consider how their current toy selection allows for the development of a culturally inclusive playroom (Chung et al., 2023).
Play therapists should consider including a variety of skin tones in the doll collections both in the dollhouse and in their use of baby dolls. As stated earlier, Middle Eastern children may experience increased discrimination due to their skin tone or may be grappling experiencing racism. The variety of skin tones in toys allows for identity development and may help children who are coping with how their skin tone impacts them.
Play therapists should also consider adding a variety of family
members to their doll family as some Arab American children report that familial considerations are important to them (Erickson & Al- Timimi, 2004). For example, doll houses may include more options children from multiple backgrounds and those who may be living in multi-generational homes.
more culturally appropriate playroom with the inclusion of different foods within the play kitchen. For example, consider including rice, unmarked spices, empty and unmarked jars, and boxes that do not have a denoted meaning such as cereal or well-known snacks (Line, 2022). These ambiguous items allow for children to use their
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imagination and create meals that may be more familiar to them than a typical peanut butter and jelly sandwich or hamburger. These items serve to create a more inclusive environment for the child as more traditional American foods may inadvertently send the message that they must hide parts of their identity or assimilate.
Lastly, play therapists should consider adding religious symbols into their playroom to allow for greater self-expression. Children may be grappling with their own religious identity, discrepancy between their religion and that of their family, or a shift in religious identity due to immigration. Thus, symbols depicting various religions such as Christianity,
Islam, Judaism, Druze, Bahai, or Buddhism may
allow for development of self-understanding. Moreover, exposing all children in the playroom to a variety of foods, skin tones, and religions including those who do not identify as Middle Eastern. Though it is various children seeking play therapy services (Chung et al., 2023), these items may create a more inclusive playroom.
Involving Family and Stakeholders Play therapists recognize that communication with parents and caregivers is a vital step in counseling children (Ray, 2011), though trust may be slow to build with Middle Eastern families (Erickson and Al-Timimi, 2004). However, continued communication and parent involvement helps develop trust and establish a strong therapeutic relationship. Play therapists may ask parents or caregivers if there parent consultations. This allows play therapists to continue to advocate for the child among all stakeholders in the child’s life. from monitoring progress in the playroom, at home, and at school. However, an important caveat for play therapists to consider is their parents or asking for a full overhaul of discipline practices will often be met with rejection or premature termination, whereas small shifts relationship are more effective.
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Play therapists should also consider advocating and partnering with the school system when working with Middle Eastern children. Research demonstrates that many teachers have little familiarity with the Middle Eastern culture (Alnawar, 2015) which leads to misunderstanding and miscommunication. Furthermore, relative to Middle Eastern children, teachers report that it is the family’s responsibility to advocate for their child’s needs within the school system (Badiee, 2004), while Arab American mothers report lack of involvement in their child’s schooling due to viewing the teacher as a sole authority on education (Moosa et al., 2001). Thus, Middle Play therapists are uniquely positioned to advocate for Middle Eastern children and families as they may have a better understanding of their phenomenological perspective and can communicate those needs to teachers.
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