Pl th ithPl th ithPlay therapy with Play therapy with childrenchildrenchildren children M Maldonado M Maldonado

Development of playDevelopment of playDevelopment of play Development of play

“somatic play”“somatic play” ------ infantinfantsomatic play somatic play infantinfantSelf Self ––referred play , symbolization . referred play , symbolization . Toddler 2Toddler 2ndnd year of lifeyear of lifeToddler, 2Toddler, 2ndnd year of life year of life Play as repetition of daily life scenes Play as repetition of daily life scenes (f di tti t b d b thi t )(f di tti t b d b thi t )(feeding, putting to bed, bathing, etc.)(feeding, putting to bed, bathing, etc.)third year of life, symbolic playthird year of life, symbolic playPreschooler. Dramatic plots and Preschooler. Dramatic plots and representationsrepresentationspp

Socialization and playSocialization and playSocialization and play Socialization and play

Interpersonally at fist only “parallel play”Interpersonally at fist only “parallel play”Interpersonally, at fist only parallel playInterpersonally, at fist only parallel playYoung children cannot participate in Young children cannot participate in cooperative play until about five or sixcooperative play until about five or sixcooperative play until about five or six cooperative play until about five or six years old (cooperative plots)years old (cooperative plots)Th i d d “ l ” i t thTh i d d “ l ” i t thThen, organized and “rules” come into the Then, organized and “rules” come into the play (sports, etc.)play (sports, etc.)

Functions of playFunctions of playFunctions of play Functions of play

Play is a natural activityPlay is a natural activityPlay is a natural activity Play is a natural activity Does not have to be taughtDoes not have to be taughtD t di ith hildh d d ltD t di ith hildh d d ltDoes not disappear with childhood, adults Does not disappear with childhood, adults also playalso playPlay occurs in a “transitional space’, Play occurs in a “transitional space’, between reality and fantasybetween reality and fantasyPlay is under control of child Play is under control of child

Functions of playFunctions of playFunctions of play Functions of play

Play as expenditure of energy andPlay as expenditure of energy andPlay as expenditure of energy and Play as expenditure of energy and “exercise”“exercise”Play as “practice of skills” e g playPlay as “practice of skills” e g playPlay as practice of skills , e.g. play Play as practice of skills , e.g. play fighting (in animals and children)fighting (in animals and children)Pl i li tiPl i li tiPlay as socialization Play as socialization Play as “catharsis”Play as “catharsis”Play as imitation Play as imitation

Functions of playFunctions of playFunctions of play Functions of play

Play for representation of life experiencesPlay for representation of life experiencesPlay for representation of life experiencesPlay for representation of life experiencesPlay for elaboration of anxiety provoking Play for elaboration of anxiety provoking and traumatic experiencesand traumatic experiencesand traumatic experiencesand traumatic experiencesPlay to realize fantasies, fulfill wishes and Play to realize fantasies, fulfill wishes and

hi lhi lachieve goalsachieve goals“pretend” to be something one is not“pretend” to be something one is not“suspension of reality”“suspension of reality”

“Play therapy”“Play therapy”Play therapyPlay therapy

First used by Melanie Klein and herFirst used by Melanie Klein and herFirst used by Melanie Klein and her First used by Melanie Klein and her disciples as a substitute of “free disciples as a substitute of “free association” in the adultassociation” in the adultassociation in the adult association in the adult The therapist tried to guess the meaning The therapist tried to guess the meaning of the play sequencesof the play sequencesof the play sequencesof the play sequencesSpontaneous and uncensored productions Spontaneous and uncensored productions f th hildf th hildof the child of the child

Schools of play therapySchools of play therapySchools of play therapySchools of play therapy

“Profound” play therapy Psychoanalytical“Profound” play therapy PsychoanalyticalProfound play therapy. Psychoanalytical Profound play therapy. Psychoanalytical therapiestherapiesIndividual Therapy Alfred AdlerIndividual Therapy Alfred AdlerIndividual Therapy , Alfred AdlerIndividual Therapy , Alfred AdlerAnalytical Psychotherapy CG JungAnalytical Psychotherapy CG JungSand Therapy D KalffSand Therapy D KalffOriented to the person, not directive. Oriented to the person, not directive. p ,p ,

Play therapies. Other Play therapies. Other developmentsdevelopments

Art therapyArt therapyArt therapyArt therapySchool of Milton EricksonSchool of Milton EricksonF d l th iF d l th iFocused play therapiesFocused play therapiesCognitive and behavioral play therapyCognitive and behavioral play therapyParent Child Interaction Therapy (PCIT)Parent Child Interaction Therapy (PCIT)

Play therapies new Play therapies new developmentsdevelopments

Dynamic play family therapyDynamic play family therapyDynamic play family therapyDynamic play family therapyStrategic Family play therapyStrategic Family play therapyF il l th ith hildF il l th ith hildFamily play therapy with young childrenFamily play therapy with young childrenFilial therapyFilial therapyDevelopmental play therapyDevelopmental play therapyTheraplayTheraplayTheraplayTheraplay

Play therapyPlay therapyPlay therapy Play therapy

Psychodynamic play therapyPsychodynamic play therapyPsychodynamic play therapyPsychodynamic play therapy

Pl f iti d b h i lPl f iti d b h i lPlay for cognitive and behavioral Play for cognitive and behavioral interventions interventions Play to reduce symptoms (anger, anxiety, Play to reduce symptoms (anger, anxiety, fear, trauma)fear, trauma)Play to promote socialization Play to promote socialization TheraplayTheraplayTheraplayTheraplay

Psychodynamic play therapyPsychodynamic play therapy

The child has the freedom to play (or notThe child has the freedom to play (or notThe child has the freedom to play (or not The child has the freedom to play (or not to play)to play)The therapist respects the child’s themes,The therapist respects the child’s themes,The therapist respects the child s themes, The therapist respects the child s themes, topics, timing, and “script”. topics, timing, and “script”. The therapist observes and attempts toThe therapist observes and attempts toThe therapist observes and attempts to The therapist observes and attempts to understand. Play as communicationunderstand. Play as communicationOccasional interpretations of the “innerOccasional interpretations of the “innerOccasional interpretations of the inner Occasional interpretations of the inner content’ of the play re emotional life of content’ of the play re emotional life of child (conflict, fear, anger, etc.)child (conflict, fear, anger, etc.)( g )( g )

Psychodynamic play therapyPsychodynamic play therapyPsychodynamic play therapyPsychodynamic play therapy

Anchored in psychoanalytic theory e gAnchored in psychoanalytic theory e gAnchored in psychoanalytic theory, e.g. Anchored in psychoanalytic theory, e.g. psychosexual developmentpsychosexual developmentE g modulation of impulses by ego andE g modulation of impulses by ego andE.g. modulation of impulses by ego and E.g. modulation of impulses by ego and superegosuperegoC t i M Kl iC t i M Kl i A F dA F dControversies M KleinControversies M Klein--Anna FreudAnna FreudOver transference, handling of play and Over transference, handling of play and free association , and interpretation of free association , and interpretation of conflictconflict

Analytical therapy with children. Analytical therapy with children. A. AdlerA. Adler

Importance of feeling of belongng.Importance of feeling of belongng.Importance of feeling of belongng. Importance of feeling of belongng. Each person wants to belong to a group Each person wants to belong to a group and to have meaningand to have meaningand to have meaningand to have meaningChldren. Have a social orientation and Chldren. Have a social orientation and need of social exchangesneed of social exchangesneed of social exchangesneed of social exchangesNeed of affectionNeed of affectionSatisfaction or denial of this needSatisfaction or denial of this needSatisfaction or denial of this needSatisfaction or denial of this needBy 6 years old child hs developed By 6 years old child hs developed concluions about him or herselfconcluions about him or herselfconcluions about him or herselfconcluions about him or herself

A AdlerA AdlerA AdlerA Adler

Conclusions about others and the worldConclusions about others and the worldConclusions about others and the world Conclusions about others and the world If a child does not get affection and If a child does not get affection and belongingness to family he will findbelongingness to family he will findbelongingness to family, he will find belongingness to family, he will find “belonging” in a negative way, based on “belonging” in a negative way, based on private and individual logicprivate and individual logicprivate and individual logicprivate and individual logicAttempts to compenste feelings of Attempts to compenste feelings of i t d i f i iti t d i f i itimpotence and inferiorityimpotence and inferiorityTo stabilize self esteem, or balanceTo stabilize self esteem, or balance

A AdlerA AdlerA. AdlerA. Adler

Symptoms have a function of signalSymptoms have a function of signalSymptoms have a function of signalSymptoms have a function of signalTo stabilize the self esteemTo stabilize the self esteemTh t th i h fTh t th i h fThe symptom expresses the wish for The symptom expresses the wish for meaning and not feeling powerlessmeaning and not feeling powerlessWish to have an impact on somethingWish to have an impact on somethingThe sympotom is an act of creativitThe sympotom is an act of creativity py pThe search for “self healing”The search for “self healing”

A AdlerA AdlerA AdlerA Adler

Play allows expression of creative forcePlay allows expression of creative forcePlay allows expression of creative forcePlay allows expression of creative forceIn early childhood develops a feeling of In early childhood develops a feeling of inferiorityinferiorityinferiorityinferiorityDue to chiasm between ego ideal, selfDue to chiasm between ego ideal, self--

ti d ti iti d ti iperception and negative experiencesperception and negative experiencesSymptoms develop from demoralization Symptoms develop from demoralization and feeling of inferiorityand feeling of inferiority

Analytic play therapyAnalytic play therapy (Stadler 1992)(Stadler 1992)Analytic play therapy Analytic play therapy (Stadler, 1992)(Stadler, 1992)

Cereating a space where these conflcits can be Cereating a space where these conflcits can be g pg prepresentedrepresentedInterpesonal space. Find solutions to Interpesonal space. Find solutions to i hi flii hi fliintrapsychic conflictsintrapsychic conflictsReexperience the compensationReexperience the compensation--mechanisms, mechanisms, security mechanisms failed ambitionssecurity mechanisms failed ambitionssecurity mechanisms, failed ambitionssecurity mechanisms, failed ambitionsThese are worked through in the relationship These are worked through in the relationship with the therapistwith the therapistt t e t e ap stt t e t e ap st

(Von Gontard and Lehmkuhl, 2003)(Von Gontard and Lehmkuhl, 2003)( , )( , )

Analytical Psychotherapy CG Analytical Psychotherapy CG JungJung

Process of individuation. Separation fromProcess of individuation. Separation fromProcess of individuation. Separation from Process of individuation. Separation from parents and formation of individual identityparents and formation of individual identityBased on Freudian ideas supplementedBased on Freudian ideas supplementedppppLibido is a “vital energy”(not only sexual)Libido is a “vital energy”(not only sexual)The Ego is the center of consciousness andThe Ego is the center of consciousness andThe Ego is the center of consciousness and The Ego is the center of consciousness and mediator bewteeen inner and outer needs or mediator bewteeen inner and outer needs or claimsclaimsThe personal unconscious contains repressed The personal unconscious contains repressed and blocked material from personal experiencesand blocked material from personal experiences

Analytical psychologyAnalytical psychologyAnalytical psychologyAnalytical psychologyAdditionally, there are expressions from Additionally, there are expressions from y, py, pcollective unconscious and which reflect collective unconscious and which reflect archetypesarchetypesC l h i h lf hi h i hC l h i h lf hi h i hCentral archetype is the self, which contains the Central archetype is the self, which contains the totality of the psychetotality of the psycheInitially the child is bound to his self then thereInitially the child is bound to his self then thereInitially the child is bound to his self, then there Initially the child is bound to his self, then there is deis de--integraton of ego and self (through pain, integraton of ego and self (through pain, hunger, etc.)hunger, etc.)There should be a reintegration (through There should be a reintegration (through satisfaction, calming) that brings self and ego satisfaction, calming) that brings self and ego together againtogether againtogether againtogether again

Analytical (JUNG)Analytical (JUNG)Analytical (JUNG)Analytical (JUNG)The The personapersona (mask) is the face that the child (mask) is the face that the child pp ( )( )shows to the worldshows to the worldIn the shadow of it, are unacceptable parts of the In the shadow of it, are unacceptable parts of the

h ih ipsyche, unconscious.psyche, unconscious.Other archetypes are Anima and Animus. In Other archetypes are Anima and Animus. In contraposition one feminine and one masculinecontraposition one feminine and one masculinecontraposition, one feminine and one masculinecontraposition, one feminine and one masculineSymptoms occur from interruption of flow of Symptoms occur from interruption of flow of libido ( vital energy) along the egolibido ( vital energy) along the ego--self axisself axisb do ( ta e e gy) a o g t e egob do ( ta e e gy) a o g t e ego se a sse a sThe energy may be bound in “complexes” (e.g. The energy may be bound in “complexes” (e.g. inferiority, superiority, etc.)inferiority, superiority, etc.)

Analytical therapy ( Jung)Analytical therapy ( Jung)Analytical therapy ( Jung)Analytical therapy ( Jung)Play therapy in a “play room” with multiple play Play therapy in a “play room” with multiple play y py p y p p yy py p y p p ymaterialsmaterialsA selection of symbolic play materialA selection of symbolic play materialMiniature figures and a sand trayMiniature figures and a sand tray1 to 2 per week and covnersations with parents1 to 2 per week and covnersations with parentsThe relationship is an existential encounter The relationship is an existential encounter between two peoplebetween two peopleThe therapist is active in the relationshipThe therapist is active in the relationshipThe therapist is active in the relationshipThe therapist is active in the relationshipAnalytical attitude expands on the meaning of Analytical attitude expands on the meaning of play symbolic and direct expressionsplay symbolic and direct expressionsplay, symbolic and direct expressions. play, symbolic and direct expressions. Transference and countertransference emotions Transference and countertransference emotions very importantvery important

Analytical therapyAnalytical therapyAnalytical therapyAnalytical therapyInterventions comprehendInterventions comprehendppObservationObservationReflection on thoughts Reflection on feelingsReflection on thoughts Reflection on feelingsg gg gClarificationClarificationAmplification of symbols InterpretationAmplification of symbols InterpretationCorrelating: past and present, conscious and Correlating: past and present, conscious and unconsciusunconsciusS d Pl h D K lff I S h l AlS d Pl h D K lff I S h l AlSand Play therapy D. Kalff. In Schools. Also Sand Play therapy D. Kalff. In Schools. Also “story writing” ”story telling”, foster the flow “story writing” ”story telling”, foster the flow between conscious and unconscious andbetween conscious and unconscious andbetween conscious and unconscious, and between conscious and unconscious, and integration of painful emotions in the egointegration of painful emotions in the ego

Sand Play therapy Dora KalffSand Play therapy Dora KalffSand Play therapy . Dora KalffSand Play therapy . Dora Kalff

Derivation of Jungian psychotherapyDerivation of Jungian psychotherapyDerivation of Jungian psychotherapyDerivation of Jungian psychotherapya school teacher collaborator of Junga school teacher collaborator of JungMethod for children and adultsMethod for children and adultsMethod for children and adultsMethod for children and adults3 sources. 3 sources. A l ti l th f CG JA l ti l th f CG JAnalytical therapy of CG JungAnalytical therapy of CG JungTechnique of Margaret LowenfeldTechnique of Margaret LowenfeldMeditative/spiritual Buddhistic traditionsMeditative/spiritual Buddhistic traditions

Sand play therapySand play therapySand play therapy Sand play therapy Two sand trays next two each other Two sand trays next two each other yy52cms x 72 cms x 9 cms52cms x 72 cms x 9 cmsTray over an adequate supportive deviceTray over an adequate supportive devicey q ppy q ppOne has dry sand, the other wet sandOne has dry sand, the other wet sandThe bottom and sides are blue, to represent The bottom and sides are blue, to represent water ( rivers, sea, lakes, etc.)water ( rivers, sea, lakes, etc.)Hundreds of miniature toys from all sides of Hundreds of miniature toys from all sides of human experiencehuman experiencehuman experiencehuman experienceFree and aasy access to them, placed on Free and aasy access to them, placed on shelvesshelvesshelvesshelves

Sand Play therapySand Play therapySand Play therapySand Play therapy

Children are asked without being givenChildren are asked without being givenChildren are asked, without being given Children are asked, without being given direction, to build a picture on the sand direction, to build a picture on the sand Therapist observes with attetnionTherapist observes with attetnionTherapist observes with attetnionTherapist observes with attetnionCreates a “free and protected space”Creates a “free and protected space”Makes possible free expression, the Makes possible free expression, the creation of something without judgement creation of something without judgement and protecting the patientand protecting the patient

Sand play therapySand play therapySand play therapySand play therapy

There is a regression due to the nonThere is a regression due to the non--There is a regression due to the nonThere is a regression due to the nonverbal character of the process and the verbal character of the process and the character of the materialscharacter of the materialsChildren impress on the sand their real Children impress on the sand their real experiences and their intrapsychic experiences and their intrapsychic p p yp p ysymbolic pictures , without verbal symbolic pictures , without verbal interpretaioninterpretaionTheir understanding, produces a healing Their understanding, produces a healing relationship with the therapistrelationship with the therapist

Sand Play therapySand Play therapySand Play therapySand Play therapy

Transference is a dialectical processTransference is a dialectical processTransference is a dialectical process Transference is a dialectical process between the conscious and conscious, between the conscious and conscious, and between both participantsand between both participantsand between both participantsand between both participantsThrough the sandThrough the sand--picture a “third space” is picture a “third space” is createdcreatedcreatedcreatedBetween therapist and patient Between therapist and patient A “coA “co--transference” transference” (Bradway and McCoard)(Bradway and McCoard)

Sand Play therapySand Play therapySand Play therapySand Play therapy

The picture can be discussed after it is builtThe picture can be discussed after it is builtThe picture can be discussed after it is builtThe picture can be discussed after it is builtOr “amplified” with tales, symbols etc. Or “amplified” with tales, symbols etc. Once patient has left therapist takes a pictureOnce patient has left therapist takes a pictureOnce patient has left, therapist takes a pictureOnce patient has left, therapist takes a pictureImportant that the therapist, not the patient, Important that the therapist, not the patient, dismantle the productiondismantle the productiondismantle the productiondismantle the productionThe smbolic representation reminds in the mind The smbolic representation reminds in the mind of the childof the childo t e c do t e c d

Sand Play therapySand Play therapySand Play therapySand Play therapy

Combined play therapy with art therapyCombined play therapy with art therapyCombined play therapy with art therapyCombined play therapy with art therapyTherapists from other schools use sand Therapists from other schools use sand traystraystraystraysIt can be used with grups of children It can be used with grups of children Or with entire familiesOr with entire familiesCombination of play, play in sand and Combination of play, play in sand and p y, p yp y, p yfamily therapy. Oberve dynamics of the family therapy. Oberve dynamics of the familyfamilyyy

Cognitive behavioral play therapyCognitive behavioral play therapyCognitive behavioral play therapy Cognitive behavioral play therapy

The themes are suggested by theThe themes are suggested by theThe themes are suggested by the The themes are suggested by the therapist therapist Taking advantage of the natural interest inTaking advantage of the natural interest inTaking advantage of the natural interest in Taking advantage of the natural interest in play to “practice certain skills” play to “practice certain skills” T d l b h i dT d l b h i dTo model behaviors and responsesTo model behaviors and responsesTo suggest alternatives To suggest alternatives