COMMENTS BY CLINICAL EDITOR: Author exalts the benefits of strength- based play therapy.


sychotherapy has traditionally aimed to identify and address pathological processes. While it is important for therapists to identify such variables and how they affect the growth of a child or adult, the scope of their work need not be limited to focusing predominantly on pathological processes. The positive psychology movement, spearheaded by Martin Seligman, brought into prominence the need for clinicians to have a comprehensive focus of their clients by also paying careful attention to their strengths and capabilities. This perspective has become increasingly widespread as evidenced by burgeoning literature (Achor, 2010; Lopez, Pedrotti, & Snyder, 2015; Seligman, 2002) as well as several professional associations dedicated to this viewpoint, including the International Association of Positive Psychology and the Canadian Positive Psychology Association. As therapists have been become increasingly aware of positive psychology there has been interest in applying this knowledge to clinical work with children (Brooks & Goldstein, 2001; Seligman, 1995). This interest has recently expanded to the field of play therapy (Crenshaw, Brooks, & Goldstein, 2015).


Increased exposure to this perspective has significantly influenced my work as a child therapist. While having an interest in a child’s competencies had been part of my conceptualization of a case, I tended to focus on the presenting problems and their underlying factors. In retrospect, I think this perspective limited my understanding of the child. In an initial interview with a parent, and in many instances with a child, I directly ask about the child’s talents and skills and how the child expresses those strengths. Sometimes, parents often express surprise at this line of questioning as they wish to focus on the presenting problem. As a result, I attempt to educate parents that considering competencies as well as vulnerabilities can be very helpful in treatment planning and designing interventions. Often in initial sessions with children who are older, or children who may prefer not


to play, we will have a conversation about their talents and special abilities, which help youngsters realize that therapy does not have to focus solely on deficits. A consideration of competencies also helps in developing an alliance between the child and myself. Working in a strength-based model not only influences the interventions that a therapist employs but also helps in providing suggestions for parents, teachers, or other significant adults in a child’s life promoting a generalization of any gains made by a child in therapy. Incorporating a child’s assets in treatment planning helps promote a sense of ownership for the child of improvements made. My experience has been that strength-based interventions can help assuage a child’s resistance to therapy. The following is a case in which I utilized a strength-based model in the treatment of a child. All potentially identifying details have been disguised to preserve anonymity.


Case Presentation Ralph, a 10-year-old boy, was referred to me by his school due to a high rate of absenteeism. Parents and school reported that he frequently complained of ailments that limited his attendance. Often no medical basis for his maladies was discovered. School officials felt that Ralph’s parents were not supportive of their attempts to work with him. A disconnect between home and school was evident. Parents reported that Ralph had considerable anxiety and suffered from panic attacks. In addition, he presented with several learning challenges as well as minimum motivation to complete school assignments despite receiving school-based support. Furthermore, he had no close peer relationships as he spent most of his time with his parents or other family members. When Ralph heard loud noises, he would fall into a tantrum. Initially, when I asked Ralph and his parents to name things that he did well, both were at a loss in providing a response.


Therapy got off to a very difficult start. When I met Ralph for the first time in the waiting room, he ignored me and screamed at his mother about her bringing him to the session. I suggested entering my office with his mother. He did not respond but he followed his mother as she entered my office. He was nonverbal and had no interest in playing or acknowledging


17 PLAYTHERAPY | September 2016 | www.a4pt.org


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