Play therapy is a form of therapy used primarily for children. That’s because children may not be able to process their own emotions or articulate problems to parents or other adults.
A trained therapist can use playtime to observe and gain insights into a child’s problems. The therapist can then help the child explore emotions and deal with unresolved trauma. Through play, children can learn new coping mechanisms and how to redirect inappropriate behaviours.
Play therapy is practised by a variety of licensed mental health professionals, like psychologists and psychiatrists. It’s also practised by behavioural and occupational therapists, physical therapists, social workers, SNAs and early years practitioners.
Research has found play to be an effective therapeutic medium for children in difficult and challenging circumstances such as family changes, separation and divorce, new schools, chronic illness and even death and dying.
It is a natural means for children to work out difficulties they might face such as making friends, dealing with excessive anger, fear, sadness, worry and shyness.
Play also helps in dealing with issues emerging from aggression and acting out; school difficulties; abuse and neglect; social adjustment; sleeping and eating difficulties; poor self-concept and low self-esteem; trauma; grief & loss; hospitalisation; and identity.
According to the professional organisation Play Therapy International, up to 71% of children referred to play therapy may experience positive change.
While some children might start off with some hesitation, trust in the therapist tends to grow. As they become more comfortable and their bond strengthens, the child may become more creative or more verbal in their play.
Some of the potential benefits of play therapy are:
Play therapy can also encourage the use of language or improve fine and gross motor skills.
Although people of all ages can benefit from play therapy, it’s typically used with children between the ages of 3 and 12. Play therapy may be helpful in a variety of circumstances, such as:
There can be a communication gap between children and adults. Depending on age and stage of development, children simply don’t have the language skills of adults. They may feel something, but in many cases, they either can’t express it to an adult or don’t have a trusted adult to express it to.
On the other end, adults can misinterpret or completely miss the child’s verbal and nonverbal cues.
Children learn to understand the world and their place in it through play. It’s where they’re free to act out their inner feelings and deepest emotions. Toys can act as symbols and take on greater meaning — if you know what to look for.
Since the child can’t adequately express themselves in the adult world, the therapist joins the child in their world, on their level.
As they play, the child may become less guarded and more apt to share their feelings. But they aren’t pressured. They’re allowed to do so in their own time and with their own method of communication.
Play therapy will differ depending on the therapist and the particular needs of the child. To begin, the therapist may want to observe the child at play. They may also want to conduct separate interviews with the child, parents, or teachers.
After a thorough assessment, the therapist will set some therapeutic goals, decide on what limits may be necessary, and formulate a plan for how to proceed.
Play therapists pay close attention to how a child handles being separated from the parent, how they play alone, and how they react when the parent returns.
Much can be revealed in how a child interacts with different types of toys and how their behaviour changes from session to session. They may use play to act out fears and anxieties, as a soothing mechanism, or to heal and problem-solve.
Play therapists use these observations as a guide to the next steps. Each child is different, so therapy will be tailored to their individual needs. As therapy progresses, behaviours and goals can be reassessed.
At some point, the therapist may bring parents, siblings, or other family members into play therapy. This is known as filial therapy. It can help teach conflict resolution, promote healing, and improve family dynamics.
Article source: healthline.com
Early years practitioners, primary school teachers, parents, SNAs and anyone interested in the area of play therapy can try our introduction to therapeutic play skills course.
This QQI Level 6 course will equip you with the knowledge, skill and competence to use play as a therapeutic medium in a range of settings to facilitate young people, focusing on children’s specific needs in relation to holistic development.
Practical workshops are delivered by webinars and designed to give you practical insight into Therapeutic Play Skills from an experienced practitioner. This can be delivered online meaning you can complete this from anywhere in the world.
During this course, you will learn extensively about the role of therapeutic play as a medium to help children work through difficult circumstances they may be enduring. You will learn about the different therapeutic play theories and principles and their relevance in different situations. You will also learn the key practical skills needed to facilitate therapeutic play with children.
At the end of this course, you will be able to;
Portobello Institute’s QQI Level 6 Minor Award in Therapeutic Play Skills gives you the opportunity to learn from a range of experts all of whom are passionate about the Therapeutic role of play. They bring their insight, depth of experience and passion for teaching to this course.
If you are interested, check out our early years department here. You can contact our early years expert advisor Jennifer Matteazzi for more advice and information about this course by calling 01 8920031 email jennifer.matteazzi@portobelloinstitute.com or book a 15-minute consultation here.
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