5. Play Therapy Must Understand Dosing/Repetition/


Frequency The long history of cognitively-oriented therapies has contributed to a misleading belief that change can be orchestrated rapidly through conscious effort and thought (Raio, Orederu, Palazzolo, Shurick, & Phelps, 2013). This is true of cognitive change, but much less true of lower-brain learning. While behavioral techniques can be very helpful, not all change can be accomplished through cortically-mediated, language-based treatment. The cortex is designed to learn rapidly and consciously, but earlier in life the lower brain is the primary region developing and forming connections. Further, the lower brain region learns, but below the threshold of consciousness through somatosensory input, not spoken language. Low brain memory changes very slowly, requiring repeated somatosensory repetition. Consequently, low brain memories are not responsive to cognitive or verbal change agents. Treatment involving low brain problems requires recurring somatosensory stimulation to change. This includes repeated, repetitive experiences embedded in a rewarding, positive, relational environment (Coh, Jovanovic-Golubouic, & Bratic, 2004).


Conclusion  to play therapists’ conceptualization of child trauma, formulating effective treatment plans, and creating a healthy therapeutic environment in both the play room and throughout the child’s world.   modalities consistent with the child’s functional age, offered in a warm relational environment, and using brain region appropriate rewards can be extraordinarily helpful to children struggling to overcome developmental trauma in the play room and in their world at large.


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