Therapy with Children


School Based Setting draft
Theories best suited for setting:
Child Centered Play Therapy  Axline, Landreth, Rogerian
(and Child Parent Relationship Therapy)
Cognitive Behavioral Play Therapy Knell, Kendall, Beck/Burns
( Coping Cat, Modeling, Behavioral Rehearsal, Behavioral Contingencies, Coping Self Statements, Bibliotherapy)
Adlerian Play Therapy Kottman
(Positive Discipline, Goals of Misbehavior)

Board Game Therapy draft
Areas of Assessment using Board Games
Purpose of Games in Therapy
Engagement Early Sessions
Use of specific Games
Modify Games
Traveling Games

Evidence Based Therapy with Children by Diagnosis - draft
Adjustment Disorders
ADHD
Anxiety (client centered therapy does not work, play therapy not adequately tested)
Autism (not ad tested Floortime)
Depression
Behavior Disorders
PTSD
Poor Sleep

Development and Children's Therapy draft in process
Types of Play & Ages of Play
Growing Up Again Affirmations for Stages


Parent's Guide to Screen Time draft
Screen Time Log
9 Secrets to Managing Screen Time
How to Restrict Kids Screen Time

Play Therapy Interventions draft
The Feeling Word Game
Balloons of Anger
The Mad Game
Beat the Clock
Bubble Breaths
Worry Can
Party Hat on Monsters
Weights and Balloons
Power Animal
Puppet as Symbolic Client
Broadcast News
The Spy and the Sneak
Butterflies in Stomach
The Way I Want it to Be
Click! Emotions
Feelings Mish Mosh

Stages of Therapy and Development

"Integrative approaches to play therapy Contemporary integrative approaches recognise the need for different play therapy methods depending on presenting issue, child factors and stage of therapy. The Play Therapy Dimensions Model (Yasenik & Gardner, 2012) for instance, describes four discrete methods of utilising therapeutic play. These four methods emerge from intersecting two dimensions – consciousness of child and directedness of therapist.

The non-intrusive responding method reflects the unconscious and non-directive play therapy approach suited to early stage work, traumatised and self-directed children.

Conversely, the open discussion and exploration methods represent conscious and directed work and are argued to be suited to specific skill development and older children.

The co-facilitation method, reflecting unconscious and directed work, is recommended for children with low play capacity and to interrupt repetitive play themes and deepen the play.

Active utilisation methods represent conscious and non-directed play activity to support children with strong play capacities or coping abilities (Yasenik & Gardner, 2012).

The stage-based model proposed by Geldard and Geldard (2008) offers another integrative approach to play therapy involving a different therapeutic focus at different therapy stages. This model suggests initially using a client-centered approach to join with the child, followed by gestalt and narrative methods to gain awareness, experience and to release emotion and start to develop a new self-awareness.

In the final stages, cognitive behaviour and behaviour therapies are suggested to challenge unhelpful thinking and practise new behaviours." https://www.psychology.org.au/inpsych/2015/june/short


  • Yasenik, L. &; Gardner, K. (2012). Play therapy dimensions model: A decision-making guide for integrative play therapists. US: Kingsley Publishers.
  • Geldard, K. & Geldard, D. (2008). Counselling children: A practical introduction. London: Sage Publications.

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