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52 Cards in this Set
- Front
- Back
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Play Room Basics
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• There should always be a doll house-classic necessity with a family and ethnically sensitive dolls
• Sand box • Blocks • Two way mirror • Should be looked at as the clinical office |
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Psychodynamic Play Room
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(Tends to be 2-3 times a week)
• Establish the relationship • Interpret the play o talk about fixation o repetitive play o defense mechanism o transference and counter-transference • the goal is to be able to balance the ID, Superego and the Ego • Encourages free play, and they join into the fantasy |
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Humanistic Play Room
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• Rogerian- general characteristics
o The therapist are genuine with the child-however know your boundaries o Unconditional positive regard-positive reinforcement o Empathy o General characteristic continued • Shared agreement on goals-this may cause resistance • Being able to integrate humor into the relationship |
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Setting up a Play Room
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• It needs to have the same toys
• Need to have the proper supplies and be prepared • Variation in play therapy rooms o Closet play therapy o Office-specific space in your office o In home play therapy o Psychodynamic play therapy room-almost empty and neutral • Large enough so that the children can run around • No glass, use safety glass or plastic |
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What you want in the Play Room
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• Use small chairs
• Sound proofing the play room • Telephone should be available in a playroom • Art material, clay, blocks, music section, puppets water or rice table, should all be in a play therapy room • Good to know the child community and games while doing the first initial assessment |
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Questions to ask yourself
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• Can my clients perceive me as trustworthy, dependable and consistent?
• Can you be real?-being aware of your thoughts and feelings • Can you accept yourself? • Can I let my self experience positive attitudes towards my clients, warmth, caring and respect • Can I give the client the freedom to be who they are? • Can I separate myself from the client and not foster a dependent relationship • Can I pose a non judgmental attitude when dealing with a client • Can I step into the client’s private world so deeply that I don’t become lost in it? |
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Establishing Rules in the Play Room
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• The rules have to be set before you walk into the playroom
• Child cannot leave the room without the therapist • Child has to be safe • When child becomes uncomfortable, offer the bean bag chair it will almost always deescalate the child’s mood • Review the time limit, give count downs when time is almost up • Inform the child that the room will not always be the same |
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➢ Filial- (3-6 months flexible model)
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• Play is the way that children learn to solve problems
• The kid the parent and the therapist are in the room but the parent plays the role of the therapist. • The parent is empowered in the process • Skills that the parent learn during therapy o The parents learn structure skills o The parents learn empathic skills o The parents learn imaginative skills o The parents learn limit setting skills o Ferber Therapy is used in Filial therapy to help children fall asleep |
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➢ Developmental
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o Accelerate the process of growth to the right level
o Move the child to the proper maturation level o The right mindset and give them the right place to grow o Trauma kids gains the most from developmental play o Developmental play therapy is unstructured |
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➢ Thera-Play
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o The goal is to have the child and the parents do it together
o Four basic dimensions: • Structure • Engagement • Nurturing • Challenge o 15-19 sessions that includes the basic dimension o first session meet with parents o 2nd session testing or evaluation of the parents, look to see how the parent interacts with the child o 2nd/1st with the child: session with the parent include: • is given a specific toy and a specific task • teach the child something • feed each other • comb the child hair • read a fortune on the kids hand • thumb wrestle • put a hat on each other • strive in 10yrs what the child will be like o 3rd session is with the dad o 4th session is feed back to the parent/watching the video o this play is designed for more functional families o session 5-9 shows the parents how to interact with their child o session 9-15 will work on specific skills o 15-19 are considered follow up sessions or tune ups |
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5 General Characteristics
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1. Genuiness
2. Unconditional Positive Regard 3. Empathy 4. Shared Agreement on Goals 5. Integrate Humor |
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Play Therapy
Key concepts Include: |
1. Developing a relationship through play
2. Listening to the language of play 3. Interpreting play 4. Use play to shift behavior 5. Use play to address emotions 6. Use play to label emotions 7. Use play to practice skills 8. Improve self esteem 9. Get positive attention 10. Prepare child to use verbal language to express issues |
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How we Evaluate Play:
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How careful is the child
How uninhibited Concerns around parent Experience with toys Comfort playing Ability to make decisions Ability to enter and leave the playroom Developmentally appropriate play Which toys/activities chosen Testing limits |
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Play Themes
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Anxious play- strive to please
Hyperactive play-scattered Aggressive play-destructive Oppositional play-test limits/negative Narcissistic play-self centered Depressed Play-loss grief Regressive Play- regress Compromised Play-act younger than age |
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Levels of Play
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Solitary play-alone
Parallel play-copied Imaginative-fantasy Collaborative-together Competitive-compete |
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Understanding Visual Arts
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1. Picture Characteristics
2. Medium 3. Color 4. Organization 5. Use of space/balance 6. Form 7. Lines 8. Layers 9. Focus or Direction 10. Motion 11. Detail 12. Content 13. Investment of Effort/Process |
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Understanding Visual Arts:
1. Picture Characteristics |
➢ What is it telling you?
➢ Is there a clear message? ➢ Can the client explain the message? ➢ Are there repetitive object? ➢ Does is look like something? |
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Understanding Visual Arts:
2. Medium |
➢ hard to soft
➢ controlled |
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Understanding Visual Arts:
3. Color |
➢ Amount
➢ Intensity ➢ variety ➢ Harmony |
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Understanding Visual Arts:
4. Organization |
➢ Tells about control
➢ explains priorities ➢ Gives you the way in which people feel in the world ➢ What their insides is like |
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Understanding Visual Arts:
5. Use of space/balance |
➢ There is a natural tendency to balance a picture
➢ Is it poorly planned |
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Understanding Visual Arts:
6. Form |
➢ What is the quality of the picture?
➢ Is it well formed or is it appear to be haphazard |
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Understanding Visual Arts:
7. Lines |
➢ Strength of the line indicate the emotion affect connected.
➢ Strong lines compared to tentative lines |
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Understanding Visual Arts:
8. Layers |
➢ Want to look at the picture and see what the person drew over, layers usually represents hidden or buried information
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Understanding Visual Arts:
9. Focus or Direction |
➢ What is the focus on the central figure
➢ Image ➢ Diffuse ➢ Where does your eye go |
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Understanding Visual Arts:
10. Motion |
➢ How do the pieces fit together
➢ Where does it tell the person is going ➢ What is the movement ➢ Static compared to growth ➢ How does the picture interact with other pictures |
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Understanding Visual Arts:
11. Detail |
➢ Details may be related to disorder/organization/motivation
➢ Tight detail-control ➢ No detail-lack of investment/motivation/guarded |
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Understanding Visual Arts:
12. Content |
➢ Specifics of what the pictures is trying to tell
➢ What is the story |
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Art Process:
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1. Performance Fear
2. Fear of Self revelation 3. Who sees the art 4. Positive Incentives |
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Art Process:
1. Performance Fear |
• Self consciousness
• Need to help person feel safe • Discuss concerns |
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Art Process:
2. Fear of Self revelation |
• People know that the art will be analyzed
• Need to help feel comfortable • Do not analyze • Ask open questions |
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Art Process:
3. Who sees the art |
• Need to set boundaries
• Who gets art • What will you do with it |
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Type of Music Therapy
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• Song writing
• Lyric analysis • Vocalization • Instrument playing • Relaxing music • Use of popular music to process issues • Drumming • Listening to music |
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Main Areas of Music Therapies
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1. Didactic- to gain knowledge behavior and skills ex: the raps
2. Medical-helping people with their physical health, relaxation 3. Healing- using music to heal psychologically and emotionally 4. Recreational- personal enjoyment 5. Psychotherapeutic- process feelings 6. Ecological- system wide process ex: bringing the community together |
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4 Levels of Practice
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1. Auxiliary- a non therapeutic relationship, setting the tone in the environment
2. Augmentative- support the treatment plan, ex: assign a kid to go home and write a song 3. Intensive- significant change the situation 4. Primary level- address the primary need, only use music therapy |
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Stages of Data Based Model:
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1. Referral to Music Therapy
2. First Session-building rapport 3. Assessment 4. Goals, objectives and target behaviors 5. Observations 6. Music Therapy Strategies 7. Treatment Planning 8. Implementation 9. Evaluation 10. Termination |
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Dance/Movement Therapy
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o Began in 1940’s developed by Marion Chace
o Yoga-breathing and relaxation o running and exercise o Sculpting-moving body parts, positioning to express feelings o Creative improvisational dance was done by Marion Chace o Outlet for personal expression o Major Goal • Integrate body and mind through actions of dance |
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Dance therapist will evaluate
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• Posture
• Face • Gestures • Uses space • Eye gaze • Synchronization • It is the process not the product • It is an expressive, making connection |
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4 main stages for dance therapy
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• warm up
• incubation- client starts to be more relaxed and can let go • illumination-meaning of the movement, how am I expressing myself • evaluation- how did it feel, what did you like or didn’t like |
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Adventure Based Counseling
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o Outward bound
o Project adventure o Wilderness therapy |
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Adventure Based Counseling
o Outward bound |
• Dr. Kurt Hahn 1886-1974 he talked about self preservation, survival, self concept
• Four major components Physical fitness Self reliance Compassion Craftsman ship |
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Adventure Based Counseling
o Project adventure |
• Developed by Karl Rhonke
• Building self esteem • Helping through active movement, through anxiety, and depression |
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Adventure Based Counseling
o Wilderness therapy |
• Rock climbing
• White water rafting • Canoeing • Hiking • Ropes courses • Survival skill on a shorter scale |
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Clay Therapy
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o Helps with problem solving
o Impulse control o Holds a child’s interest o Clay can go anywhere with the person o Some therapist may give direction on what to do with the clay o It strengthens the clinical relationship |
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Animal Assisted Therapy
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o Not a service animal
o The animal is seen as the co-therapist o The relationship with the animal is simple/authentic relationship o Children will form an immediate bond with the animal o The animal has to be certified • The animal must pass a test with Reading the child’s affect o Empathy develops o Emotional Flexibility o Impulse control o Reality testing o Social responsibility |
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EMDR
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Eye Movement Desensitization Response
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Axis I-
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Clinical Disorder
Other Conditions That May Be a Focus of Clinical Attention |
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Axis II-
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Personality Disorder
Mental Retardation |
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Axis III-
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General Medical Condition
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Axis IV
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Psychosocial and Environmental Problems
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Axis V
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Global Assessment of Functioning 0-100
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DSM IV-TR Categories
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• Disorders Usually Diagnosed in Infancy, Childhood, or Adolescence
• Delirium, Dementia, and Amnesic and other Cognitive Disorders • Mental Disorders Due to a General Medical Condition • Substance Related Disorders • Schizophrenia and other Psychotic Disorders • Mood Disorders • Anxiety Disorder • Somatoform Disorder • Factitious Disorder • Dissociative Disorder • Sexual and Gender Identity Disorders • Eating Disorders • Sleep Disorders • Impulse Control Disorders • Adjustment Disorders • Personality Disorders |
