session with “Little Hans.” After many adaptions, we have developed a wide assortment of models, theories, techniques, and associated expressive approaches. Today,
T play therapy is an evidence-based treatment modality. It has been a long journey, but it is not over.
The next century promises continued evolution of play therapy due in part to neuroscience. In the 1990s, known as the “Decade of the Brain” (Goldstein, 1994), neuroscience began exploring the development of the human brain through advanced imaging techniques. Through this research, science began creating structural and functional maps of neural connections in the human brain by age and diagnostic validation of many of play therapy’s philosophical underpinnings and treatment models. Perry (2008) listed six core elements of positive neurodevelopmental experience, clearly illustrating support for play therapy: relevant, repetitive, relational, rhythm, rewarding, and respectful.
Relevant To be relevant, the neural network one intends to change must be the target of activation (Perry, 2008). Systems that fail to be activated fail to change. Low-brain areas regulate homeostatic life support functions and are frequently disorganized by trauma, producing somatic symptomatology. Until these regions achieve stasis, higher-brain areas (cortex) cannot function well. This foreshadows academic failure with traumatized children. Consequently, treatment of regulatory functions must precede cognitive functions. The low brain lacks rational, logical thought and does not understand language; therefore, somatosensory activities and movement activities are generally recommended.
Play therapists are very sensitive and supportive of a child’s need to play in the sand, pour water, to rock, swing, or simply to spin on a chair as regulatory processes. To adapt to older children, play therapists have developed an extensive array of expressive play activities, such as art, dance, yoga, and dramatic play. Children often choose these low- brain activities in the playroom or in their home as a way to regulate themselves. These activities supply repetitive somatic experiences, known as bottom-up therapy, and are neurologically critical to the treatment process. Neuroscience supports the notion that trauma heals from the bottom up. These activities often are more impactful if they are repeated at heart rate (60 to 80 bpm) and in a sensory modality the
Repetitive Long-term memories and learning are formed by repetitive experiences over time, consciously or unconsciously (LeDoux, 2015). Trauma is often associated with the lack of predictability, increased chaos, or the loss of
CLINICAL EDITOR’S COMMENTS:
his issue of Play Therapy™ Magazine provides an extraordinary techniques, and approaches. Incredibly, we began just 100
The author explains how play therapy facilitates positive neurodevelopment experiences.
control; the absence of positive, consistent, or repetitive experiences can trigger powerful reactions (Blaustein & Kinniburgh, 2010). Routines and predictability are critical to security, promoting a sense of safety, and learning. The low brain requires many repetitions to develop regulatory capacity.
Play therapists from all theoretical orientations promote structure and predictability for children. Keeping the play therapy room organized the same way, following the same routine in the therapy session, or honoring the child’s playful rituals are methods supporting routine, repetition, and a sense of safety in the relationship and the environment. Repetition of rituals communicates unity in relationships, and that connectedness has not changed (Gaskill & Perry, 2017). Neuroscience to the brain (unconscious arousal regions). Rituals are the glue that holds relationships together. Further, neuroscience supports play therapists’ use of limit setting, boundaries, positive relational experiences, and esteem building (Kinniburgh, Blaustein, Spinazzola, & van der Kolk, 2005).
Relational Neurologically, we are born to love (Szalavitz & Perry, 2010). Our health and ultimate survival depend on close relational ties with others. Neuroscience declares that human beings are interdependent creatures. Researchers suggest warm positive emotions contribute to ideal neural functioning and child development, while frowning and negative emotions suppress neurogenesis (Gaskill & Perry, 2017). Positive relational interactions regulate the brain’s stress response systems and help create positive and healing neurophysiological states, promoting health and healing (Ludy-Dobson & Perry, 2010). Early experiences with caregivers become the organizing network through which children will view the world, make decisions, and relate to their community (Perry, 2001).
Play therapists have voiced the importance of attachment and relationships. Additionally, play therapists are well aware that the child- therapist relationship is pivotal to play therapy process outcomes (Landreth, 2012), as we communicate “I am here, I hear you, I understand, and I care” (Landreth & Bratton, 2006).
Rhythm The ability to enter into an attuned state with the child is the quintessential driver/change agent of healthy development and the foundational aspect for all other core elements in play therapy (Gaskill & Perry, 2017). This attuned relationship is central to teaching children to self-regulate; thus, it is a key issue in treating poorly regulated children. Children lacking
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