Hopelessness is a hallmark of the dorsal vagal response. This involves a system shutdown, which typically follows a state of mobilization to respond to the threat. While the sympathetic response is hyperarousal, dorsal vagal is distinctively a state of hypoarousal. It is denoted by freeze, collapse, or immobility. Much less optimism resides in dorsal vagal, which is why helplessness, numbness, and dissociation reside  down the hierarchy to manage internal life challenges, which takes the entire system into conservation mode. In the playroom, this dorsal vagal response might look like a child hiding in a tent without interacting with the play therapist for a long period of time. It might also take the form of dissociating from the body while playing with sand or coloring materials.


Anger Anger is another presentation often found in childhood mood disorders. In The Body Keeps the Score, van der Kolk (2014) writes “angry people live in angry bodies” (p. 102). Recognition of sensations, images, feelings, and thoughts as part of an embodied experience offers a more holistic perspective for clients. Honoring an embodied experience does not require complicated explanations for children. Instead, the play therapist offers an intentional way of being grounded and settled in the present moment. Presence with the anger offers a bid for co- regulation. The play therapist’s empathy and compassion offers the client an opportunity to feel safe and engage the ventral vagal break while feeling the mobilizing energy of the sympathetic nervous system. Perhaps some of the most powerful moments in play therapy are the ones that do not involve speaking.


Conclusion Increases in mood disorders among children and teens present a serious concern for play therapists. Applications of polyvagal theory are key to creating safe, positive, and healing neurophysiological states (Ludy-Dobson & Perry, 2010). Play therapists should be keenly aware of cues of safety and how they communicate messages to clients. The nervous system is being shaped moment-by-moment (Dana, 2021), and 


References Bingle, L., & Middleton, A. (2019). From doing to being: The tensions         (3), 384-406.


Brown, B. (2021).    Penguin. (2022).


CDC. Improving access to children’s mental health care. https://www.cdc.gov/childrensmentalhealth/access.html#ref


Corey, G. (2022)  (10th ed.). Cengage Learning.


Chatterjee, R. (2022, January 7). Kids are back in school—and struggling with mental health issues. https://npr.org.


Dana, D. Norton.


(2020).      


Dana, D. (2021).         Sounds True.


Ghandour, R. M, Sherman, L. J., Vladutiu, C. J., Ali, M. M., Lynch S. E., Bitsko, R. H., & Blumberg, S. J. (2019). Prevalence and treatment of depression, anxiety, and conduct problems in US children. The  256-267.


Gaskill, R. (2019). Neuroscience helps play therapists go low so children can aim high. (3), 8-10.


Gaskill, R. L., & Perry, B. D. (2017). The neurobiological power of play: Using the neurosequential model of therapeutics to guide play in the healing process. In C. A. Malchiodi & D. A. Crenshaw (Eds.),         (pp. 178- 196). Guilford Press.


Landreth, G. L., & Bratton, S. C. (2006).    Routledge.


Landreth, G. L. (2012).       (3rd ed.). Brunner-Routledge.


Porges, S.W. (2015). Play as a neural exercise: Insights from the Polyvagal Theory. In D. Pearce-McCall (E.d.),   (pp. 3-7). http://mindgains.org/ Porges, S. W.


(2011).    


      Norton.


Swendsen, J. D. (1997). Anxiety, depression, and their comorbidity: An experience sampling test of the helplessness-hopelessness theory. (1), 97-114.


Schaefer, C.E., & Drewes, A.A. (Eds.). (2014).  (2nd ed.) Wiley.


Van der Kolk, B. (2014).   Penguin.


van Praag, H. M. (1986). Affective disorders and aggression disorders: Evidence for a common biological mechanism.    (2), p. 103-132.


ABOUT THE AUTHORS


Brent Moore, PhD, MBA, LCPC (KS/MO), RPT, is director of clinical mental health counseling and associate professor at Indiana Wesleyan University. He works with children and adolescents who struggle with anxiety, attention, and focus issues through his private practice. brent.moore2@indwes.edu


Rebeca Chow, PhD, LCPC (KS/MO), RPT-S, has interests and specialty areas in diversity and inclusion, neurobiology of mental health, supervision, and resilience. She is currently serving on the Association for Play Therapy Board of Directors and is a consultant for  Director of Clinical Services at the Church of the  dr.rebecachow@gmail.com


www.a4pt.org | September 2022 | PLAYTHERAPY | 23


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