Object Relations and Attachment Theory Terry Kottman Virginia Axline Garry Landreth Louise Guerney -worthy of respect -intrinsically motivated toward selfgrowth & selfactualization Susan Knell Viola Brody View of Child (Basic Philosophy) -social being with need to belong -behavior is goal directed -view life subjectively -are special & creative How Maladjustment Occun -discouragement due to lack of social connectedness -mistaken beliefs in lifestyle -incongruence occurs between self& experience -similar to that of adults -behaviors & feelings are determined by how child thinks about self & world -irrational beliefs lead to maladaptive behaviors -touch enables child to feel body and grow -child becomes aware of bodily self through mother's touch -body selfmotivates child to further development -child lacks self-awareness & appreciation of physical body -child does not have any awareness of feeling -child was unable to develop because of disruption of bonding process TCAJOURNAL APPROACHES TO PLAY THERAPY Table I (continued) Role of Therapist Relationship Specific Techniques Change How Change Occurs Stages of Therapy directive nondirective directive directive -egalitarian -active -encouraging -accepting -warm -genuine -facilitative -trusting -rapportbuilding -collaborative -encouraging -consulting the parent -questioning -sharing of inferences -goal disclosing -brainstorming -drawing -storytelling -tracking -limit setting -reflecting feelings -restating content -modeling (use of puppets & dolls) -role playing -assigning homework -direct questionning -sensitive -warm -nonjudgmental -aware -motherly attitude -relationship initiated & strengthened by touch -touching games -touching hands, feet, face, toes, fingers, and body as whole -rocking, cradling interpersonal intrapersonal interpersonal intrapersonal -egalitarian relationship facilitates the child in gaining insight into strengths, self relationships, & mistaken beliefs about self, others, & the world -Building an egalitarian relationship -Exploring child's lifestyle -Helping Child Gain Insight -Reorientation/reeducation -relationship with therapist facilitates child toward selfactualization -child identifies and modifies distorted beliefs that affect behavior -child is able to take responsibility for personal change of behavior -caring touch stimulates awareness of body self in child, which facilitates growth and change No stages delineated in the therapy process (child progresses through emotional stages) 1) Introduction/ orientation 2) Middle stages 1) Introduction/ orientation 2) Working through 3) Termination procedures 3) The baby stage 4) The intersubjective stage 5) Termination SPRING 2001, VOLUME 29, NUMBER I 107 APPROACHES TO PLAY THERAPY Table I (continued) Goals of Therapy 1) Reduction of discouragement 2) Increase of social interest 3) Recognition of strengths 4) Improvement of self-defeating behavior. Model Ecosystemic Theoretical Foundation -shift in thinking from rational to irrational, resulting in healthier behaviors -provide child with conditions to develop core self Existentialism Gestalt Jungian Systems Theory Reality Therapy Kevin O'Conner Existential Therapy Gestalt Therapy Jung's Analytic Theory Clark Moustakas Violet Oaklander View of Child (Basic Philosophy) -exist in a context of interacting systems that change over time and affect development How Maladjustment Occurs -inability to get needs met -system problems -worthwhile human being -unique -self-expression & selfdetermination aid in moving toward selfactualization -inability to develop according to uniqueness due to impaired growth of self from rejection in relationships -viewed as total organism -born fully functioning -develops according to genetic blueprint that determines uniqueness -difficulty with natural functioning of growth -trying to meet needs in unnatural way -experiencing physical or psychological pain John Allan Margaret Lowenfeld -psyche consists of ego, personal unconscious, & collective unconscious -innate selfhealing power nondirective -genuine -accepting -authentic directive -Iffhou -honoring -respectful -equal -safe Major Players Role of Therapist Relationship 108 Inconsistent with the philosophy of this approach directive -creative -structured -flexible -confident -imbalance in psyche -ego cannot mediate between outer world & inner world nondirective -positive -observing -participating -knowledgeable TCAJOURNAL APPROACHES TO PLAY THERAPY Table I (continued) Specific Techniques -structuring -challenging -intruding -nurturing -providing alternate exper1ences -tracking -limit setting -reflecting feelings -restating content interpersonal intrapersonal How Change Occun -child gains new cognitive understanding & is able to get needs met in a more consistent & acceptable manner -relationship helps child to feel free, accept his/her own uniqueness Stages of Therapy I) Introduction/ orientation 2) Tentative acceptance 3) Negative reaction 4) Working through, growing, & trusting 5) Termination -help child get needs met -facilitate developmental functioning & growth No stages delineated in the therapy process(child progresses through emotional stages) Change Goal(s) of Therapy Inconsistent with the philosophy of this approach -using projective techniques (games, storytelling, puppets etc.) that help child express inner world intrapersonal -sand playing -drawings -story telling -child discovers through relationship capabilities of self-support & emotional expression -child develops sense of boundaries between self & others Does not have Prescribed stages -relationship activates selfhealing in child's psyche. The opposing parts of self become integrated, relieving tension through the repetitive nature of play. -Introduction -Establishing rapport & building a therapeutic alliance -Working phase -Reparation & restitution -Termination -restore the functioning that puts the child on the path to growth I) Help balance demands of psyche 2) develop understanding of unique identity 3) come to terms with trauma while adapting to demands of society. SPRING 2001, VOLUME 29, NUMBER 1 intrapersonal 109 APPROACHES TO PLAY THERAPY Table I (continued) Psycho-Analytic Model Theoretical Foundation Major Playen View of Child (Basic Philosophy) How Maladjustment Occun Role of Therapist Relationship Specific Techniques Anna Freud Traditional Psychoanalysis Melanie Klein -initially frightened -trying to deal with intrapsychic demands -needing of safety -internal conflicts -insufficient defenses -anxiety -developmental fixation -repression -focused on biological innate factors - motivated by fear and guilt -internal conflict from Oedipal fear -aggressiveness directive -ally to child -building rapport -safety -promoting attachment -ego ideal -free associating -interpreting -dream analyzing -interpreting -free associating -drawing -history taking Change How Change Occun 110 Intrapersonal - child gains insight into unconscious processes Stages of Therapy 1) Introduction/orientation 2) Negative reactions 3) Working through 4) Termination Goals of Treatment -assist the child in understanding internal conflicts in the unconscious TCAJOURNAL APPROACHES TO PLAY THERAPY Interpenonal EcoSyst CB A Role of Ex _________________ Di~c:-._ Therapist Nondirect DP J G cc Pa Intrapenonal Focal Point of Change A= Adlerian CB = Cognitive-Behavioral CC= Child-Centered DP= Developmental Play EcoSys = Ecosystemic Ex = Existential G =Gestalt J =Jungian Pa = Psychoanalytic Figure 1. A depiction of where the play therapy models lie in regards to the relationship between role of the therapist and focal point of change. SPRING 2001, VOLUME 29, NUMBER 1 111 APPROACHES TO PLAY THERAPY REFERENCES James, 0.0. (1997). Play therapy: A comprehensive guide. Northvale, NJ: Aronson. Landreth, G. L. ( 1991 ). Play therapy: The art of the relationship. Muncie, IN: Accelerated Development. APPENDIX A: SELECTED RECOMMENDED RESOURCES Adlerian Play Therapy Kottman, T.• & Johnson, V. ( 1993). Adlerian play therapy: A tool for school counselors. Elementary School Guidance and Counseling, 28, 42-51. Kottman, T. (1994). Adlerian play therapy. In K. J. O'Connor & C. E. Schaefer (Eds.), Handbook of play therapy (Vol. 2) (pp. 3-26). New York: Wiley. Kottman, T. (1995). Partners in play: An Adlerian approach to play therapy. Alexandria, VA: American Counseling Association. Kottman, T. (1997). Adlerian play therapy. InK. J. O'Connor & L. M. Braverman (Eds.), Play therapy theory and practice: A comparative presentation (pp. 310-340). New York: Wiley. Child-Centered Pla,y Therapy Axline, V. (1969). Play therapy (rev. ed.). New York: Ballantine Books. Ginott, H. ( 1961). Group psychotherapy with children: The theory and practice of play therapy. New York: McGraw-Hill. Guemey, L.F. (1983). Client-centered (nondirective) play therapy. In C. E. Schaefer & K. J. O'Connor (Eds.), Handbook of play therapy (Vol. 1) (pp. 21-64). New York: Wiley. Landreth, G. L. (1991). Play therapy: The art of the relationship. Muncie, IN: Accelerated Development. Landreth, G. L., & Sweeney, D. S. (1997). Child-centered play therapy. In KJ. O'Connor & L. M. Braverman (Eds.), Play therapy theory and practice: A comparative presentation (pp. 17-45). New York: Wiley. Co~nitve-Bharl Play Therapy Knell, S. (1993). Cognitive-behavioral play therapy. Northvale, NJ: Aronson. Knell, S. (1994). Cognitive-behavioral play therapy. InK. J. O'Connor & C. E. Schaefer (Eds.), Handbook of play therapy (Vol. 2) (pp. 111-142). New York: Wiley. Knell, S. (1997). Cognitive-behavioral play therapy. In KJ. O'Connor & L. M. Braverman (Eds.), Play therapy theory and practice: A comparative presentation (pp. 79-99). New York: Wiley. Developmental Play Therapy Brody, V. A. (1992). The dialogue of touch: Developmental play therapy. International Journal of Play Therapy./, 21-30. Brody, V. A. (1993). The dialogue of touch: Developmental play therapy. Treasure Island, FL: Play Training Associates. Brody. V. A. (1997). Developmental play therapy. In K.J. O'Connor & L. M. Braverman (Eds.), Play therapy theory and practice: A comparative presentation (pp. 160-183). New York: Wiley. Ecosystemic Play TheraQy O'Connor, K. J. (1991). The play therapy primer: An integration of theories and techniques. New York: Wiley. O'Connor, K. J. ( 1994). Ecosystemic play therapy. InK. J. O'Connor & C. E. Schaefer (Eds.), Handbook of play therapy (Vol. 21 (pp. 61-84). New York: Wiley. 112 TCAJOURNAL APPROACHES TO PLAY THERAPY O'Connor, K. J. (1997). Ecosystemic play therapy. In K.J. O'Connor & L. M. Braverman (Eds.), Play therapy theory and practice: A comparative presentation (pp. 234-284). New York: Wiley. O'Connor, K. J., & Ammen, S. (1997). Play therapy treatment planning and interventions: The ecosystemic model and workbook. New York: Academic Press. Existential Play Therapy Moustakas, C. (1953). Children in play therapy: A key to understandinf? normal and disturbed emotions. New York: McGraw-Hill. Moustakas, C. ( 1973). The child's discovery of himself. Northvale, NJ: Moustakas, C. ( 1959). Psychotherapy with children: The lh·inf? relationship. New York: Harper & Row. Moustakas, C. ( 1997). Relationship play therapy. Northdale, NJ: Aronson. Gestalt Play Therapy Oaklander, V. (1978). Windows to our children. Moab, UT: Real People Press. Oaklander, V. (1994). Gestalt play therapy. InK. J. O'Connor & C. E. Schaefer (Eds.), Handbook (){plav therapy (Vol. 2) (pp.l43-156). New York: Wiley. Carroll, F., & Oaklander, V. ( 1997). Gestalt play therapy. In K.J. O'Connor & L. M. Braverman (Eds.). Play therapy theory and practice: A comparati1•e presentation (pp. 184-203). New York: Wiley. Jungian Play Therapy Allan, J. (1988)./nscapes of the child's world. Dallas, TX: Spring. Allan, J. (1997). Gestalt play therapy. In K.J. O'Connor & L. M. Braverman (Eds.), Play therapy theory and practice: A comparative presentation (pp. 100-130). New York: Wiley. Allan, J ., & Bertoia, J. ( 1992). Written paths to healinf?: Education and Junf?ian child counselinf?. Dallas. TX: Spring. De Domenico, G. (1994). Jungian play therapy techniques. InK. J. O'Connor & C. E. Schaefer (Eds.). Handbook of play therapy (Vol. 2) (pp. 253-282). New York: Wiley. Psychoanalytic Play Therapy Chethik, M. (1989). Techniques of child therapy: Psychodynamic strategies. New York: Guilford. Esman, A. H. (1983). Psychoanalytic play therapy. In C. E. Schaefer & K. J. O'Connor (Eds.), Handbook of play therapy (Vol. I) (pp. 11-20). New York: Wiley. Freud. A. ( 1964). The psychoanalytic treatment of children. New York: Schocken Books. Klein, M. (1959). The psychoanalysis of children (3rd ed.). London: Hogarth. Lee,A. C. (1997). Psychoanalytic play therapy. In K.J. O'Connor & L. M. Braverman (Eds.), Play therapy theory and practice: A comparative presentation (pp. 46-78). New York: Wiley. SPRING 2001, VOLUME 29, NUMBER 1 113