and victimization while in school relative to their peers (Albdour et al., 2019), and over half of the adolescent participants in Tabbah et al. ethnic background.
There are many mitigating factors that impact the way Middle
Eastern children experience the world. For example, children with foreign sounding names and darker skin tone may be at increased risk for discrimination (Marvasti & McKinney, 2004). Discrimination and hostility also disproportionately impact Middle Eastern children who express their ethnicity more outwardly (Tabbah et al., 2016), identify as Muslim and non-white (Abdulrahim et al., 2012), wear head coverings (Marvasti & McKinney, 2004), and have accents (Paige et al., 2015). Additionally, clients’ immigration status is an important consideration for play therapists to explore as involuntary immigration is correlated with higher rates of emotional distress (Al- Hawdrawi, 2017).
Considerations for Play Therapists therapists with a unique opportunity to support the child within the playroom, encourage the family system, and advocate with stakeholders to help diminish stereotypes that impact this population. Additionally, Middle Eastern Americans are less likely
to pursue
mental health services (Mechammil et al., 2019), thus, play therapists must recognize the unique privilege of serving these clients who may have received negative messaging about seeking services (Al- Darmaki, 2003).
Considerations for Intake Because Middle Eastern families exhibit fewer help-seeking behaviors, play therapists should begin the intake appointment recognizing the especially if this means they are pushing against cultural norms. For play therapists practicing Child-Centered Play Therapy (CCPT), therapists approach the intake with a sense of discovery which allows the play therapist to develop an understanding of the family’s phenomenological perspectives of culture and parenting and is free of assumptions, judgment of parenting choices, or suggestions of alternatives. Parents and caregivers are the window to understanding the child’s worldview, thus, the intake appointment allows space to develop the therapeutic alliance with the family, set expectations for
and caregivers’ ethnic identity (as they may differ), family relationships, religious beliefs, and cultural beliefs (Erickson & Al-Timimi, 2001). Additionally,
play therapists should explore acculturation both
demonstrates that a discrepancy between the caregiver and child’s levels of acculturation is correlated with mental health concerns for
CLINICAL EDITOR’S COMMENTS: Therapy with Middle Eastern Americans is poorly
understood due to limited research, and play therapists will need to be sensitive to stereotypes and exhibit
the child (Kim et al., 2016) and behavioral concerns for Arab American adolescent girls (Goforth et al., 2015). To assess acculturation, play therapists should ask parents if they prefer that their children of child rearing and discipline strategies while continuing to provide unconditional positive regard. For example, consider asking parents to rank themselves from 1 to 10 on level of strictness, then, ask them what they believe their child may rate them. A large discrepancy in this ranking allows a play therapist to recognize how acculturation may be impacting the child-parent relationship. Additionally, play therapists should recognize the importance of learning the family’s experience with immigration including how recently they immigrated,
their
reasons for immigration, and from which country they immigrated. These conversations allow the play therapist to develop rapport and gather pertinent information to understand the child’s worldview. Haboush (2007) also recommends that mental health professionals avoid discussion of political events as a means of rapport building religious traditions. Discussing political events with families at intake may further alienate and isolate parents, whereas discussion of the unique cultural and religious experience of the family allows celebration and recognition of their unique experiences.
from clarifying goals, expectations, and counseling procedures. hope to be different as a result of play therapy and work to help parents understand why play therapy may or may not be effective. Goal formation relies heavily on parents’ understanding of healthy functioning, thus, play therapists should spend time discussing healthy development for the child’s age. For example, parents or caregivers who want their children to be more compliant or quieter like for their child. Direct and honest communication between the play therapist and parent or caregiver at intake lays the foundation for a strong therapeutic relationship upon which future parent consultations will be built.
Toys to Include in the Playroom In CCPT, Landreth (2012) states that toys in the playroom should allow for expression of a wide range of feelings, development of self- understanding, and an exploration of the child’s experiences in real life. Thus, play therapists working with Middle Eastern children should
PLAYTHERAPY | 23
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 |
Page 37 |
Page 38 |
Page 39 |
Page 40
