REVIEW
The Interpersonal Neurobiology of Play: Brain-
When you begin to read The Interpersonal Neurobiology of Play: Brain-Building Interventions for Emotional Well-Being (Kestly, 2014), you quickly realize that the book was written by a seasoned play therapist who has the desire and ability to convey complex neurobiological concepts in a manner that makes understanding and application easy. The book is a balance of personal, practical, and professional. Kestly divides the material into four parts: (a) Part I: Concepts of Play in which she begins the neurobiological description of concepts such as safety, connectedness, and play; (b) Part II: Playing with the Brain in Mind which brings theories and application into focus through a neurobiological lens; (c) Part III: Collaborating with Parents, Teachers, and Colleagues, which offers realistic, yet sound, evidence to skeptics that play is necessary and beneficial; and (d) Part IV: Appendix: Handouts and References that describe the neurobiology of the brain, nervous system, emotions, and behaviors to those less familiar with neurobiology.
Building Interventions for Emotional Well-Being Authored by Theresa A. Kestly, Ph.D., LP, RPT-S 2012: New York, NY; W. W. Norton & Company, Inc., ISBN: 978-0-393-70749-6
Once readers begin to move through the book,
they will see that this is more than a simple covering of interpersonal neurobiology through a series of research article summaries, but instead, connects interpersonal neurobiology to case descriptions of children in the playroom. Readers should pay attention to Dr. Kestly’s incorporation of The Polyvagal Theory, because many writers fail to mention it. All texts have shortcomings and for this text there is a need for
further development of Part II (viz., inclusion of other theories). Also, Part III is brief in comparison to the first two parts and would be stronger with further development and individual chapters for parents, teachers, and colleagues.
About the Reviewer Franc Hudspeth, Ph.D., LPC, NCC, RPh, ACS, RPT-S is an assistant professor of counselor education at Henderson State University in Arkadelphia, AR.
CHILD-CENTERED PLAY THERAPY WORKBOOK A Self-Directed Guide for Professionals By Dr. Jodi Ann Mullen and June M. Rickli
Successfully combines the foundational content needed to orient play therapists to the child-centered approach.
Activities allow readers to engage in an interactive process to learn the philosophy and skills of child-centered play therapy: seeing the world through the child’s eyes, empathizing, tracking, setting limits, recognizing childhood as culture, identifying themes and stages of therapy, and more.
Authors provide a personal backdrop for learning and living the child-centered play therapy philosophy, based on their many years conducting and supervising play therapy sessions. Both budding and seasoned play and child therapists stand to gain richly from their insights.
To Order visit
www.researchpress.com or call 1.800.519.2707
a self-directed guide for
professionals
jodi ann mullen june m. rickli
www.a4pt.org
March 2015 | PLAYTHERAPY 17
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