No ,Time or Place

for Child's Play

The Impact ofFilial Therapy on the

Trauma Recoveryof a Mother and Son

An Exploration of theTherapeutic Response

Ph~nomenon in Play Therapy

On the Road Again!

Play TherapyCONTENTS

Volume 3, Issue 1 • March 2008

•

DEPARTMENTS4 APT Speaks

Play therapy and APT perspectives bythe President and Executive Director.

5 In this Issue

Who's who in APT and this Play TherapyTM issue.

9 APT VisionThe five vision statements that drive APT.

23 In the Market

Where you find play therapy books, videos,CDs, brochures and APT logo products.

27 In Review

Reviews of the latest publications about playtherapy research, techniques, and more!

28 In the SpotlightThe latest play therapy and APT newsand information to keep you in the loop!

34 CredentialsCongratulations to the latest Registered Play

Therapist (RPT) and Registered Play Therapist­Supervisor (RPT-S) designees!

www.a4pt.org

COVER STORY

18 What's This Dog Doing in My Playroom?

Tapping into the Benefits of Canine Play Therapy

By Rise VanFleet, PhD, LP,RPT-S

Explores the dynamics and benefits of using dogs within a play therapy model.

FEATURES

6 No Time or Place for Child's Play

By David Crenshaw, PhD, ABPP, RPT-SAdvocates for children to enjoy free play.

10 The Impact of Filial Therapy on the Trauma

Recovery of a Mother and Son

By Denise Holland and Yuehong Chen Foley PhD, LPC, NCCDescribes how Filial Therapy helped a mother and son overcome trauma.

14 Promoting Play and Caregiver-Child Interaction:

The Strategic Use of Special Time

By Joseph Wehrman, PhD, LPCAdvocates community education about the value of play.

24 An Exploration of the Therapeutic Response

Phenomenon in Play Therapy. On the Road Again!

By Carol Whited MA, LPC, RPT-SExplores the importance of appropriate responses.

March 2008 Play TherapyTM 3

IN THIS ISSUE

2060 N. Winery Avenue, Suite 102

Fresno, CA 93703 USA559.252.2278 Fax: 559.252.2297

Foundation for Play TherapyPresident Hilda Glazer, EdD, PCC, RPT-S (OH)

Vice President Janine Shelby, PhD, RPT-S (CA)

Secretary Eliana Gil, PhD, LMFT, RPT-S 01A)

Treasurer Tamara Langen, LlSW, RPT-S (OH)

APT President Linda Homeyer, PhD, LPC, RPT-S (TX)

Executive Director Bill Burns, CAE (CA)

Committee ChairsConference Program John Seymour, PhD, LMFT, RPT-S (MN)

Ethics & Practices Marilyn Snow, PhD, LPC, RPT-S (MS)

International Journal Michael LeBlanc, PhD, LMHC (NY)

Key Awards Patty Scanlon, LCSW, RPT-S (IN)

leadership Sueann Kenney-Noziska, LCSW, RPT-S (NM)

Nominations Linda Homeyer, PhD, LPC, RPT-S (TX)

Play Therapy'M Dale Elizabeth Pehrsson, EdD, LCPC, RPT-S (NY)

Registration & Continuing Education Larry Rubin, PhD, LMHC,

RPT-S (FL)

Research Jennifer Baggerly, PhD, LMHC, RPT-S (FL)

Publication Policies: Play Therapy"is published by the Associationfor PlayTherapy on behalf of its member psychologists,social workers, counselors,marriage and family therapists, and other mental health professionalsandsubscribers who apply the therapeutic power of play to effectively communicatewith and help clients, especially children, achieve optimal mental health.It is produced and distributed quarterly via 3rd class mail each March, June,September,and December.Its $50.00 annual subscription fee is includedin membership dues. Publication of articles and advertisements is not anendorsement of authors, advertisers, or their opinions and products.The viewsexpressed herein do not necessarily reflect those of APTor its members, directors,or staff. APTreservesthe right to reject, omit, or cancel advertising for any reason,edit for clarity and spatial purposes,and refuse discriminatory content. Advertiserscontact Kathy Lebby,klebby@a4pt.org,559.252.2278 ext 4, or visit www.a4pt.org.Copyright 2008 Associationfor PlayTherapy ISSN1934-9785

Publisher & Editor Bill Burns, CAE

Clinical Editor Dale Pehrsson, EdD, LCPC, RPT-S

Advertising & Marketing Coordinator Kathryn Lebby, CM P

Art Director Anya Wilcox, www.designintersection.com

StaffExecutive Director Bill Burns, CAE, ext 5

General Manager & Conference Coordinator Kathryn Lebby, CM P, ext 4

Membership & Branch Relations Coordinator Pam Bradshaw, ext 3

Technology & Office Coordinator Diane Leon, ext 2Credentialing, CE & Product Sales Coordinator Carol Guerrero, ext 1

Board of DirectorsPresident Linda Homeyer, PhD, LPC, RPT-S (TX)

President-Elect Daniel Sweeney, PhD, LPC, LMFT, RPT-S (OR)

Secretary Bill Nordling, PhD, RPT-S (MD)

Past President Lisa Saldana, LMHC, RPT-S (FL)

Director Susan Carter, PhD, RPT-S (MI)

Director Terry Fontenot, LCSW, RPT-S (KY)

Director Mary Fry, LCPC, RPT-S (KS)

Director Geri Glover, PhD, LPCC, RPT-S (NM)

Director Mary Anne Peabody, LCSW, RPT-S (ME)Executive Director Bill Burns, CAE (CA)

Mission: To promotethe value of play,play therapy, and credentialed playtherapists. Tosatisfy this mission, the Associationfor PlayTherapywill advancethe psychosocialdevelopment and mental health of all people by providing andsupporting those programs, services,and related activities that promote the:1. Understandingand valuing of play and play therapy. 2. Effective practice of playtherapy through education, training, and research.3. Recognition,incorporation,and preservation of diversity in play therapy. 4. Developmentand maintenanceofa strong professionalorganization to accomplish these objectives.

Play Therapy

David Crenshaw PhD, ABPp, RPT-S

Crenshaw practices at the Rhinebeck Child &

Family Center in Rhinebeck and is the New York

APT president. He specializes in play therapy with

aggressive and traumatized children.

dacre nshaw@frontiernet.net

Carol Whited LPC, RPT-S

Previously the clinical director, in-service training

supervisor, and a play therapist at a day treatment

center, Whited is a group play instructor with South

Coast Head Start in Coos Bay and an Oregon APT

member. (541) 269-14841

Joseph Wehrman PhD, LPC

Wehrman recently relocated from The Citadel

Military College of South Carolina and is currently an

Assistant Professor in the Department of Counseling

and Human Services at the University of Colorado

at Colorado Springs. He is a member of the APT

Clinical Communications Committee and Colorado

APT. jwehrman@uccs.edu

Yuehong Chen Foley PhD, LPC, NCC

Chen Foley is a counselor in Gwinnett County Public

Schools and a Georgia APT member. She conducts

training and research in stress and coping, filial

therapy, and short-term intensive play therapy in the

United States and China.

yuehong_chen@yahoo.com

COVER STORY BY:

Rise VanFleet PhD, Lp, RPT-S

VanFleet is a former APT president, founder of

the Family Enhancement & Play Therapy Center

and its Playful Pooch Program in Boiling Springs,

and a Pennsylvania APT member. An ApprovedEvaluator for AKC's Canine Good Citizen

Program, she conducts trainings on filial/canine­

assisted play therapies. Risevanfleet@aol.com

Dale Elizabeth PehrssonEdD, LCPC, RPT-S

Pehrsson is an Associate Professor at the University

of Nevada - Las Vegas, an International Journalof Play Therapy editorial board member, a 2006Leadership Academy graduate, and the Play

TherapyTM magazine clinical editor. She is assisted

by Oregon State University doctoral student

Mary Aguilera. dale.pehrsson@unlv.edu

CONTRIBUTING AUTHORS

www.a4pt.org March 2008 Play TherapyTM 5" .•

CLINICAL EDITOR COMMENT

This article explores the therapeutic dynamics and multiple benefits of using dogs within a play therapy model of

treatment. Suggestions for interventions approaches and trained are reviewed. Case examples are offered.

What's This Dog Doingin My Playroom?

Tapping into the Benefits of Canine Play Therapy

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The dog was created speciallyfor children. He ;s the god of

frolic. Henry Ward Beecher

Twelve-year old Brian had lived in 10foster homes in the four years since his

mother and her boyfriend had badlyabused him. He had made considerable

progress in play therapy, and filial play sessionsand work with his current foster mother had

helped him to self regulate his behaviors.Brian, however, continued to have

episodes of cruelty towards the familydog. He worked for several weeks with

Kirrie, a play therapy dog, helping to trainher. As he worked and played with Kirrie,

Brian's regulation of his own behavior

improved. As his relationship with the dog

deepened, his cruel behaviors with family petsceased entirely and never returned. He was

adopted two years later and established muchhealthier attachments with his new family, includingtheir animals.

Decades ago, Boris Levinson surveyed

psychologists and was surprised at how many

reported excellent therapeutic outcomes usinganimals in sessions. Today, increasing numbers of

play therapists are incorporating animal-assistedtherapy in their work. Actual percentages are

unknown, but 83 play therapists responded withenthusiasm to a recent survey on use of animals

(VanFleet, 2007b). Results are available at www.

playfulpooch.org or www.play-therapy.com.click on"Pets in PT". Animal-assisted play therapy, or pet play

therapy, continues to gain ground and warrants explorationof its theoretical, research, and practice foundations.

"Companion animals should matter to educators, if for noother reason than that they matter so much to children" (Jalongo,

2004). This quote applies to child therapists as well. Children are

I

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18 Play TherapyTM March 2008 www.a4pt.org

III•

fascinated by other creatures, and animals playa vital role

child development (Jalongo, 2004; Melson, 2001). Anim;i

have figured prominently in children's play. Indeed, studieshave shown children often consider family pets to be befriends. Neuroscience has contributed to our understand'of similarities between human and nonhuman animals,

especially in terms of brain development and structure,and social/emotional functioning (Panksepp, 2005a,

2005b). Studies of animal play reveal striking similarities

with human play (Bekoff, 2007; Beckoff & Byers, 1998;Burghardt, 2005; Fouts & Mills, 1997). The time has

come to expand our understanding of how ourrelationships with animals can be harnessed for

mutually positive results for children and animals in

therapeutic settings.

Is This a Good Idea?

There is a growing body of multidisciplinary evidence

in support of animal assisted therapy (AAT); the fieldhas evolved during the same time period as play

therapy. Initially rebuffed as an intervention withoutfoundation, AAT professionals have gradually clarified

theory, developed standards of professional practice,and built a solid research foundation (Chandler, 2005;

Fine, 2006; Nimer & Lundahl, 2007). More research is

needed, but studies to date clearly illustrate the value

of AAT with anxieties/phobias, social withdrawal,resistance/conduct problems, pervasive developmentaldisorde~, maltreatment/attachment difficulties, and family

relationships. Pet play therapy is "the use of animals in the

context of play therapy, in which appropriately-trained therapistsand animals engage with children and families primarily through

systematic play interventions, with the goal of improvingchildren's developmental and psychosocial health as wellas the animal's well-being. Play and playfulness are essential

ingredients of the interactions and the relationship"(VanFleet,2007a).

Many different animal species have been used in conjunction

with play therapy, dogs being most common, followed by cats,horses, rabbits, and others. This article focuses on canines

because canines are most commonly used, have strong play

drives easily molded for use in play therapy, and are the mostreadily accessible animal for use in play therapy. Initial research

is promising (Thompson, 2007; VanFleet, 2007b) and parallelsfindings in AAT studies.

Canine Considerations

Canines are well-suited to play therapy work. They can betrained easily and often seem quite willing to engage in many

different activities, especially playful ones, with children.

Canine-assisted play therapy takes many forms. Dogs can

participate in nondirective play therapy or they can take part ina wide range of more directive play therapy interventions. Theycan be involved in family sessions. Their use should coincide

with overall treatment goals, and therapists must facilitate all

interactions so that they are positive, playful, and beneficial forboth child clients and canines. There are risk factors, including

potential injuries to children or canines, allergies, or zoonoses(diseases/conditions shared between humans and canines); most

of these can be managed with proper selection, training,

and hygiene.

www.a4pt.org

s -'~;;;.'~,'l~ ., • t~",·, :",',,'S" ,

"Comp'anlon animals sl10uldmatter to educators, if for no

other reason than that theymatter so much to children."

- Mary Renck Jalongo

Breed traits are one consideration in selecting dogs but

individual traits of dogs are much more important. Does the dog

enjoy children? Is the dog playful? Can the dog tolerate strangenoises and movements? Is the dog non-aggressive? Can the

dog be trained easily? Does the dog have the energy and

stamina to participate in sessions? Training is exceptionallyimportant, and certification programs such as the AmericanKennel Club's Canine Good Citizen (www.akc.org), Delta Society

(www.deltasociety.org). and Therapy Dogs International (www.tdi-dog.org) are highly recommended. Solid knowledge of

canine behavior is important, and use of completely aversive­free behavioral training methods is essential, both for the dog's

sake as well as providing a good model for children (www.apdt.com; Donaldson, 2005; Pelar, 2005; VanFleet, 2008b). Clicker

training can be a fun and effective way of working with dogs andchildren together (pryor, 2005).

Benefits of Canine-Assisted Play Therapy

There are many potential benefits of using child-canine playinterventions, some of which include (a) helping children open

up quickly, reducing resistance, and engaging them in thetherapy process, (b) facilitating healthy attachment relationships,(c) enhancing children's empathy and care-giving, (d) buildingchildren's skills and confidence, (e) providing children with

March 2008 Play Therapy'M 19 ij1,

J,

"Canine relationships can

be used to help children on

many developmental and

psychosocial dimensions."

another experience of unconditional acceptance,(f) strengthening children's sense of emotional/physical safety,

(g) teaching children appropriate behaviors with both animals

and people; preventing episodes of animal abuse by maltreatedchildren, (h) reducing fears/anxieties, (i) helping children learn

physiological self-calming, and (j) increasing children'smotivation for a variety of tasks. Goals should be defined in

advance, based clearly upon child needs. Sometimes

interactions produce unexpected opportunities for therapy

progress; these goals can be added to treatment plans.

What Happens in Canine-Assisted Play Therapy?

Canines and children speak the language of play fluently, and

many play interventions are possible (VanFleet, 2008b). Well­trained dogs can participate in nondirective play therapy in

which therapists ensure dogs engage or refrain from play in amanner directed by children. Therapists reflect children's

feelings either directly or through dogs, such as "Rover, Kelliis really angry at those bad guys and she's putting them in the

jail." Ifthe child invites the dog to engage in imaginary play,

the therapist facilitates this as well. For example, "Rover, Kelliwants you to stand guard at the jail. Rover, sit and stay! Don't let

those bad guys escape!" (while positioning the dog in front of

20 Play TherapyTM March 2008

the jail, at the child's request). Thompson (2007) found in a

preliminary analysis of her research that the presence of therapydogs was associated with increases in children's participation in

play therapy, expression of positive affect, engagement in

imaginative play, attention to task, and adherence to limits, andwith reductions in play disruptions, distractibility, resistance, andaggressive behavior.

Dogs can also be used with a wide range of directive play

therapy interactions. Children can help train dogs to learn basicobedience cues or to help dogs learn new tricks. Children can

learn to clicker-train dogs, thereby mastering positive behavior

J principles while developing better focus. Positive training; activities help build children's confidence quickly. As one9-year-old boy recently stated proudly after working with a

play therapy dog, "I never thought I would be training dogs.I always thought it would be horses." The therapist and childthen talked about some of the similarities in the trainingmethods used with horses. Children can also demonstrate their

new skills to their families, and even incorporate them with

family pets after they have been mastered.Children can learn better self-regulation while playing tug

or chase games with dogs, during which they are responsible

for their own safety and enjoyment, as well as the dog's. By

watching signals and emotions of dogs, children can increase

their empathy for others. A wide range of games and dog tricks

can help children work on specific problem areas or skills.Children can develop their problem-solving abilities by helping

dogs "resolve" problems similar to their own. Agility or otherkid-canine games can help children work in teams, just as

"letting dogs win some of the time" helps children learn to

share in order to keep their playmates engaged with them.Regardless of the interventions used, therapists keep the tone

light and playful. In all interactions, the focus is on relationship­building. The attachment relationships children develop with

dogs can be transferred to people in their lives-therapists,

peers, siblings and parents. Canine relationships can be used

to help children on many developmental and psychosocialdimensions (Jalongo, 2004; Chandler, 2005; VanFleet, 2008b).

Practical Matters

Play therapists have two primary options for including therapy

dogs in play therapy. One is to train and handle therapy dogs

themselves, usually their own pet. The other is to include other

people who are certified as therapy dog handlers with their dog.The first option is most commonly used, but requires a

substantial amount of pet preparation. This work alsostrengthens bonds between dogs and therapists/owners.

Outside handlers require special attention to matters ofconfidentiality and other ethical concerns. It's a good idea for

therapists and dog handlers to educate each other about their

respective fields. In all cases play therapists are in charge ofsupervising the entire situation with emphasis on protecting thechild and the dog.

The needs of children and canines need to be balanced in

order to ensure the well-being of both. Some therapists have

canines present at all times in their practice, while others might

use dogs periodically, or for just 10 to 15 minutes per session.

These decisions depend upon therapeutic goals, specificways dogs are involved, and the temperament and stamina

of the dogs.

www.a4pt.org

References

1. Bekoff, M. (2007). The emotional lives of animals.

Novato, CA: New World Library.

2. Bekoff: M., & Byers, J. (Eds.). (1998). A~imal play: . -:.~ ~~EvolutIonary, comparatIVe, and ecologIcal "'" ."..~ .' . ~

~~'.'.;"'::'_ ,:_~,4Itf,

perspectives. New York: Cambridge .M- ••••..,...,U· . P -' "'}, ••.•

nlverslty ress ... .,. ••.'M"':, J;..... .'fif.'3. Burghardt, G. M. (2005). The genesis of ~ ~¥of ••,...~animal play: Testing the limits.Cambridge, MA: The MIT Press.

4. Chandler, C. K. (2005). Animal

assisted therapy in counseling.

New York: Routledge. ~5. Donaldson, J. (2005). The culture

clash (2nd ed.). Berkeley, CA:James & Kenneth Publishers.

6. Fine, A. H. (Ed.). (2006).Handbook on animal-assisted

therapy: Theoreticalfoundations and guidelines

for practice (2nd ed.).San Diego: Academic Press.

7. Fouts, R., & Mills, S. T. (1997).

I•

Cases

Missy was four years old when her family home burned to the

ground. During the fire, Missy was separated from her familyand was found a few hours later wandering terrified in the forest

nearby. All family members escaped with minor injuries. Missy's

play sessions involved imaginary fires and ambulance rescues,often with themes of abandonment. After she met Kirrie, a play

therapy dog, Missy asked if Kirrie could play with her innondirective sessions. The therapist facilitated her requests.Missy asked Kirrie to be a search-and-rescue dog who would

"look for children that the adults could not see." Missy hid

behind the puppet theater and'murmured small noises so Kirrie

could come find her. This theme repeated many times; afterseveral sessions, Missy's clinginess diminished and she began a

return to her pre-trauma level of independence.Kyle, just 8 years old, was painfully shy and rarely spoke in

school. His teachers expressed concern that his academic

progress was hindered by social anxieties. Kyle eagerly beganwork with the school counselor's therapy dog, Bingo, in

conjunction with other play-based interventions. The counselortaught Kyle hand signals as well as verbal cues to be used with

Bingo. Initially, Kyle used only hand gestures, but within two

sessions, he used verbal cues regularly. Kyle helped teach Bingo

three new tricks using clicker training, praise, and food rewards.Kyle was so proud of this he eventually demonstrated tricks with

Bingo for his class. His peers responded with great interest, henoticeably relaxed in class and gradually increased his participation.

Use'of properly trained dogs in play therapy is emerging;

initial studies are promising and have much potential. Further

development holds much hope for children and therapists alike.

Postscript: Kirrie, a border collie mix, was adopted from a shelterand is a trained play therapy dog who advises clients to let out a

daily "Arrrooooooooo!" She is the author's black and white dog

pictured here, and the photos (including the cover photo) are

used with VanFleet's permission.

www.a4pt.org

Next of kin: My conversations with chimpanzees. New York:

Quill (HarperCollins).8. Jalongo, M. R. (Ed.). (2004). The world's children and

their companion animals: Developmental and educationalsignificance of the child/pet bond. Olney, MD: Associationfor Childhood Education International.

9. Melson, G. F. (2001). Why the wild things are: Animals in thelives of children. Cambridge, MA: Harvard University Press.

10. Nimer, J., & Lundahl, B. (2007). Animal-assisted therapy:

A meta-analysis. Anthrozoos, 20(3), pp. 225-238.11. Panksepp, J. (2005a). Affective neuroscience: The

foundations of human and animal emotions. New York:

Oxford University Press. '

12. Panksepp, J. (2005b). Beyond a joke: From animal laughter

to human joy. Science, 308, pp. 62.13. Pelar, C. (2005). Living with kids and dogs ...without losing

your mind: A parent's guide to controlling the chaos.

Woodbridge, VA: C&R Pu.blishing.14. Pryor, K. (2005). Getting started: Clicker training for dogs.

Waltham, MA: Sunshine Books.

15. Thompson, M. J. (2007). Effects of a trained therapy dog in

child-centered play therapy on children with anxietydisorders. Unpublished doctoral dissertation draft.

16. VanFleet, R. (2007a). Pet play therapy: A workshop manual.Boiling Springs, PA: Play Therapy Press.

17. VanFleet, R. (2007b). Preliminary results from the ongoing

pet play therapy study. Boiling Springs, PA: Play TherapyPress; www.play-therapy.com/pets_study.html; or

www.playfulpooch.org. )

18. VanFleet, R. (2008a). Playful pooches: Using canineinteractions to enhance therapeutic outcomes for childrenand adolescents. In C. F. Sori & L. Hecker (Eds.), The

therapist's notebook III: More homework, handouts &activities for use in psychotherapy. New York: HaworthPress.

19. VanFleet, R. (2008b). Play therapy for kids and canines:Benefits for children's developmental and psychosocialhealth. Sarasota, FL Professional Resource Press.