purposeful. From one choice of play to the next, the child’s connection with self deepens. Both early childhood educators and play therapists trust that children know what they need for positive growth, In play therapy, understanding that children learn from direct
experience is a given. It is not the therapist’s job to lead but to support the child’s self-awareness in response to the play. The question for play therapists is whether the child is best served from the use of nondirective, child-centered practice or directive play therapy (Kenney-Noziska, Schaefer, & Homeyer, 2012).
childhood classroom and into the therapeutic playroom was a logical process of integrating child development knowledge with knowledge of play. My path to becoming a play therapist was taking shape.
The Inspiration of Others One extraordinary book, Dibs in Search of Self, written by child therapist, Virginia Axline (1967), was especially inspiring to me and became my play therapy primer. Axline recorded her play therapy sessions with her young client, who she referred to as Dibs. Throughout the book, she charted the progression of therapy sessions over time. Her responses to Dibs illustrated the unconditional acceptance a therapist has for a child, and demonstrated from a therapist’s acceptance, the child is able to trust. The child is free to express fears, emotions, and fantasies safely. While reading this book, I felt like a fly on the wall of a master therapist’s playroom. I began to understand the healing space of both the inner and external environments shared by therapist and child. I was inspired by Dibs in Search of Self, and I knew with increasing clarity that I hoped to do this kind of work. For my first year internship in social work school, I was at a
shelter for battered women and their children and supervised by an experienced play therapist. Thrown into the deep end of the pool, my only recourse was to attend and respond to the child. Initially, I felt equally concerned with how the child was doing and how I was as the child’s therapist. My supervisor’s style of supervision was guiding and
The playroom was a laboratory for learning, and I was beginning to function as a play therapist.
Continuing my education with a Masters in Education, and later a Masters in Social Work, I studied child development and family dynamics. I was fortunate to take courses in the study of play in both graduate programs. I learned that play is a child’s work and language. Play progresses through developmental stages and is a means for children to make sense of their world (Florey, 1976). During free play, children select and determine how to use materials. Children make discoveries about themselves and encounter both capacities and limitations (Frank, 1976). A knowledge base about play as fundamental to child
development grew into an appreciation of play as a methodology for therapeutic practice. Moving out of the early
14 PLAYTHERAPY | September 2014
respectful. Annette never directed, “Do it this way.” Instead, she questioned, “What was your feeling in that interaction?” “What did you notice in the sequence of the child’s play?” and “Tell me about the child’s demeanor when he entered the playroom.” Her non-judgmental queries prompted thoughtful consideration about the child’s needs and encouraged me to reflect on my responses. She emphasized the power of the therapeutic alliance with the child. In a discussion about how to approach children and their dreams, she shared, “A dream is like a movie behind your eyes when you’re sleeping.” The playroom was a laboratory for learning, and I was beginning to function as a play therapist. Annette demonstrated a high standard of practice and
supervision. She modeled what it means to hold the needs of the setting, client, and therapist. She taught both techniques and theory. She emphasized the importance of listening to the child and me. Annette embodied the characteristics of a caring, capable supervisor (Campbell, 2000). Annette brought me into the broader world of play therapy
practice. She recommended books by Garry Landreth, Charles Schaefer, and other prominent play therapists. She informed me about the Association for Play Therapy. I took her advice, became a Registered Play Therapist, and am currently pursuing the Registered Play Therapist-Supervisor credential. She communicated her love of play therapy and belief in its value. I will always be indebted to Annette for walking beside me as I
www.a4pt.org
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32