(1947) outlined the principles of CCPT through emphasizing the primacy of relationship, acceptance, permissiveness, safety, attunement to feelings, belief in the child’s ability to solve problems, allowance of
child-directed play, patience with process, and limit-setting.
reflecting feelings (“You feel angry”),
reflecting content (“You got
in trouble at school”), tracking behavior (“You’re picking that up”), facilitating decision making (“You can decide”), facilitating creativity facilitating relationship (“You want me to know that you like me”), and limit setting. These responses are considered basic skills in CCPT and are used to demonstrate the therapist’s belief in, acceptance, and protocol for implementation of effective practice.
Goals of CCPT Traditional reference to a treatment goal or objective is inconsistent with child-centered play therapy philosophy. Goals are evaluative and of the client. Children should be related to as persons to be understood a central hypothesis of CCPT philosophy is that the therapist has an unwavering belief in the child’s capacity for growth and self-direction, establishment of treatment goals is somewhat contradictory.
However, CCPT therapists seek to facilitate an environment in which the child can experience growth, leading toward healthier functioning. The child leads the relationship where the child needs to be. When the therapist reaches the goal of providing a psychologically safe and accepting environment, the child is likely to engage in the innate process of moving toward greater independence and positive ways of being (Ray & Landreth, 2015). Although the CCPT relationship does not behavioral change as an outcome of CCPT. CCPT participation demonstrates positive and substantial change, as measured by instruments assessing externalizing and internalizing behaviors, parent and teacher relationships, self-concept, and academic achievement.
Powers of Play The primary power of play in CCPT is the use of play as the common language between therapist and child within relationship. Play is the means by which the child contributes to the play therapy relationship and works through problems. A child is free to choose to play or not to play. Play is not applied or required by the therapist but serves as an expressive tool for children to communicate their inner worlds. Within the play therapy relationship, the child engages in self-expression, building attachment and empathy with others, problem-solving, and regulating emotions and behaviors. The powers that evolve within the relationship cultivate positive self-concept and resiliency.
Summary CCPT is grounded in the philosophy that when children experience a genuine, accepting, and warm relationship, they will unleash their
potential to move toward healthy, holistic functioning. The relational focus in CCPT philosophy lends its tenets and skills to application by systemic partners, such as parents, teachers and caretakers, through relationship therapy (CTRT; Landreth & Bratton, 2019). The CCPT focus on a way of being with children, rather than doing to or for children, is a revolutionary approach to walking with children in their journey toward maturity, integration, and development.
References Axline, V. (1947). Play therapy. New York, NY: Ballantine. Guerney, L. (2001). Child-centered play therapy. International Journal of Play Therapy, 10, 13-31.
Landreth, G. (2012). Play therapy: The art of the relationship (3rd ed.). New York, NY: Routledge.
Landreth, G., & Bratton, S. (2019). Child-parent relationship therapy (2nd ed.). New York, NY: Routledge.
Lin, Y. W., & Bratton, S. C. (2015). A meta-analytic review of child-centered play therapy approaches. Journal of Counseling and Development, 93, 45-58.
Ray, D. (2011). Advanced play therapy: Essential conditions, knowledge, and skills for child practice. New York, NY: Routledge.
Ray, D., Armstrong, S., Balkin, R., & Jayne, K. (2015). Child centered play therapy in the schools: Review and meta-analysis. Psychology in the Schools, 52, 107-123.
Ray, D., & Landreth, G. (2015). Child centered play therapy. In D. Crenshaw & A. Stewart (Eds.), Play therapy: A comprehensive guide to theory and practice (pp. 3-16). New York, NY: Guilford. Rogers, C. (1951). Client-centered therapy:
Its current practice, implications and theory. Boston, MA: Houghton Mifflin. ABOUT THE AUTHORS
Dee Ray, PhD, LPC-S, RPT-S, Distinguished Teaching Professor and Director of the Center for Play Therapy at the University of North Texas, has worked as a play therapist and play therapist educator for over 20 years. She has published over 100 articles, books, and chapters on play therapy. She is on the board of the Association for Play Therapy and recipient of the APT Research Award.
dee.ray@unt.edu
Garry Landreth, EdD, LPC, RPT-S, Founder and Director Emeritus of the Center for Play Therapy at University of North Texas, Director Emeritus of the Association for Play Therapy, recipient of the APT Lifetime Achievement Award and the APT Research Award.
garry.landreth@
unt.edu
www.a4pt.org | September 2019 | PLAYTHERAPY | 19
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 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56
