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christian counseling today
Vol. 20 no. 2
f
or well over half a century, play therapy has been recognized
as an effective means of treating children who struggle with a
variety of difficulties associated with social and developmental
deficits and trauma-related symptoms. Play Therapy is defined
by the Association for Play Therapy (APT) 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” (APT, 2013). This article examines
some of the therapeutic gains associated with play therapy and explores the
therapist’s role in the process.
Play and its Implications on Child Development
Play enhances a child’s development on several dimensions. According to
a report published by the American Academy of Pediatrics (AAP), play
stimulates creativity and imagination, enhances physical growth and agility,
and promotes intellectual and emotional stability. Play that occurs naturally
is vital to the comprehensive development of the child (Ginbsurg, 2007).
In fact, neuroscience research suggests play enhances brain development as
neural pathways in the brain are built and fortified (Panksepp, 2005).
Relationship Enhancement
The focus of filial therapy is to assist parents (can also include caregivers)
in facilitating non-directive play therapy sessions with their own children.
Joseph i ne M. Olson
the
therapeutic
powers of play
promoting healing & resilience in children
The therapist assumes the role of teacher, facili-
tator, and supervisor while modeling skills, first
in the play therapy room and then in the home
(Ginsberg, 2002). Upon reviewing the research
in filial therapy, this therapeutic medium was
recognized as significant in increasing “parental
acceptance, self-esteem, empathy, [and creating]
positive changes in family environment, and
the child’s adjustment and self-esteem, while
decreasing parental stress and the child’s behav-
ioral problems” (Rennie & Landreth, 2000).
Expressing and Regulating Emotions
Puppets are frequently incorporated into play
therapy sessions. Often, children are able to
project their own feelings and ideas onto the
puppets during spontaneous role-play, providing
them the appropriate distance to explore their
emotions. By allowing the puppet to become
the “symbolic client,” the therapist can engage
a child who otherwise would avoid emotional
expression (Hall, Kaduson & Schaefer, 2002).
The play therapy room serves as a safe environ-
ment for children to explore both positive and
negative emotions and practice new ways to
appropriately manage their affect.
