systematic desensitization for excessive fear combined with coping skills to decrease anxiety. Homework is given at each stage of therapy, so the child will practice skills in multiple settings, aiming for generalization of behaviors.


Classes of problems typically treated include internalizing behaviors (e.g., anxiety, depression, shyness) and externalizing behaviors (e.g., impulsiveness, aggressiveness, opposition).


The child is praised for


successful skill acquisition and positive behavioral changes


are reinforced. As skills develop, negative affect or problem


behaviors decrease and goals are met, child, caregiver, and play therapist work towards


termination, which is framed as a graduation.


Therapy Goals and Progress Measurement The goal of treatment is to change behavior by changing underlying thinking and perceptions and altering reinforcers that maintain problematic  for mastery. It addresses what factors are maintaining negative behavior, strengths and weaknesses in coping, and other factors influencing the problem (e.g., peers, caregivers, school). Treatment progress and effectiveness are regularly assessed, and goals revised with the caregiver, child, and teacher.


CBPT takes into account development, in particular cognitive- developmental factors, in assessment and treatment planning. Play-based activities, such as the “caterpillar to butterfly treatment plan” (Drewes & Cavett, 2012), allow the child to collaborate and participate actively in goal setting, thereby fostering cooperation and involvement in treatment.


     implementation. All sessions start with an agenda and homework review, threading multiple components together. CBPT incorporates the following CBT components: psychoeducation, somatic management, cognitive restructuring, time out procedures, contingency contracts, homework, problem solving, didactic instruction, behavioral shaping, modeling and guided participation, role plays, skill training, and rehearsal. In addition,  a written agreement for preventing behavioral problems. It clearly delineates expectations and rewards to avoid confusion. The child is praised for successful skill acquisition and positive behavioral changes


www.a4pt.org | September 2019 | PLAYTHERAPY | 25


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