which is a form of learning that is child-driven, full of self-expression, and a release from sensory dysregulation and emotional overload. In the school setting, children may have no or only one short recess, may have limits on what and with whom they may play, may be contained within playground equipment without access to traditional toys (e.g., hula hoops, balls, jump ropes, dolls). Further exacerbating the problem, there also has been an increase in screen time in schools (e.g., testing, homework assignments) that results in fewer opportunities for human-to-human interactions and social and emotional growth. After recognizing these negative impacts, a few schools reintroduced unstructured play times throughout the school day and reported children’s improved focus, compliance, and test scores and fewer disciplinary issues (Pawlowski, 2016). Thus, by promoting and integrating unregulated play back into the school setting, children are afforded more opportunities to focus, to explain to the world how they feel, to develop and nurture friendships, and to excel academically.
Credentialed Play Therapists in Elementary Schools In January 2016, the Association for Play Therapy introduced an opportunity for school counselors to become registered play therapists via the SB-RPT credential. Thus, school counselors have the opportunity to pursue specialized training in this child-friendly and developmentally and culturally appropriate modality that can be integrated into the school setting to meet the growing demand of children’s mental health challenges. The CDC (2013) posited that children with mental health concerns who do not receive early diagnosis and treatment
A Beautiful Book Written with Purpose
FOR THE PLAYROOM, CLASSROOM AND HOME E
lizabeth wants to play all day! From running around outside to jumping on the bed, she’s a curious little girl. But Mommy, Daddy, and even Liza the kitty can’t always play and sometimes they must say “no.”
Through this sweet, colorful book, early readers will learn just because grownups say “no” sometimes, doesn’t mean they love any less.
Order through Carmen at:
https://www.outspokenllc.com/ no-no-elizabeth/
Carmen Jimenez, Registered Play Therapist Supervisor 980-275-2505
Carmen@outspokenllc.com
www.CarmenPride.com 6 | PLAYTHERAPY March 2019 |
www.a4pt.org
often experience increased problems at home, in school, and in social situations in the long term. Additionally, with the occurrence of devastating school events (e.g., bullying, child suicides, natural disasters, and school shootings) and a lower-than-recommended ratio of school counselors to children, stress continues to accumulate in the school and need to be prepared and trained to effectively respond to children’s growing needs.
Because early intervention is critical, every elementary school could a play therapist to serve on the “front lines” for children who experience situations that impact them personally, socially, and academically. School counselors work within a system, helping children, parents, teachers, and staff who may feel baffled and overwhelmed regarding academic concerns and emotional or mental health challenges. In addition to this large task, some school counselors may be inappropriately tasked with state testing, record keeping, classroom scheduling, or attendance of their time working directly with students or indirectly on the students’ behalf. SB-RPTs balance their multiple roles within the school setting, are equipped to manage student crises, and prioritize attending to children’s mental health concerns until they are able to transfer them for more long-term therapeutic care, if needed.
ASCA (2012) purported that counselors should provide services for all students. Children need to play, release stress and anger, build healthy peer relationships, feel a sense of safety, experience academic competence, and simply be children. Thus, SB-RPTs can serve as the bridge that connects children to play and play to academic success by helping children through play counseling.
Scan the QR Code to order
Play Advocacy There are four prioritized things that counselors can do to advocate for play in the school setting. First, SB-RPTs may advocate to school administrators and state legislators for the return of unstructured play experiences to the schedule and for play counseling as a mental health intervention modality in the school setting. School boards need to consider the key role that play activity has in children’s development and to understand the value that play therapy brings to the educational process. Several researchers have demonstrated hyperactivity disorder symptoms and aggression and by increasing social and emotional competency, positive behaviors, academic
they can enhance the school system’s awareness of these factors and provide early intervention. School counselors can be the driving force behind implementing universal screeners that help to identify emotional problems potentially due to trauma or other adverse experiences.
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 |
Page 33 |
Page 34 |
Page 35 |
Page 36
