• Initial stage / Involvement through recreational activities: the therapeutic powers
of play are conveyed
through
traditional, simple, and fun group activities to the greatest number of children (e.g., all those living at a refugee center) for recreation, connection, and assessment. The goal for children will be to get distracted, socialize, and begin to experience a predictable and safe context. At this stage, professionals have the opportunity to start building a relationship with families and identify children’s main psychosocial needs.
• Advanced stage / Empowerment through psychosocial activities: the aim of empowering resilience capabilities, promoting For children, the goals will be to identify and express emotions, practice co-regulation, coping skills, and stress management. Professionals will have the opportunity to strengthen the relationship with children and deepen the needs assessment.
• Specialized stage / Treatment through play therapy: play therapy methodologies in individual, group, or family formats are used to prevent and solve psychosocial problems and psychological disorders. The goal for children and families with the activities offered in the advanced stage. In this stage, post-traumatic stress disorders or other stress reactions are also addressed. Although trauma work is included in this third stage, if severe traumatic reactions are determined, specialized therapy may begin earlier, from the initial or advanced stage the background of the whole triangle).
Conclusion In working with refugee children, we realized that we cannot reconstruct all the pieces of their past, understand or even change every dynamic of their present, nor organize their future. Certain situations of high vulnerability make us feel the weight of the world. We might feel the contrary, feel useless and frustrated. In the face of such complexity, it was very helpful for us to rely on solid reference points such as those presented and in-depth knowledge of multiple play therapy models.
The therapeutic powers of play are powerful allies, especially when we are able to dwell on the person in front of us, on their resources and potential, when we believe in them and can channel our energies and skills into offering possibilities in the here and now, both inside and outside the playroom.
References Cassina, I. (2023). Recovering lost play time: Principles and intervention modalities to address the psychosocial wellbeing of asylum seekers and refugee children. In I., Cassina, C., Mochi, & K., Stagnitti (Eds.), Play therapy and expressive arts in a
complex and dynamic world: Opportunities and challenges inside and outside the playroom (pp. 50–68). Routledge. https://doi. org/10.4324/9781003252375-4
Cassina, I., & Mochi, C. (2024). Polyvagal-informed practice to support children and caregivers in war: Toward the creation of a huge and reassuring playroom. In P., Goodyear-Brown, & L., Yasenik (Eds.), therapists. Routledge.
https://doi.org/10.4324/9781003352976-9
Mochi, C. (2009). Trauma repetition: Intervention in psychological safe places.(1&2), 75–80.
Mochi, C. (2022). Beyond the clouds: An autoethnographic research exploring the good practice in crisis settings. Loving Healing Press.
Mochi, C., & Cassina, I. (2024a). Reclaiming a feeling of safety in natural disasters: Preparatory and advanced interventions using play and play therapy. In P., Goodyear-Brown, & L., Yasenik (Eds.), Routledge.
https://doi.org/10.4324/9781003352976-8
Mochi, C., & Cassina, I. (2024b). A process-oriented and multilayered approach to the global impacts of trauma. In J., Stone, R. J., Grant, & C., Mellenthin (Eds.), individual and collective trauma (pp. 181–194). Wiley & Sons.
Porges, S. W., & Carter, C. S. (2017). Polyvagal theory and the social engagement system. Neurophysiological bridge between connectedness and health. In P. L. Gerbarg P. R. Muskin & R. P. Brown (Eds.), Complementary and integrative treatments in psychiatric
practice (pp. 221–239). American Psychiatric
Association Publishing. Porges, S. W. (2021). (IPNB). Norton.
Schaefer, C. E., & Drewes, A. A. (2014). (2nd ed.). Wiley & Sons. https://doi. org/10.1002/9781394260607
ABOUT THE AUTHORS
Isabella Cassina, MA, TPS, CAGS, PhD at the International Academy for Play Therapy, University Lecturer, Author, Social Worker expert in International Cooperation with over 15 years of worldwide experience in contexts of crisis and high vulnerability. She has been Head of Social Services for the Swiss Red Cross asylum seekers and refugees sector.
isabella.cassina@
play-therapy.ch
Claudio Mochi, MA, RP, RPT-S™, is Director of the University Master’s Program in Play Therapy of the International Academy for Play Therapy and the European University of Rome, Founder and President of the Association for Play Therapy Italy, Author, Psychotherapist expert in Emergency Interventions and Trauma with more Disaster Mental Health.
claudio.mochi@
playtherapy.it
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