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.
Therapeutic Powers of Play CBPT employs the majority of therapeutic powers of play (Schaefer & Drewes, 2014), allowing children to express themselves, modify cognitions, and achieve mastery. It facilitates communication using directive components to facilitate self-expression, and actively utilizes direct and indirect teaching. It fosters emotional wellness by promoting catharsis and abreaction. Positive emotions are released through non- directive play and directive play-based techniques. Counterconditioning fears, stress inoculation, and stress management are addressed through play-based directive work and therapist modeling. CBPT enhances social relationships by creating a positive therapeutic relationship prior to start of treatment, with goals of social competence and empathy addressed through modeling and directive techniques.
CBPT employs the majority
of therapeutic powers of play, allowing children to express
themselves, modify cognitions, and achieve mastery.
It increases personal strengths through use of play-based techniques and play materials that target creative problem-solving, behavioral rehearsal, resiliency,
accelerated psychological development, regulation, and self-esteem.
Case Example Jasmine (pseudonym), age 5, witnessed domestic violence and depression. During the initial stage, affective psychoeducation, using dolls with feeling faces and a three-headed dragon in role play, along with a doll house, allowed Jasmine to play out scenarios from her family life while identifying and expressing feelings through her doll characters. Jasmine’s mother assisted in identifying thoughts and feelings that preceded her negative behaviors, and helped her use relaxation techniques (i.e., otter breathing: breathing in and out with the waves as the “baby” otter puppet rode the waves on its mother’s tummy). As treatment evolved, Jasmine used play therapy materials to reenact scenarios and verbalize witnessing domestic violence. She explored affect and beliefs that she will become like her parents, either the “hurter” or “hurted” in relationships. During the working phase of therapy, play-based techniques helped Jasmine learn non-hurtful ways to express her affect, along with systematic desensitization and
Summary CBPT is rooted in the evidence-based theory of cognitive behavioral therapy. It utilizes play and play-based interventions to help children
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change their thoughts, feelings, and behaviors by restructuring each in a developmentally appropriate manner. Cognitive restructuring is accomplished when there is evidence that behavioral patterns have changed, thereby offering evidence of treatment success and goal mastery.
References Beck, A. T. (1976). Cognitive therapy and the emotional disorders. New York, NY: International Universities Press.
Cavett, A. (2018, May). Play therapy with children impacted by trauma: Facilitating healing through narrative. Presentation given at the North Dakota Psychological Association Conference, West Fargo, ND. Cavett, A. M. (2015, October). Cognitive behavioral play
therapy.
Presentation given at the Association for Play Therapy International Conference, Dallas, TX.
Drewes, A. A. (2001). Gingerbread person feelings map. In H. G. Kaduson & C. E. Schaefer (Eds.), 101 more favorite play therapy techniques (pp. 92-97). Northvale, NJ: Jason Aronson. Drewes, A. A., & Cavett, A. M.
components. In J. A. Cohen, A. P. Mannarino, & E. Deblinger (Eds.), Trauma-focused CBT for children and adolescents: Treatment applications (pp. 105-121). New York, NY: Guilford Press.
Knell, S. M. (2009). Cognitive-behavioral play-therapy. In K. J. O’Connor & L. D. Braverman (Eds.), Play therapy theory and practice: Comparing theories and techniques (2nd ed., pp. 203-236). Hoboken, NJ: Wiley.
Knell, S. M. (2011). Cognitive-behavioral play therapy. In C. E. Schaefer (Ed.), Foundations of play therapy (2nd ed., pp. 313-328). New York, NY: John Wiley & Sons.
Schaefer, C. E., & Drewes, A. A. (2014). The therapeutic powers of play: 20 core agents of change (2nd ed.). New York, NY: John Wiley & Sons.
Skinner, B. F. (1938). The behavior of organisms: An experimental analysis. Oxford, England: Appleton-Century.
Wolpe, J. (1982). The practice of behavior therapy (3rd ed.). New York, NY: Pergamon Press.
ABOUT THE AUTHORS
Athena Drewes, PsyD, RPT-S, retired as Director of Clinical Training and APA-Accredited Doctoral Internship at Astor Services for Children and Families. She is Founder and President Emeritus of NYAPT, a former APT Board of Directors member, published eleven books on play therapy, and is invited to speak world-wide.
DrAthenaDrewes@gmail.com
Angela Cavett, PhD, RPT-S, is a child and adolescent psychologist at Chrysalis Behavioral Health Services and Training Center. She provides supervision and training related to play therapy, trauma, and children’s behavioral health. She is the author of Structured Play- Based Interventions for Engaging Children and Adolescents in Therapy.
drcavett@chrysalispc.com
(2012). Play applications and skill
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