Y
ears ago, during a challenging child-centered play therapy session, my use of puppets within the playroom took an
unexpected yet productive turn when I, rather than my young client, needed the power of puppet expression. Puppets have long been a critical component of a therapeutic playroom (Drewes & Schaefer, 2017; Irwin, 2002; Landreth, 2012) with their use extensively documented in play therapy (e.g., Butler, Guterman, & Rudes, 2009; Gil, 2016; Hartwig, 2014). That day, I realized that I had never really made full use of “puppet power” for therapist expression. Feeling particularly stuck that pivotal session, I grabbed puppet Rachel, with her yellow yarn hair, colorful skirt, and blouse. To my surprise, Rachel expressed with ease what I had been struggling to formulate verbally in nondirective fashion. Since then, Rachel and Sammy have been my trusted assistants, fulfilling myriad roles in play therapy treatment as my right-hand helpers. In this article, “Joey” and “Miri” serve as generic client names.
Easing Entry Rachel and Sammy often assist from the first moments of contact with a new child, easing the child’s entry and transition into a new setting. A tentative knock on the clinic door signals that parent and child are waiting outside, often anxiously. A puppet helper cautiously peeps around the slightly opened door at the child’s eye level. A common response to this unexpected puppet welcome is the child’s relieved laughter (usually the parent’s, too), as initial tension is dispelled. Puppet presence at the door communicates nonverbally that the child is entering an unconventional, child-friendly place of emotional safety. Although this will not dispel all the child’s fears, puppet presence is a wonderful assist.
Depending on information gleaned from parents about the child’s
difficulties and temperament, Sammy may blurt out loudly, “Are you looking for the special playroom?” Or Sammy may hesitantly tell me, “I feel shy. Who is this boy?” “That’s Joey, Sammy. He’s come to play.” Still attuned to the child’s degree of shyness or pent-up aggression, Sammy may insist that he wants to be the one to show Joey the playroom. Therapist: “Great idea, Sammy. That’s important, because this is Joey’s first time. Maybe you also want to show Joey’s mother where she can wait for him.” Such dialogue helps the child sense that this setting is not one of automatic adult control. There is room for discussion.
If the child has significant aggression or obstinacy issues, Sammy may argue with me at the outset. “I want to show Joey the toys. You always get to do that, Shoshana. Now it’s my turn!!” Appearing surprised but not critical of Sammy’s mood, I calmly communicate understanding: “I see that’s important for you, Sammy. Go for it,” demonstrating that anger and aggression are not off-limits in this new setting. Although building genuine trust with young children takes time, Sammy and Rachel are instrumental in setting the tone.
Enabling First Steps Ensconced in the playroom, with Sammy or Rachel literally on hand,
CLINICAL EDITOR’S COMMENTS: Puppets can help play therapists deepen metaphorical work in nonthreatening ways.
I may begin with the customary: “In this special playroom, you can choose when, what, and how you want to play.” Having Sammy or Rachel introduce the room adds depth to the communication. Rachel: “I’m telling Miri about this special playroom!” Listening to my dialogue and tone of voice as Rachel does so, Miri has the opportunity to assess the therapist and to gather first impressions. Is the therapist warm? Accepting? Understanding? Patient? Is this really a safe place?
Sammy and Rachel enable children to take their first steps in this primarily nondirective setting. Rachel has been particularly helpful with shy, withdrawn, or selectively mute children. If Miri sits shyly, quietly, even fearfully opposite me at the table, I usually rule out more direct, obvious tracking or reflection options, such as, “You’d like to sit quietly,” or, “I wonder if you’re feeling a little fearful.” At the moment, these responses feel too heavy, too direct, too fraught with assumptions, too quickly placing the child in a position where she has to process her thoughts and feelings and, even more threatening with a stranger, verbally respond.
Rachel to the rescue. As Rachel and I look around the playroom, Rachel whispers to me, “What’s there to do here?” Directing my communication to Rachel while barely looking at the shy child, I patiently give Rachel a general inventory of the toys. Sometimes this is enough to induce a shy, withdrawn child to move (literally) and initiate play.
If the child doesn’t initiate, Rachel and I might lapse into a comfortable silence, respectful of the child’s degree of hesitancy, communicating that “doing nothing” is also an acceptable choice. To cue-dependent children, such acceptance signals that the existential choice is ultimately theirs. If the child’s apprehension level remains high, I may ask Rachel what she feels like doing. Rachel usually prefers “safe” activities, such as scribbling or bubbles, activities which do not hint at what the child “should” do and that do not involve much emotional investment. Rachel may attempt to blow bubbles but may succeed only in making a rude noise. This puppet maneuver helps dispel initial tension! The child might reach for more bubbles on the shelf, taking the first step toward initiative and self- definition in the playroom, or stand up and happily begin to pop Rachel’s bubbles. We have liftoff – interaction.
Puppets provide additional degrees of freedom for therapist responses. With highly anxious children, Rachel might tell me in a barely audible whisper: “Maybe Miri isn’t sure what to do. Is she waiting for you to tell her?” Rachel’s questions give me an opportunity to indirectly address Miri’s apprehension, to communicate understanding, and to clarify that I will not be solving the existential problem of what Miri “should” do in the playroom. Perhaps: “Rachel, this is Miri’s first visit. She might be feeling unsure.” Or: “Rachel, this is Miri’s own special time. It’s fine if she feels like
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