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58 Cards in this Set
- Front
- Back
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How do we evaluate play?
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Observe:
How careful is the child; how uninhibited; concerns around parents; 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: alone
Parallel: copied Imaginative: fantasy Collaborative: together Competitive: compete SPICC |
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Picture Characteristics
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What is it telling you?
Is there a clear message? Can the client explain the message? Are there repetitive objects(s)? Does it look like something? |
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Medium
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Hard to soft
Controlled |
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Color
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Amount
Intensity Variety Harmony |
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Organization
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Tells about control
Explains priorities Gives you the way in which people feel in the world What their insides are like |
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Use of space/balance
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There is natural tendency to balance a picture
Is it poorly planned |
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Form
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What is the quality of the picture?
Is it well formed or does it appear to be haphazard? |
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Lines
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Strength of the line indicate the emotion affect connected.
Strong lines compared to tentative lines |
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Layers
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Want to look at the picture and see what the person drew over, layers usually
represents hidden or buried information |
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Focus or Direction
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What is the focus on the central figure?
Image Diffuse Where does your eye go? |
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Motion
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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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Detail
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Details may be related to disorder/organization/motivation
Tight detail-control No detail-lack of investment/motivation/guarded |
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Content
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Specifics of what the pictures is trying to tell
What is the story |
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Investment of Effort/Process
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?
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Art Process:
1.) Performance Fear |
Self consciousness
Need to help person feel safe Discuss concerns |
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2.) Fear of Self Revelation
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People know that the art will be analyzed
Need to help feel comfortable Do not analyze Ask open questions |
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3.) Who sees the art
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Need to set boundaries
Who gets art What will you do with it |
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4.) Positive Incentives
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!
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Types 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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(6) Main Areas of Music Therapies
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1.) Didactic
2.) Medical 3.) Healing 4.) Recreational 5.) Psychotherapeutic 6.) Ecological |
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Levels of Practice - 4
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1.) Auxiliary
2.) Augmentative 3.) Intensive 4.) Primary |
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10 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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Eye Movement Desensitization Response (EMDR)
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- best practice for trauma
- Trying to balance/stimulate right (Affect) brain/left (language logic) brain - Shapiro - founded |
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DSM IV- TR Diagnostic and Statistical Manual of Mental Disorders-
Fourth Edition Text Revision |
Axis I- Clinical Disorder
Other Conditions That May Be a Focus of Clinical Attention Axis II- Personality Disorder Mental Retardation Axis III- General Medical Condition Axis IV- Psychosocial and Environmental Problems Axis V- 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 |
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Theraplay
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Cookie Cutter
step by step session intervention Structure specific engagement per session accelerate nuturing/challenge Very structured |
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Psychodynamic Play Therapy
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-2-3 sessions/wk
-balance -Big Bird - Superego -Elmo - Ego -Cookie Monster - Id -destabilizes the child -more extreme -coins fantasy play determining |
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Filial Play Therapy
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-Gurnett
-3-6 month flexible model -Way children learn to solve problems -Therapist goal - to teach parent (primary caregiver) to teach child -Parents (caregiver) included - empowered -behavioral intervention -danger with sticker charts "never take anything away" reinforce |
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Family Play Therapy
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* No play
* Everyone is a client - all family members Parents learn: - Structuring skills - Empathic skills - Imaginative play skills limit settings [with child] - progressive accelerate of the growth process to the right maturation level |
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Art Therapy
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Naumberg and Cane - founded
- Process of expression through the use of art - Distinct therapeutic intervention - Must be planned and organized - Art is a medium for therapist and client to connect and develop relationship - More than drawing a picture - psychological process - The process not the product -Different for other modalities - concrete -Breaks through defense structure -learn more through seeing - vision active not passive -Naturally reinforce it -Reset standards - 2-3 sessions - clean, true expression in flow |
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Art Therapy
The Clinician needs to look at: |
-What is happening in the flow?
-Pained? -Watch choice of tools! -Watch choice of colors! -Nothing is accidental - everything is a message! -Any verbalization needs to be recorded - noted -Non-verbal recorded - noted -watch behavior changes -follow up - be attentive |
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Art Therapy
4 - Uses |
1. Assessment
2. Gain insight 3. Process 4. Intervention |
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Play Therapy
5 General Characteristics |
1. Genuiness
2. Unconditional Positive Regard 3. Empathy 4. Shared Agreement on Goals 5. Integrate Humor (Rogerian - 1st -3, last 2 - Axline) |
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Key concepts - Benefits
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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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Play Room
Setting Up |
Developing relationship; making it safe; taking care of play room; basics: organized, same toys, supplies, cleaning it, enough space
Toys - doll house with doll family - ethnically/cyulturally sensitive dol - telephone - arts - blocks - clay - drum - sand/rice box - water table - toy gun - controversial, but can not be black/white; therapeutic value most important and considered |
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Humanistic Room
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Growing Room - Rogerian
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Psychodynamic Play Room
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Every
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Cognitive/Behavioral
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Axline
-Basic premise is to change the behavior |
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Jungian
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Archtypes
metaphor collective unconscious symbolically interpreting the play Erica Model - an assessment - Primarily Jungian - associated with the Lowenfield Miniature World (350 items) -very specific and interpretive in value |
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SANE interview
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Sexual Abuse Investigation Network
- forensic sexual abuse assessment - most controlled, rigid - eliminates further evaluation - admissible in court |
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House/Tree/Person
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A diagnostic assessment looking at emotion and affect
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Drumming
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changes theta waves to alpha waves - calm and relax
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Dance/Movement
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Mariam Chace - developed
- mind/body connection - trauma survivor respond positively |
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Project Adventure
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Rhonke
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Clay Therapy
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Clay vs, Playdo
-allows kids to problem solve -tend to be more focused on end project |
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Animal Assisted
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- not service animals
- animal viewed as "therapist" - combat loneliness, depression, life and death cycle - serve as a clock - must be responsible |
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Sand Play Therapy
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based on Jung
originator - Kalff --basic natural element -get connected to the earth -texture -tends to be safe and non-judgemental -tray represent wholeness -can be interchanged with rice |
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Photography - Photo Therapy
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- to tell a story
- tells us a lot - what's saved; what we look at; what we access - mirror with memory - instruct patient to take a picture - storyboard - photo board - act as a nature bridge to access, explore, and communicate feelings - helps to rewrite stories - helps with visualization |
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Puppets Therapy
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-Interpretation of puppets
-humanistic/rogerian play room -different way of communicating -human being without being one -allows for communicating - major premise - to project feelings onto the puppet - to create a story that will allow us to elicit memories and move them forward |
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Writing Therapy
Journaling/Poetry |
Strategies
- basic journaling - tell me feelings - write of experiences/feelings - higher sense of self awareness - insightful - safer - |
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bibliotherapy
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- to educate, to process in order to give clinical information.
- 3 stages 1. identification 2. Catharsis 3. Insight - teaches coping mechanisms - makes connections - we feel understood |
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Drama Therapy
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Improvisational - allows performance
Drama Gains - put out a scenario allowing communication - basic premise - allow someone to come out of shell and act and perform |
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Therapeutic Games
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- thousands of games
- the stress ball - centered around teaching coping skills |
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Aroma Therapy
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- coping skills
- assists in senses |
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Cultural Competence
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- main issue is about power
- conversation about power dynamic necessity - know where the power is; have conversation around it; - socioeconomic; education; family; environment; - color blindness is not an option - difficulty around communication - self awareness and bias is vital - educate self around cultural diversity - supervision - being able to talk about it - experience - cross cultural/gender |
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Safety in the Play Room
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No glass
plastic small chairs sound proof |
