Play therapy - Flashcards | StudyHippo.com

Q: 1) mental act including both conscious and unconscious fantasy and wishes 2) requires a physical act which carries out fantasies and wishes into an observable enactment

Peter Neubauer\'s mind and body components

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to develop

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Play carries impt processes that are needed

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1) we have to ask where does energy come from expended in play 2) what is biological function in play 3) why does child spend time playing rather than engaging in other activities; what determines our selection with what we do with that activities 4) what is childs motivation for playing a certain game 5) once children start playing why do they continue to play; how do children engage in play 6) how does play aid child in development and significant for the future (presupposes a biological function for play) play readies child for life 7) why childs society provide thm with a given subset of all possible games. some cultural proclivities with selection of games

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Dan Slobin did a lit review of play therapy and included definition of play with 4 categories with 7 questions

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all encompassing

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acoording to dan slob in play is.....

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most frequent definition of play by Erik Erikson"play is a function of the ego and its an attempt to synchronize the bodily and social processes with the self

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charles schaefer

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whole self concept emerges, play is a mind body integration. play is a way of acting out what conscious ego is experiencing. unconscious part also lets out unconscious. other types are repression, denial, etc. we don't have unconscious awareness when we employ or discharge a defense mechanism but once its deployed you can't step back and recognize that we need it.

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ego is where

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anthesis of work

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people like to think that play is the

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some play feels pathological- happens in traumatic cases to reenact the trauma

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integrating play into therapy

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type 1 vs type 2 which is longterm and with severe traumatic responses, more than 1 trauma

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Leonore Terr had 2 types of play

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before age 3 is psychotic disorder vs after 3 is PTSD

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trauma before vs after age 3

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the child. she did a psychoanalysis of Stephen King saying that writing is a form of play.

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Leonore Terr did a psychoanalytic study of

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2 interlocking components (mind and body)

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Peter Neubauer

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1) mental act including both conscious and unconscious fantasy and wishes 2) requires a physical act which carries out fantasies and wishes into an observable enactment

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Peter Neubauer's mind and body components

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play but with work there is a goal or achievement.

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there is no goal achievement with

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idea or attempt to fill or a will and this is carried out into physical accomplishments

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in games and in work there is an

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a problem in order to achieve a new level of confidence

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play is an attempt to resolve

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in play aware that what is enacted is not real its fantasy. no reality consequences in play but there are consequences in work

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differentiation

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grasping reality boundary and become frightened by play which might have reality consequences

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In kids who are psychotic may have trouble

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comunicate.

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Children use play to

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adaptive in order to assimilate and gain mastery in their experiences

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Both Freud and Piaget believed that play was

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growth and development.

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Piaget considered play as a function of

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negotiating developmental stages related to personality development. Freuds work looked at disruption in play

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Freud discussed that play was more of a

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1) assimilation and 2) accommodation

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Piaget said 2 overall developmental processes

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when infants try to fit objects into already existing schemas (schemas don't change)

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assimilation acc to Piaget

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change schema to accomodate schemas, changing cog structures that already exist. grasping pen vs. grasping a beach ball

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accommodation

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sensory motor

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1st Piaget stage

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birth to 2 years. primary function is acquisition of info about world through sensory and motoric modalities. biggest outcomes are object permanency and greets variable responsible for reduction of infant anxiety. by age 2 child knows that parents are coming back.

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sensory motor

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begins at 6-8 months old. so surgery should be either before 8 months or after 24 months.

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Piaget says separation anxiety and how it affects surgeries

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can start to talk, object permanency helps that bc when mom is coming back from being gone they need representations

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Piaget sensory motor- end of 2 years of age

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2-7 years. language takes off. use of symbols. make believe and magic thinking occurs. anthromophorism- why is sky crying, identify with animals bc they are similar. apperception test, no conservation. can't decenter their attention or use reversibility they are very ego centric

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preoperational stage

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where you understand multiple parts of a problem (shifting weight, mass,etc)

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conservation

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12 and higher. have ability to reason and make abstractions. only 20 or 40% of adults reach formal operations and can disappear when stressed.

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formal operational

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7-12. latency age children according to Freud. can use conservation and make discrimination and comparisons. don't see world as black and white. ethics becomes more impt

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concrete operational

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1) practice games 2) symbolic games 3) games with rules and mirrors concrete stage of development

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How stages of Piaget relate to play therapy (3 games)

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free play outgrowth of games in sensory output development 0-2 years. pleasure of exercise of doing physical skills.

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practice games acc to Piagets stages

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involve a type of representation of an absent object. make believe and imitation games. can be played alone or with other kids

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symbolic games

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7-12 include social games involving regulations imposed by the group and sanctions for violation of the rules. as children grow older their games have rules governing them. consider how cheating plays a role. what does cheating represent in ages 7 and older. cheating could be about power or self esteem

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games with rules

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biologically oriented

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Dan slobin was

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if we have energy, we are going to play. we work when there is some sort of deficiency

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biologically oriented

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1)energy surplus 2)recreation theory 3) goose 4)Spunter-Neilson

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subcategories under biologically oriented under Dan Slobin's theory

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Schiller/Spencer wonder where does energy come from originally? what if you have left over energy after you play? also doesn't explain why kids choose certain activities over others

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energy surplus

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energy works to the opposite of surplus . the energy that was used up in work is depleted and play creates more energy. Supposed to restore exhausted powers. doesn't explain why kids continue to play where they have played a lot. doesn't reflect societies impact on what we play

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recreation theory

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play in animals is a period of pre exercise for life. preparing for becoming an adult (by playing house) similar to piagets work on assimilation. also related to frauds work on mastery.

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Goose

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neurological explanation. play provides opportunity to engage in activities as an evolutionary process for problem solving. neurological change takes place and human growth and development moves forward. cog changes occur in response to play. learn physical and symbolic social skills through neuronal connections. addresses why kids play till exhausted.

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Spunter-Neilson had a ____ explanation

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Freud had a similar to biological approach bc Freud believes of innate instinctual drive and our experiences are filtered through these drives and as a results, sex and aggression are key components.

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Person oriented explanations of play

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filters and play is experienced through repetition in enactment, pleasure in rediscovering the world due to the reassuring knowledge and mastery of the discovery of the world. related to the knowledge of identity of the object.

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Freud believed that ppl experience life through different

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knowledge that object isn't going anywhere (safe base). targets the symbolic games. pleasure in symbolic games. predictability and reassuring knowledge in stability in the world. ego will attempt to master trauma.repetition comes to mastery (repetition compulsions). overtime child will change a little.

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Freud believed that in infancy, it is impt to have

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when repetition does not bring any change in the play. goal is to make interpretations to unlock the unconscious conflict. treatment want to attack unconscious conflict that keeps them stuck in trauma and that changes their orientation from it. and you will see them get unstuck.

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traumatic neuroses

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helps master and gives satisfaction

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repetition compulsion

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act out and expressing feelings allows difficulty to be worked out. personality throughout lifespan vs Freud said it was over by age 20

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Erkison also believed that play is a way to

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unconscious processes

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Freud focuses on

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ego and conscious processes.

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ID and Erkison focused on

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deterministic (personality develops in life span) while Erikson is not so deterministic. Freud is also more medical (ppl sick) and Erikson is more community and social environment. Freud is interpersonal and Erkison is interpersonal. erikson is a more healthy model.

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Freud vs Erikson...Freud is more

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which is more social (immediate not culture) emerged from ego psychologists. brought in organization of ego processes or social processes and body play from this perspective comes from mastery of motor skills in a social context. by playing adult roles, children learn about adult roles but the rules that go along with those adult rules. so by learning identity rules and rule bound bxs children learn about themselves in relationship to the world.

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Life span orientation of play

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the socialization of life aspect of the kid

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most psychoanalysts have neglected

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play evolves out of our culture. we done realize this bc we don't know historic origin of play. different societies produce different types of civilized human beings. some societies are more primitive and have more laws and rules and some are more advanced games where kids act out social rules.

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socio-cultural definitions of play

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"status envy" refers to a child who will covertly practice those rules which seem to carry special privileges. but due to their status, they can act out this role in reality. if you add up all status envies you get an "optative identity" idea to look at role models most frequently found in play and it gives info on childs view of social reality. family and social structure influences childs social reality.

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John whiting coined term

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social cultural context talking about games serving as _________ for activities. came up with term "autotelic folk model" explain how each member of society addresses interpersonal as well as interpersonal problems.

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Anderson and Moore came up with

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states that individuals in society face 3 problems 1)intraindividual problems (non interactional problems such that humans interact and manipulate environment without being manipulated back. (aka practice games and done involve another human being) 2) interactional problems (bxs of others must be taken into account but doesn't involve others, these are games with rules. 3)affective problems that are feeling based. anxious or depressed child will engage in play that will show affect. feel abandoned by parents will act out as symbolically in play through model. children attempt to learn to problem solve. doesn't address how children learn to problem solve if only acting out adult problems.

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autotelic folk model

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teaching activities and must meet 3 conditions; 1) neutral (must no be related to or replicate society's activities, rewards for engaging in activity, can't be too expensive or the consequences can't be too great 2)rewards in learners activities must be intrinsic (just doing it, feels good for individual) contain own goals and own sources of motivation 3)the play or devices in play must help child learn a relevant technique of societies problem solving

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Anderson and Moores said society had

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1) drive theory 2) ego psychology 3) object relations 4) self psychology

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psychoanalytic theory has 4 different clusters

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Freud. classic person. focuses on unconscious and ID. largely the unconscious processes looked at: ID (unconscious), ego (both unconscious and conscious), and superego (unconscious)

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drive theory

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present since birth, innate biologically prewired and includes 2 drives that are libido and aggressive and sexual. biologically based on survival. in psychodynamic play therapy is all about survival. drives become overwhelming and they can't express it at parent bc then kid might die or parents might retaliate. so this is ID so then ego steps in. so you love your parents and want to have sex with other parent. but also want to kill them too.

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drive theory ID

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unconscious and subconscious bc you're asleep. ego distorts whats coming from ID (dream). so you can't display defense mechanisms bc you are asleep but ego lets you play out problem and lets you make it into something its not.

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dreams according to drive theory

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anxiety. signal anxiety emerges from unconscious that signals/ indicates that something from unconscious is being illuminated. goal of therapy is to illuminate unconscious ID and eliminate anxiety.

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acoording to drive theory conflict engenders

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survival. symptoms are unconscious and corresponding conflict from these states

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purpose of 2 drives is for

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birth to 2. zone of conflict-breast, bottle, mouth

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oral stage: ages and zone of conflict

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2-4 years. potty stage individuation, separation, elimination zone. child has control over this. "no" child product in the toilet can have a lot of meaning

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anal stage

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4-7. genitalia and sexual stuff. coincides with oedipal complex/ elektra complex relationship to others as a sexual person. culmination of gender identity is established. female child identifies with mom, rejects father male child develops. supposed to reject parent of opposite gender, but if that doesn't happen leads to oedipal complex.

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phallic stage

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7-12. concrete operational. sexual impulses are repressed. don't want to look at unconscious

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latency stage

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12 and up. resurgence of phallic stage. entering into adulthood. libido energy

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genital stage

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ego, it develops over time

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you are not born with an

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1) aggressive reaction 2) withdrawal reactions 3)compromised reactions

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3 basic patterns of defense mechanisms

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defense mechanisms is targeting the anxiety evolving

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aggressive reactions

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displacement of aggressive reactions, scapegoating, and phobias

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3 types of aggressive reactions

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displaces feelings into an object person and identifies feelings as not belonging to originating source.

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displacement of aggressive reactions

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type of displacement where groups of ppl are used as substitute objects of aggression, prejudice. 2 conditions 1) group or person is highly visible and 2) group must be vulnerable

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scapegoating

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ego is actively doing something to temper anxiety coming from unconscious. also a type of displacement. usually involves other emotions like fear. fear and anxiety are displaced from actual sources onto feared stimulus.

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phobias

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fantasy/wish fulfillment, 2) identification 3) introjection 4) regression 5) repression 6) denial 7)reaction formation 8)intellectualization 9)undoing

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9 withdrawal reactions

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desires to have needs gratified, something is missing. fantasy decreases anxiety to its less aversive form (daydreaming) when it becomes primary way of dealing with reality and you're not dealing with reality- no bueno

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fantasy wish fulfillment

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protects oneself from anxiety while simultaneously receiving gratification done through identification with another person or group of ppl. explains oedipal conflict resolution.

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identification

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specific type of identification, person internalizes attitudes they don't really hold but are necessary for social status (so elements of survival or direct survival)

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introjection

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reduce anxiety by regressing back to patterns of bx that are more comfortable

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regression

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reduces anxiety by repressing conscious to the unconscious as emerges into consciousness. ego moves to unconscious remove from memory. two types 1)primal-unconscious thoughts and ID impulses are denied entering into consciousness denial of material that was never conscious 2) primary repression-does include that material that was conscious and now is removed

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repression

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refusal to deal with reality as it really is

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denial

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individual has unconscious socially unacceptable desire or thought about which they has unconscious guilty feelings and may unconsciously adopt the opposite view.

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reaction formation

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rational but paradoxical. a friendly divorce. emotional change that accompanies a situation which is denied entry into consciousness by a rational approach.

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intellectualization

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indiivudal engages in bx designed to negate some inappropriate desire, idea, or bx

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undoing

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sublimation 2)substitution 3)compensation

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3 types of compromised reactions

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accpets a substitute goal one which provides some symbolic satisfaction of whatever need exists and yet remains socially acceptable. like boxing and football

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sublimation

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the goals and desires of individual are expressed and get remain unchanged. like someone who writes pornographic novel

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substitution

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intentions of inferiority turn toward substitution of some sort of bx where some degree of success can be achieved. napoleon complex. short men start behaving badly

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compensation

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defense mechanisms while you sleep. the closer your conscious, the closer ou get to what that dream really means. and the more anxiety providing signal anxiety.

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dreams are

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unconscious material represents rage or libidnal urges but its whatever is unconscious while manifest is the day reside conscious awareness and what happens in day to day experiences, always a latent under manifest. manifest is what client says in session. latent is underlying that. c

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latent vs manifest content

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feelings (affect)

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closest path to conscious awareness to unconscious material are

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latent meaning. play is free association as are dreams

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play is manifest content but also has

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finalizes its development through resolution of oedipal complex. achieves awareness of sexuality be rejecting same sex parent and identifying with opposite sex parent. angel is judgmental, rule governing,makes order out of chaos. chaos created through rage and it responds to guilt. superego tries to sanction ID and they are in conflict. this conflict can also create conflict. ego steps in to mediate. how well ego has developed by use of defense mechanisms and who they work, do they experience anxiety from ID. and if ego is not developed you will see antisocial, too much superego you will see Type A anxious, guilt. also extends to judgment to others.

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superego

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give child many more positive experiences than negative experiences. each experience that a child has with an individual is known as a part object a whole object is understanding of that person as a whole. bringing a bottle to a baby, part object. knowing that a parent is a caregiver, disciplinarian, understanding, is a whole object

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Winnicott- object relations

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when we are born we are born with a love filter or hate filter and every experience that we have goes through those filters. love and hate are similar to drives. also explains temperament (colicky, irritable, other kids are smiley or social). interjected part objects- to obtain good personality of a child increase positive part experience, and decrease negative ones. this is referred to as good enough parenting. Every experience with caretakers is experienced as part objects. mirroring and meeting kids needs, leads to secure attachment. with attachment alone to regulate self emotions. use mom as safe base for exploration.

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Melanie Klein and object relations

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distinct changes in children where they look at differences in mom and child. critical time periods that allow for optimal personality development and psychological growth.

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Margaret Mahler looked at

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birth- 1 month born with internal stimuli and are fused with their world. can't separate selves from world. function is purely institutional dependent on others to be stimulus barrier. parents prevent baby from being overwhelmed (temperature, pain, hunger) crying at this point is an effectual discharge (cold, hungry)goal is to bring mother and father close. if needs aren't met, organism goes into distress to point of panic. ignoring can lead to panic disorder later in life. at this stage there is no difference between internal or external stimuli.

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Margaret Mahler- 1st period is the normal autistic phase

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normal symbiotic phase. mom and father no longer stimulus barrier. sensory perceptive boundaries is formed.it is a shield surrounding parents, allows child to have rudimentary beginning of ego, are protected but not totally excluded. 1-5 months child has fleeting moments of realization that satisfaction and pleasure are contingent on source outside the physical body. these fleeting moments mark transition from autistic phase to normal symbiotic phase. smiling occurs need gratification from out there that they are smiling at: made possible by memory traces of gratification and precursive. remembering a face, dawning realization that babes maintenance is dependent on mother maintenance is able to have needs gratified being gratified by something outside themselves. at this time they become an auxiliary ego for child. for parent to become auxiliary ego need to be a bond between parent and child. mothers auxiliary ego is holding environment and creates envy where child is not frustrated. this symbiotic organization is critical for successful separation and individuation. during this phase, babies will check and look at new stimulus and compare to moms face this outward perceptual activity replaces inward stimulus activity.

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2nd phase of Margaret Mahler is

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hatching. the realization that they are separate and distinct from caretaker but still dependent on that caretaker. this initiates precursor to individuate and separation and this ....?

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this shift from internal to external is called

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normal symbiotic phase. starts before 5 mnths goes past 5 months (10-16 months early stage of separation and individuation) visual tactile inspection of mother and fathers face.

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costums inspection is another event that occurs through

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all energy and emotion are externalized around time of crawling (8-9) months to run (18 months). use mom as safe base use her for exploration. the better the mothers holding behavior (mirroring and empathy) the better the child is able to practice individuation/separation to use mom as safe base. practice separation and turning to mother. babies to try to separate our self, representations form what is infused with child, what is me ,what is mom, borderline personality disorder comes from this stage.

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at peak of hatching

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separation and individuation (using mirroring and empathy towards child)

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precursor to launching is

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then unhealthy attachment which leads to borderline

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if fused

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baby does something and parent responds

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mutual cying

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pain, pick me up, feed/change, anger

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4 types of crying

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psychological _____ is born

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through mutual reflection and cuing childs

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emotional and psychological

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mirror is both

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mirroring as well as continuous replication and thats how identity is born

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cooing is

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hatching

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through mutual cuing what occurs?

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hatch (no differentiation)

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psychotic children do not

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don't help child differentiate. mom doesnt mirror doesn't allow customs inspection, doesn't allow child to separate.

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parents of these children (psychotic children)

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separation/individiuation stage. hatching at this age also

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at 16 months of age start to see strong movement towards

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extreme and child splits off, no internal separation, start walking, explore, get upset when mom isn't around (if child turns corner child will come back since couldn't see mom)

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sometimes over mirroring can happen taking mirror to

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goal directness at this age lots of environmental scanning which establishes a perceptual barrier and helps babies with individuation

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object permanence early stages is more

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strangers bc can't trust and differentiate and can't count on primary caretaker

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infants with painful or inefficient symbiotic relationships are less comfortable with

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child can't launch bc think they are fused. separation is disengagement from mother and is both physical and emotional.

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other problems in differentiation

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intrapsychic, more affective, evolves from intrapsychic autonomy due to ones own psycholgocail individuation or separation, development of ego, sense of identity and cog ability

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individuation is

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1) rapid body differentiation from mom especially a boundary formation. usually breastfeeding is done 2)enhancement of specific bond. mom mirrors child allows hatch solidifies that bond 3)movement or maturation of an ego apart from mom. child develops own ego apparatus ego functions ore autonomously. cause and effect(call for mom, she comes)mom can encourage or discourage that step. dos mother choose dependence and symbiosis or allow child to be more independent

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3 primary steps of separation/individuation

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2nd phase of separation/individuation at 16-24 months, mother no longer taken for granted running, gets representational though, object permanence has developed at this time. child aware of self as distinct self.representational thought thought even when mom isn't around. known mom still exists and is safe even when she is not around. see more imaginary play and reciprocity (inviting ppl in)

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Rappochemont

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emerged out of work of Anna Freud and emphasizes use of defense mechanisms. how and which def. mechanisms develop could determine the type of psychopathology that someone has.

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ego psychology

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primitive def. mechanisms associated with oral stage.

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Ego psych-repression and denial are

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divided into different functions. ego-conflict free zone and primary autonomy refers to as the function of the ego (what are you doing now...writing reading etc)

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ego psych- ego is

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more advanced def mechanisms.

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Ego psych- Humor is a

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biologically and evolutionary determined, some impact from envy (education) involves conscious waking state

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ego psych believes that we are

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which is how ego functions with ID demands and reality constraints. this is where def. mechanisms come into play. Individual feels threatened by impulses and urges coming from ID, then we want to retaliate but the constraint is that that won't go well. so ego comes in to fix it, so part of it is superego saying you will go to jail if you do.... so then ego comes in and says well I hate my job so i will quit

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ego and secondary autonomy

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1) ego psychologist and 2)drive theorists. eventually they merged and object relationships came too

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2 primary psychodynamic camps for play

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need to consider 1)pleasure principle- here a childs game include material that is elaborated in some form or some manner. material may be expressed in various ways and take a form in play therapy. shark and kittens in play.

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psychoanalytic play therapy

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1. gratification pleasure and 2)functional pleasure

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2 parts to pleasure principles

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this is manifestation in play of some event and that there is some conflict for a child is more understandable when we see it resulting in some type of gratification. example: expression of rage and anger in play this discharge feels good for a child

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gratification pleasure

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means just pleasure or joy in doing activity itself. doesn't have to be an outcome. example: painting to paint

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functional pleasure

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repetition/compulsion

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2nd characteristic of psychoanalytic play therapy is

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situation over and over again bc the are seeking gratification that they never find. could be mastery or closure. constant striving for a goal and a frustration at each attempt to achieve that goal. passing through passivity to activity actively experiencing and psychologically mastering it. gratifying bc we are trying to fix it. with each repetition we strengthen our mastery of it. pressure exerted by unfinished processes by child. its the unconscious trying to assimilated. so repetition/compulsion allows you to come up with different resolutions and solutions. allows you to get different perspective for that problem. capacity of ego is able to handle trauma as we get older if children are confronted with experiences that they can't, immediately assimilate, this leads to repetition/compulsion.

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repetition/compulsion creates

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play can serve as as defense against pain that arises in context of an internal or external world. this is not play to master a problem, its atypical. kids with 20 imaginary friends. defense against overwhelming feelings that emerge from the ID

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atypical play in repetition/compulsion

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reality principle. whatever is enacted is not real, if it is real, its not play. psychoanalytic play requires enactment, it is not just imagined. requires both enactment and imagination which allows a child to differentiate what is internal and what is external.

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3rd characteristic of psychoanalytic play is

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mixture of libidinal and aggressive strivings. part of goal of play is to discharge those ID strivings and done need to deal with in play. there should be no guilt in superego, you need to give permission. rules for play. reflect ego control, its an ego defense. is there harsh punitive consequences for breaking rules, then you have to look at what superego is doing. rules that reflect ego controls.

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4th characteristic of psychoanalytic play

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wish fulfillment. can't get hurt. fulfill a wish. plays into wishes and fantasies and enactment of these wishes. Anna Freud believed play is a precursor to a daydream. objects of play help create the daydream and we get wish fulfillment out of it

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5th characteristic of psychodynamic play

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build inner world, not only mom relationship but other relations as well also represents self objects. our understanding of our ourselves come from our understanding of others.

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transitional objects help to

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infant satisfaction linked to toys is linked to emotional satisfaction with mom which toys are less impt. they can go talk to parents and friends. def. mechanisms developed so don't need toys for boundaries. kids gravitate toward toys when uncomfortable. toys are auxiliary ego internalized representations are expressed through toys. do interpretation so you can find out what part objects are being revealed.

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Lipton

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good enough mothering. need toys to express toys evoke parenting. link between internal mental works and external world.childre need a conflict free zone where they can tap into what it is they need, what it is they internalized and what they are not getting. press between what child needs in internalizes world and what they are actually getting. representations in play, get a sense of what their inner representations are and what their needs are. can see how child perceives themselves

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Winnocott said need

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1)pure symbolic component 2) physical nature of materials

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components of transformations of play materials are

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whatever child does with it is purely symbolic. like a giraffe that is turned into a gun

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pure symbolic component in play materials

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dictates what child make of it

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physical nature of materials child has available

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we don't give up pleasure principle, we just replace it, pressure in play is replaced when we have representations. children move from playing simply to elaboration. relationship to cog development to children's play. can see childs social environment in their play.

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Freud's developmental changes in play

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children's ability to understand and express affect and other cognitions such as needs. ability of child to understand motives of bx, motor, and physicality change aspects of themselves in relationship to the world. how I am, how i was then?

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1st major goal

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whats your understanding what feelings did you have

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historical self-

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there has been a derailment in attachment in early life. focuses on joyful and adding features of parent interaction can be used as intervention. going back to sensorimotor period of development. goal is to provide a list of stimulation and connection. can teach this to parent. 1st therapist does it with child. involves structuring a tx plan, involves intruding (therapist gets in personal space of child to get attachment) involves challenging and nurturance

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Theraplay Anne Jernberg

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exploration which is an introductory phase, introduce your play through action, involves a lot of play through interaction, start by sitting on floor, do mutual cuing and hatching

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1st phase of theraplay

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total exploration-compare yourself to kids features

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2nd phase of theraplay

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tentative acceptance phase. don't set up a lot of limits, no judgments, no direction. working alliance starts to be developed (therapeutic alliance- trust, open and up and disclose)

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3rd phase of theraplay

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negative reaction bc kids aren't used to it. they start projecting things onto you, they start feeling comfortable enough to do so

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4th phase of theraplay

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growing and trusting phase. consistency is impt in work. you use try not to miss session. you are in holding envy. consistency be a good enough mother, renew therapeutic alliance

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5th phase of theraplay

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modeling in session

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6th phase of theraplay

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sexual abuse bc touch is associated with pain and have issues with boundaries and don't want do around loss of parent. don't use with kids that show antisocial bus could do conduct maybe if take parents out of equation (extremely sensitive to neglect)

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when to not use this type of play

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cheerful, energetic, be able to communicate with grown ups, want follow up sessions to see if goals were maintained, not usually a long term therapy, skills based to help parents reattach to kids

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therapist variables for theraplay

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2-7. free association is materials is that has manifest meaning and latent meaning. all that is intrapsychic in the here and now. show inner world to express the inner psychic and show outer world as well. limit rules and structure bc once you structure it, it becomes your world. what is the manifest content (here and now?) and what is latent( underlying) content? this helps you understand them and them understand themselves

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Melanie klein- preoperational

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they disagreed on whether kids can make free association or not. klein said yes, freud said no

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difference between Melanie klein and Anna Freud with respect to free association and pre operational thought

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can't happened bc it means bringing unconscious material into conscious. this is too threatening for remnants of ego that are just beginning developing. no ego no defense mechanisms, no way to cope with this unconscious material being conscious. ego defenses haven't been well formulated. lack of logical thought. don't want to interpret their unconscious bc they won't understand it. we don't want to impose our thoughts on the pre operational kids will discount. this direct interpretation are not likely to be understood bc they can't hold onto the interpretation bc they lack the language

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Anna freud said free association

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magical thinking bc i think about it, it might become real. then if you interpret unconscious its too difficult. there is a lack of logical thought at this age, makes it impossible for child to understand or accept the interpretations that the therapist makes.

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Anna freud believed that kids have

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concrete operational stage

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latency aka

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logical _____ of objects as well as events and occurrences in childs world. trying to master academics, social, activities, sports, energy is expended in extracurricular activities.

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anna freud and free association tendency towards

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engage in wishes, thoughts, fantasies, want to be in in here and now . don't realize or appreciate that they have experiences that are external. won't own it, won't embrace it, and can't interpret it

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kids in operational stage don't want to

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metacognition (thinking about thought)

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formal operational

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you are free associating. receptive language comes before expressive language.

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melanie klein argued that as soon as you can talk or think

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play therapy to get behind anger.

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selective mutism

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unconscious material to consciousness bc its so close to our face anyway. kids don't have years of defense mechanisms. here and now is a huge layer of unconscious. Their magical thinking is reality (feeling guilty about mom crashing bc she wanted to kill mom). impt to interpret unconscious material at this age. lack of logical though makes it impossible for child to understand interpretation (klein disagreed with this statement from Freud). In reality, kids need to have their feelings/thoughts decoded. Put interpretation in their language. kids can understand you is use the right symbols. they hear your experiences through your play is a way of communicating to them.

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in pre operational stage its easy to bring

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doesn't agree with her about concrete operational kids not being able to free associate. she agreed that kids do have energy and want to keep latent, but you can help them move past that. klein believes that kids in this stage are not engaging in fantasy. at 10 they are willing to accept interpretations by tying things together bc it is more logical. more willing to consider unconscious. come from kids ego centric perspective. our biggest challenge is to understand what kid is saying and use their language

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melanie klein's 2nd disagreement with Anna Freud.

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multi dimensional emotions in one dimensional mind. pre-op and concrete op stage kids have difficulty to focusing on more than 1 feeling at a time.

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How do cog and developmental factors influence the childs understanding of emotions, motivations, and the self

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a group of kids between ages 4-12 and studied to be able to hold more than 1 feeling at a time. stage

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Susan Horter studied

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1) kids believe there is no way that 2 feelings can co occur 2) can understand that 2 feelings can co occur but they are sequential, get simultaneous 3) having simultaneous feelings is much easier than for them to hold similar feelings anger and disappointment and then comes discrepant feelings

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Susan Horters 3 stages of co occurring feelings

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1) kids can develop similar feelings towards same target, could be positive. 2nd substage is having 2 similar feelings towards different targets at same time. 3rd substage is kids can hold different feelings directed toward different targets simultaneously (splitting) 4 substage) different feelings towards same target

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4 substages of Susan Horters third stage

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lower stages for kids until they can negotiate having competing feelings for same person

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Susan harter stages about competing emotions...more anxiety at

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multiple emotions

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autistic kids can have tough time with

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manifest are on the surface. In the unconscious the latent feelings.

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developmental changes in children's understanding the difference between manifest and latent feelings

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here and now

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Selman discussed feelings of

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inner feelings. whatever response to conflict they see, they take it at face value

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children don't know that ppl can hide

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if see someone angry, they don't get that that won't be forever

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Selman Levels of children understanding of emotions: Level 1

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kids don't realize that emotions are obvious from behaviors. can see mom crying but don't know what that means

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Selman Levels of children understanding of emotions: level 2

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ability that the mind is granted the ability to grow consciousness getting latent.

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Selman Levels of children understanding of emotions: level 3

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adolescence 12,13,14 unconscious emerges as a natural explanatory concept. there is construct or mechanism involved with respect to humans. formal operation thought. utilize metacognition. some adults don't grasp unconscious (sometimes its a defense).

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selman Levels of children understanding of emotions/ manifest vs latent content understanding: level 4

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1) is it possible that you are able to hide your feelings from other ppl and how 2) have you ever wanted to cry and didn't? what stopped you? if its bc they won't want others to see them crying, they can hide feelings 3)can you hide your feelings from yourself (2 and 3) 4)have you ever smiled when you got punished (3 and 2) level 4 is just talking about it

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Selman proposed to ask children the following 4 questions in therapy

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4-6 year olds and 7-11 year olds. kids aren't able to disentangle emotions from targets emotions at ages 4-6. problematic: mom is always sad so they are too. maybe its my fault. concrete operational (7-11) see a decrease in presence of identical emotions. see that they can be angry, but child is more anxious and afraid. If parents have sadness, child can have empathy for parent.

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Susan harder looked at

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understanding of what causes parents feelings is impt bc of guilt and responsibility.

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causality

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whatever is making mom happy makes child happy.

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1st stage of causality

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where child believes they caused parents feelings they think they are center of parents emotional life called different egocentrism. mom is sad bc I didn't want to clean my room, they are fused with parents

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2nd stage of causality

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understanding causes of parents emotions, kids realize its the parents life that evoke their emotions and its separate from their emotions. its hard for kids to not feel guilty and to feel responsible.

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3rd stage of causality

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contributors. they are cause and effect relationships. anger doesn't necessary follow this 1,2,2 stage sequence. when feelings of anger come up, survival is issue. If parent is angry at stage 3 child might own that. fear of retaliation/survival

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help child discriminate situation in which they are contributors to situations where they are clearly the

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Piaget's stages of cognitive development.

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how children ascribe motivation for behavior follows

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1) 5-9 years old; motivation that kids ascribe to ppls behavior are surface level and the belief is that ppl that are intentional beings your intentions was to push me

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Selman did work on motivation for behavior stages: 4 level theory: 1

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10-12 yrs of age there is an awareness that motives may be concealed. white lies. motives can be concealed

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level 2 of selmans motivation for behavior in kids

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early adolescence has an awareness that there are mixed or conflicting motives. sign of ambivalence. mixed feelings

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level 3 of selmans motivation for behavior

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formal operational thought emerges in adolescence. not many ppl reach formal operational thought. teen realizes that peoples motives might unconscious

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level 4 of selmans motivation for behavior

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10-18 years of age. youngest children relied on self definition by observation (physical attributes and self as well as observations that other ppl make of them)

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Rosenberg's developmental differences in concept of self: how do kids define who they are? 3 different levels in developmental of concept of self : level 1

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includes self definition by traits. included self competencies, like I am musical or shy

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Rosenberg's developmental differences in concept of self: how do kids define who they are? 3 different levels in developmental of concept of self : level 2

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inner thoughts and feelings more abstract (liberal, republican, jewish) this happens in mid adolescence. treatment implications can they step back and self appraise need to be less egocentric, need to be able to look at themselves through others pt of view. where do they themselves in world, how accurate is their self appraisal?

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Rosenberg's developmental differences in concept of self: how do kids define who they are? 3 different levels in developmental of concept of self : level 3

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self definition and thats more complex than sorting out emotions. The implications of developing self awareness on treatment include need to determine whether the child has ability to observe the self as object of reflection. do they know who they are in relation to other ppl? have to be less ego centric, have to able to step out of yourself and appraise yourself in relation to other ppl.

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Susan Harter believed there is distinction among those methods that are involved in

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manifest content, what is child giving you in session? and what does this mean? tie it to the unconscious conflict.

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psychoanalytic treatment starts with

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from motives, bus, level of ego centrism, whats coping strategies, defense mechanisms are they using. get to the unconscious get to the where the conflict is.

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what stage of development is child in? gather info from

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symbolic metaphoric meaning in play, this represents conflict in unconscious bc play is a type of association.

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in treatment look for

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symbols you and relate to unconscious. your interventions that are used help support hypothesis which then confirm or disconfrim to some degree. if they don't support hypotheses you can change your hypotheses.

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as you observe child you want to see all the

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verbalization

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play is a substitute for

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dream analysis, dream interpretation, and capacity to utilize symbols.

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melanie klein's? work was influenced by

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interjectory

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no _____ phase in play therapy from melanie kleins perspective

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symbols and metaphors and you try to find this road quickly and directly.

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find road to unconscious through

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reflection otherwise it could be overwhelming

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1st session should be

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verbalization. through toys, kids exress play and their unconscious.

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toys are vehicles of

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be simple, have washable floor, running water, table, and a few chairs for kids, chest of drawers, small sofa, each child has own drawer. toys are associations in play arena. includee toys that have human propelling qualities not motorized. different ethnicity toys, doctors kit, tea party, fake animals, figurine dolls, doll house. dress up but no hats bc of lice, array of art supplies

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melanie klein believed that play room should

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working alliance, ask questions like why do you think you are here, did mom and dad tell you about coming. this is your place. working alliance is minimum you need in a relationship in determining the process.know the foundation and structure. I'm not a parent, or a boss, can keep most stuff private, protect privacy as much as possible. there will be things your parents know on occasion. before we tell them you and i will talk about it. empathy, active listening, relationship building, working as a team. work to understand who they are, conflicted or arrested parts of personality, goal is to have sx resolution, process and engagement, pleasant atmosphere, its not just creating empathy.

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1st session 1st goal is to establish

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address with parents after talking to child separately.

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if you get sense that parents are pressuring them to talk about sessions,

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brays and termination presents to take therapy with you. velveteen rabbit.

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can give gifts on

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over the phone or in a separate session

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set limits with parents

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use play as observation of child, this is really good piece of getting sense of child. more objective window into insight of child bc no transference yet. just mirroring, no interpretations yet

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2nd phase of treatment in general

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ego, need to supplement info with other sources

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Anna Freud said play is _____ mediated

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when you make interpretations, clarifications, confrontations, attempt 2 competing concepts together in a way that child has to reconcile them, more reflection with a purpose, interpret unconscious and conflict and make it conscious.

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3rd phase of treatment in general

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symbols enables the child to transfer not only interest but fantasies, anxieties, and guilt to objects other than ppl. disguises unconscious conflict, relief is experienced through play

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play analysis as a capacity to use

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interpreter which is comforting to them.

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our role is to act as an

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fantasy bc they are unable to play its a serious sign of disturbance in external world and reality. is characteristic of schizophrenia 6/7 years old if not developmentally delayed

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kids who are severely inhibited to use play and symbols engage in

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feelings of guilt or depression. which can be taken out on toy

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sense of persecution can become so strong can cover

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internalized anger. sometimes you will get mad at me but I'm here and always will be. everybody gets mad sometimes

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guilt and depression are both

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strategic family therapy book is sex love and violence

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Chloe Madonis

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play and allow them to experience anger, so they will be okay with that anger. anger won't kill you, won't cause parents to killyou.

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decrease persecutory feelings through

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reparation. goal is understanding not forgiveness. you experienced horrible things but it has nothing to do with you.

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eventually by working through persecutory anxiety and guilt, child will move to

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kill someone that didn't take care of you

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unconscious conflict is to want to

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anxiety to who that object represents (better relationships). more tender towards therapist too.

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bring out broken toy later, will see a dramatic change, aka drop in

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power, validates experience

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asking for forgiveness does not dilute

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sounding like a parent

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balance keeping child safe without

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persecutory anxiety. too much transference and you can no longer be a blank slate. they can project on you.

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if you act like a parent in session it will increase

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persecutory anxiety and facilitates working through. want to interpret as soon as you know what unconscious conflict is.

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timing of interpretations is best defense against

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destruction and don't react.

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you have to be able to tolerate some

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(happy mad sad glad)

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encourage talking about feelings

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impulses. goal is to make unconscious conscious want kids to have great ability to gain insight and make link between the two.

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observe childs response to their own

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don't know about. impt to interpret the transference

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kids have intellectual understanding and ability that parents

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experience early emotions and fantasies and understand them in connections to primary relationships

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interpret play experience so can re

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review earlier experience by making connections and can decrease anxiety

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interpretation allows ten to

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1) can't be random. has to be salient point being expressed. 2) be succinct and clear 3) language and expressions 4) timing is impt 5) insight is useful but get them to do the work it become much more meaningful when they do the work 6) don't use too many questions 6) interpret within the metaphor that they use 7) various levels of interpretation to pay attention to

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7 qualities of good interpretations

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1) attention 2)reductive statement 3) situational statement 4) transference interpretations 5)etiological

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5 points by Lewis

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amimed at bringing into awareness a basic factual context of their actions or verbalizations

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attention

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demonstrate unnoticed patterns of bx by reducing fragmented events to a common form (self sabotaged aka missed test; forgot permission slip

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reductive statement

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make child aware of situation that gave rise to certain affect or bx

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situation statements

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you get mad at me when we talk about parents

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transference interpretations according to Lewis

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seek to link to patient their current behaviors or feelings with early developmental events

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etiological

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persecutory anxiety, have to be non judgmental

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happiness/satsifaction balanced with

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interpretations phases that guide therapeutic process.

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Intervention by Susan Harter: interpretations process

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diagnostic phase. go from passive observation and reflection to parallel play to interactive play. tends to be more heavily loaded in reflection bc you are trying to understand child. goal is that they become less action oriented to more verbal. play shifts from playing too discussion. want to follow childs lead in all phases but particularly in this one. they should select roles for themselves and therapist. role reversal is common, what kind of mom am i?

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Intervention by Susan Harter: phase is

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interpret by characters within play scenario. therapist actually chooses to make interpretations through play character. response to interpretation lets you know if child will accept or reject your interp. don't response if they say no you're wrong

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interpretative phase 1 Harter

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interprete link btwn play character and actual kid. at this point, kid may or may not accept play character as reflect of their own dilemma, if they don't stay at level 1. and you can start again with interp if those were accepted.

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3rd level of interp by Harter

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interp about child to herself but coached in "I have a friend" way

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3rd or 4th interp phase by Harter

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direct interp. about them to them

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Last level of interp phase by Harter

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therapy can go. they might be at different phases with different issues.

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how kids accept interp will determine how

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from carl rogers, Virginia Axeline. There is a powerful force within use that strives for self actualization which is the ability to know who you are, be who you are, exert your life force that is a product of who you are as an individual. belief is that all of us are not able to do this and thats bc of all the emotionalized attitude that we receive from parents and teachers put on us by others. these attitudes are theirs, not ours, and are put on us. kids may come in and say they are bad bc this is the message they get.

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client centered humanistic play

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perceptions of self as either adequate or inadequate secure or insecure, worthy of respect or not worthy of respect. self esteem and self worth is what we have taken from others and their emotionalizes attitudes.

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emotionalized attitudes influence

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want kids to understand who they are from their own perspective. want to provide relationships with child,trying to enable them to utilize the capacities that are within himself for more constructive and happier life as an individual and member of society.

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goal of therapy for adeline (humanistic)

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behavior. self esteem has cognition and affect but we can't ignore behavior bc there is a relationship between EA and bx.any bx is a function of these attitudes.

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Humanisitic: our perceptions about ourselves dictate

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that determines our self worth and self esteem, if you add all up you get psychological identity. and bx that comes out of psychological identity is a reflection of these EAs

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summation of EA

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self esteem =psychological identify leading to bx

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EA leads to ______which equals ____ which leads to ______

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it gives you security in knowing. its hard to get rid of it bc can't let it go

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Humanistic: even if psych identity is negative

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it getting reinforced.

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a behaviorist would say child bx is getting worse bc

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they are trying to hold on to that identity.

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humanistic would say bx is getting worse bc

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have through relationship with therapist, kid can learn who they are. eventually could change and alter identities.

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goal with humanistic therapy is need to

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protects self esteem and lessens the impact of threats to personality.

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child who is emotionally deprived or has feelings of self worth, learns bx that

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o Wrote one of the first articles about play (reviewed literature) o People have different definitions of play o Interactional games, action-based, make believe, reality-based o Definitions of play are not exclusionary, they are complementary

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- Dan Slobin

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o Play - play is a function of the ego, an attempt to synchronize the bodily and social processes with the self

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- Charles Schaefer definition of play (most frequently cited definition of play)

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whole self emerges (intra-individual)

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o Ego is where the

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mind, body, and place

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o Play is the integration of

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processing

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o Play therapy is different than play in that it requires

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o Coined terms Type 1 and Type 2 PTSD o Psychoanalytic study of a child

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- Lenor Terr

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mental act and physical act

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- Peter Newbauer said play has two interlocking components

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you have to think about it first

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• Mental Act

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carries fantasies and wishes into an observable act

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• Physical Act

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goal

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Newbauer said no ________ achievement in play

question

resolve a problem in order to achieve a new level of competence • Developmental organization may change as a result

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Newbauer:o Play is an attempt to

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adaptive and enables child to gain mastery over experiences (negotiating conflict)

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o Functional, principle play is

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biologically- oriented, person oriented, life-space ego psychology, sociocultural-oriented

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4 Groups of Play (Dan Slobin)

question

schiller/spencer; recreation; Groose; Spunler/nelson

answer

biologically oriented

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• We work when the main spring of activity is deficiency • We play when the main spring of energy is surplus

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o Schiller/Spencer - energy surplus

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• Manner by which self is rejuvenated • Relaxation and restoration

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o Recreation

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pre-exercise for life sustaining skills (i.e., playing house)

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o Groose -

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• Neurological change takes place in response to play • Skills are learned through neurological connections facilitated

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o Spunler/Nelson

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o Theories include those that posit why we play is a result of individual differences

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- Person-Oriented- theories include

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• Repetition is the result of rediscovering and recognizing the familiar (mastery) • Reassuring knowledge in rediscovery of the world • Knowing the object of play and what it symbolizes • Ego will attempt to master trauma • Traumatic neurosis - when a child gets stuck and is not able to master the trauma • Attempt to link the unconscious to the play (interpretation)

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freud person oriented theory

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• Significance of play is for the future • Doesn't address culture-specific games/play

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o Eric Ericson

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• Ericson more focused on community • Freud - limited personality development • Ericson - lifetime personality development • Freud - focused on unconscious and ID • Ericson - focused on conscious and EGO

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o Freud vs. Ericson

question

o Follows psychoanalytic perspective o How child functions in environment and how the environment impacts development o Mastery of conflict and development of motor skills in a social context o In play, who the child is in relation to other people (intrapersonal mastery) o Role playing (adult roles) the child is able to act out and master rules o Personality development is fostered by games with rules

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- Life-Space (Ego Psychology)

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freud and erickson

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person oriented theorists

question

o Indicate that certain societies produce different sociocultural games with culture-specific rules

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- Sociocultural-Oriented

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sociocultural-oriented

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john whiting is which theory?

question

• Status envy - a child will covertly practice rules which seem to carry social privilege • Due to status, cannot act out role in reality

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o John Whiting

question

other sociocultural activities • Rules of society taught through play

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o Anderson and Moore - games serve as models for

question

- Drive theory - Ego psychology (defense mechanisms) - Object relationships - Self psychology

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psychoanalytic psychology

question

o Rage o Retaliation o Rejection

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3 rs

question

- Help child cope with unconscious drives - Conscious awareness of defense after it happens (deployment is unconscious) - Reduces anxiety from the id

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Defense Mechanisms

question

• Group must be highly visible • Group must be vulnerable

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o 2 requirements of scapegoating

question

- Dreams occur in symbols - The closer the dream is to unconscious conflict, the scarier the dream is (nightmares) - Dreams are an attempt to problem solve when we are sleeping

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dreams

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trying to make sense of

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- Dreaming is free association that the Ego is

question

klein, mahler, and anna freud

answer

object relations theorists

question

- Believed we are all born with a filter - experiences pass through this filter o Love-oriented or hate-oriented (temperament) - Filter dictates experience with caretakers o Object-Experience/Object-Relationship • Object relationships can be whole objects or parts of objects (i.e. mother or one experience with the mother) - Goal: for child to have more positive introjected object experiences and less negative (good-enough parenting) o Less frustration=more positive object experiences - Object relationship experiences are incorporated into personality o Serves as a base for future relationships - Parents need to be in tune and empathize (mirror) baby o Facilitates secure attachment and better emotional regulation

answer

Klein

question

o Relationship between mother and child o Personality developed through object relationships by 24-36 months

answer

Margaret M

question

normal autistic (birth- 2 months normal symbiotic 1-5 months precursor to sep/ind 5-9 months separation/ind 9-16 Reproach monte 16-24

answer

margaret mahler phases of development

question

• Rely on instinct • No sense of separation • Don't have ego to negotiate internal stimuli (parents act as stimulus barrier) • Crying is an affectual discharge - goal is to bring parents close • If not attended to, baby becomes frustrated

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o Normal/Autistic (birth-2 months)

question

• Parents are no longer the stimulus barrier • Sensory perceptive boundary - selective boundary and allows the beginning of the ego - begin to understand everything is not internal • Protected by the parent • Fleeting moments of realization that satisfaction and pleasure are contingent on a source outside of the body - • Realization marks transition from autistic → symbiotic • Memory traces of gratification • If parents consistently meet child's needs, memory traces can grow • Gratification fulfillment is dependent on parents • Parent becomes the auxillary ego for the child (defense mechanisms by parent) • Must create a holding environment - a place where the child is not frustrated (safe place) • Symbiotic orientation - parent and child get into a "groove" • Checking - discerning differences between parents and others • Outward directive stimulus activity (checking) • Hatching - progression from internal stimulus to external stimulus • Baby realizes it is separate and distinct from caretakers but is still dependent

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o Normal Sybiotic (1-5 months)

question

parent and child get into a "groove"

answer

• Symbiotic orientation

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parent and child get into a "groove"

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checkin

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progression from internal stimulus to external stimulus • Baby realizes it is separate and distinct from caretakers but is still dependent

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• Hatching

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• Child becomes absorbed with own self, almost to exclusion of mother • Begins crawling • Panic when parents are out of sight • Customs inspection - visual and tactile - trying to identify parents (scanning environment) • Mutual cuing

answer

o Pre-Cursor to Separation-Individuation (5-9 months)

question

• Mutual reflection and mirroring - parent gives back to child what they receive • Continuous replication leads to identity formation • If parents don't mirror and tolerate customs inspection, child can't differentiate (i.e. schizophrenia)

answer

mutual cuuing

question

visual and tactile - trying to identify parents (scanning environment)

answer

• Customs inspection

question

- empathy and understanding - enables parents to meet child's needs

answer

• Mutual cuing

question

• Self-object representation differentiation • Continues hatching and goal-directed behavior • Steps of Separation-Individuation • Rapid body differentiation from the mother o Boundary formation • Enhancement of specific bond o Mother mirrors child → allows child to hatch • Movement/maturation of ego apart from mom o Child develops own ego o Ego functions more autonomously o Is child allowed (by mother) to be independent o Does the mother encourage autonomy or location function o Does the mother push independence beyond child's capacity

answer

o Separation Individuation (9-16 months) - Internal and Emotional

question

• Baby has a separate, distinct ego • Realization that they are separate from the parent • Object permanency - representational thought with good enough parenting, separation anxiety diminishes (secure attachment) and feel okay about their individuation • Interactional play - development of social skills

answer

o Reproach Monte (16-24 months)

question

- Genuine respect and interest in the child as a person - Patience in understanding the complexities - Therapist needs to know self well enough to be able to serve child's needs without emotional involvement - Have sufficient objectivity and intellectual freedom o Hypothesis testing o Flexible in understanding o Help child enhance - Sensitivity, empathy, and sense of humor o Interpersonal relationship

answer

Personal Characteristics of Therapist:person centered/ humanistic

question

o Belief that an individual of any age has within himself the ability to solve problems and the striving for growth o Mature behavior is more satisfying than immature behavior

answer

basic assumptions of person centered/humansistic

question

o There are no specific treatment goals or plans other than to reduce symptoms and enhance growth o Replace maladaptive symptoms with self-acceptance, independence, and acceptance of others o If you accept others, you won't be threatened by them o Highest Form of Humanism: ACCEPTANCE OF SELF AND OTHERS

answer

pre treatment decisions for present centered humanistic

question

• Completely autistic • Actively psychotic • Significant developmental delays o No diversity issues o Up to age 12

answer

type of patient not appropriate for humanistic/ person centered

question

- Develop a warm and friendly relationship with the child in which good rapport is established as soon as possible - Complete acceptance - Establish a feeling of permissiveness - Alert to recognize child feelings and reflects feelings back to child so he/she gains insight into own behavior - Maintains deep respect for child's ability to solve own problems o Responsibility to make choices and institute change - Doesn't attempt to direct child's actions or conversations - Doesn't attempt to hurry therapy - Only establish necessary limitations o Anchor therapy to world of reality o Make child aware of his/her responsibility in the relationship

answer

therapeutic process of play in humanistic/ person centered

question

- Permissiveness to bring out self exploration - Want child to learn responsible freedom of expression though your approach - Body boundaries - Safety issues - Gift giving o Birthdays and termination o Therapeutic value

answer

Minimal Limits to Facilitate Self-Exploration in humanistic/person centered

question

- Behavior and Feelings → Self-Esteem - Be sensitive as to how you reflect feelings (appropriate wording) - Help child become aware of his/her emotions o Reflection and simple acceptance o Use child's frame of reference o Use nonverbal and body language o Facial expressions o Find child's interests

answer

Empathic Responding - Reflect Feelings! humanistic/person centered

question

- Child can gain/benefit from interrelatedness with therapist without realizing what is going on - Too much insistence on part of therapist may result in breakdown of rapport - Ask questions, use "I wonder..." statements to further child's expressions (for clarification)

answer

Offers Child Affective Experience humanistic/person centered

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