®


therapists


emphasize attunement, co-regulation, and responsiveness through the four dimensions of structure, engagement, nurture, and challenge (Booth 


Prescriptive Matching of Theory, Attributes of Play,


and the Therapeutic Powers When the therapeutic powers of play are prescriptively matched with attributes of play and core theoretical beliefs, the process of utilizing  is based in theory and on research. Thus, the play therapist should seek to answer the following two questions when conceptualizing treatment: 1. Given that this presenting concern is likely occurring because of [hypothesis based on theoretical tenets], the fact that play is [characteristic] leads to initiation or facilitation of [therapeutic powers], which will lead to [desired outcome].


2. Given that we want to achieve [desired outcome], how would we  characteristics]?


         treatment planning, while the second question allows the choice of technique or intervention to be informed by the conceptualization and  treatment plan over the course of treatment, while the second helps more with session planning. This stepwise progression can also be visualized  down approach and the second working from the bottom up. Answering these questions allows the play therapist to select an intervention that best meets the client’s need, while giving a solid answer to the infamous question, “So, you just… play?” This model can also help the play therapist describe the healing power of play to adult clients. When clients, parents, or other providers ask why play therapy works or how play therapy is useful in this case, play therapists can provide a clear and understandable rationale with solid theoretical and empirical support. This also allows


1


Presenting Problem


2


Hypothesis/ Theory


6


3 Characteristic Play


4


Therapeutic Power


5


Desired Outcome


Figure 1 


28 | PLAYTHERAPY | December 2021 | www.a4pt.org


Choose Technique


      chosen for given presenting problems and client presentations.


For example, when a client presents for therapy due to fear of a necessary medical procedure, such as a blood draw to check white cell counts, the  problem is likely occurring because of


[hypothesis with theoretical


tenets], the fact that play is [attribute] leads to initiation or facilitation of [therapeutic powers], which will lead to [desired outcome].” The therapist might conceptualize: “Given that this fear of a medical procedure is likely occurring because of a learned fear due to previous trauma (a cognitive- behavioral


tenet), the fact that play is non-literal, encourages inner


control and active involvement, and leads to initiation or facilitation of abreaction, will lead to a decreased fear of the medical procedure” (see Figure 2). The therapist continues treatment planning with, “Given that I want to achieve a decreased fear of the medical procedure, how would I do that by utilizing abreaction and the non-literal, inner control, and active involvement characteristics of play?” The intervention of a release play therapy technique is determined as a result of this decision-making process, thus encouraging the integration of theory and practice, which should be the play therapist’s ultimate goal.


Another example of a common clinical presentation is negative


          in with her classmates on the playground and is consistently left out of group play during recess. She argues with them when she is not accepted into the group and stomps away to cry alone. The Adlerian         with a peer group is likely occurring because she does not feel that she counts in these relationships, the fact that play is non-literal and process- oriented leads to initiation or facilitation of access to the unconscious and creative problem solving, which will lead to understanding her worth and learning new ways to effectively enter a peer group. Here, multiple therapeutic powers of play are activated as the play therapist considers an overall treatment conceptualization. For an individual session, the play


1


Shows fear of medical procedure (blood draw)


2


Developed fear from trauma


(cognitive behavioral) 3


Non-literal, inner control, active Involvement


4 Abreaction 5


Figure 2 


Reduce fear of medical procedure (ability to tolerate blood draw)


6


Release play therapy


intervention


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