Despite the importance of understanding these change mechanisms, we also are acutely aware that knowledge of these concepts constitutes process research must traverse a longer journey to close the existing gap between them, and we encourage future researchers to examine and isolate these mechanisms (Kazdin, 2014; Schaefer & Drewes, 2014). Yet, gaps also can present remarkable opportunities for exploration and growth that continuously can expand our play therapy knowledge, which can result in strengthening our abilities to provide more targeted
These therapeutic powers of play have been referred to in the literature as the “heart and soul” of play therapy (Schaefer & Drewes, 2014, p. 4), exemplifying their essence in initial play therapy knowledge. With this foundational knowledge, therapists are better positioned during their comprehensive individualized assessment of each client to identify the core cognitive, affective, and interpersonal processes involved in designed to activate the desired change. Without this strong grounding, a clinician may operate with more of a “hope this works” mentality, rather than a purposeful understanding of how the therapist can initiate, facilitate, and strengthen play to impact change.
Starting with the therapeutic
powers of play lays a solid foundation and provides a learning progression
onto which therapists then may overlay theories or add techniques.
Because play therapists are ethically responsible for delivering effective interventions (Bratton & Swan, 2017), we argue that effectiveness starts with understanding the therapeutic powers of play, and this foundational knowledge serves them well in the complex, advancing play early in their training trajectory will help students and therapists who may have somehow missed this critical content to augment their mental health practice with a play therapy approach. Starting with the therapeutic powers of play lays a solid foundation and provides a learning progression onto which therapists then may overlay seminal or be covered well before engaging in advanced courses or trainings, but also should be emphasized in those, too.
Sometimes stepping back before stepping forward again can feel counterintuitive, yet centering play therapy training around the therapeutic powers of play acknowledges the deep responsibility we have in understanding how and why play fosters therapeutic change and our role in the change process. We urge play therapists to take the
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imperative to gain this knowledge seriously, as understanding the inner workings of the craft is a hallmark of a successful play therapist. We encourage readers to ensure that the heart and soul of play therapy continues to beat loudly, deeply, and strongly within the entire play therapy community and its practice.
References Ashby, J. S., & Clark, K. M. (2014). Ethics in play therapy. In D. Crenshaw & A. Stewart (Eds.), Play therapy: A comprehensive guide to theory and practice (pp. 511–523). New York, NY: Guilford Press.
Retrieved from
https://www.a4pt.org/page/WhyPlayTherapy
Bratton, S., & Swan, A. (2017). Status of play therapy research. In R. L. Steen (Ed.), Emerging research in play therapy, child counseling and consultation (pp. 1-19). Hershey, PA: IGA Global.
Drewes, A. A., & Schaefer, C. E. (2016). The therapeutic powers of play. In K. J. O’ Connor, C. E. Schaefer, & L. D. Braverman (Eds.), Handbook of play therapy (2nd ed., pp. 35-62). Hoboken, NJ: Wiley.
Kazdin, A. E. (2014). Moderators, mediators, and mechanisms of change in psychotherapy. In W. Lutz & S. Knox (Eds.), Quantitative and qualitative methods in psychotherapy (pp. 87–101). East Sussex, UK: Routledge.
Peabody, M. A., & Schaefer, C. E. (2016). Towards semantic clarity in play therapy. International Journal of Play Therapy, 25, 197-202. doi:10.1037/ pla0000025
Schaefer, C. E. (Ed.). (1993). The therapeutic powers of play. Lanham, MD: Jason Aronson.
Schaefer, C. E., & Drewes, A. A. (Eds.). (2014). The therapeutic powers of play: 20 core agents of change (2nd ed.). Hoboken, NJ: Wiley.
Schaefer, C. E., & Peabody, M. A. (2016, June). Glossary of play therapy terms. Play Therapy, 11(2), 20-24.
ABOUT THE AUTHORS
Mary Anne Peabody, EdD, LCSW, RPT-S, is an Associate Professor at the University of Southern Maine and a published author. Past leadership positions include the APT National Board and Maine branch president. Currently, her board commitments include: the APT Foundation, IJPT Editorial Board, and the New England branch.
maryanne.peabody@
maine.edu
Charles Schaefer, PhD, RPT-S is a licensed clinical psychologist and Professor Emeritus of Psychology at Fairleigh Dickinson University in New Jersey. He is co-founder of APT, was Directors Emeriti. He subsequently founded the International Play Therapy Study Group in Wroxton, England.
CESchaefer@aol.com
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