Integrative Play Therapy E-Book

Athena A. Drewes

• Herausgeber: John Wiley & Sons
• Kategorie: Fachliteratur
• Sprache: Englisch

Seitenzahl: 885

Veröffentlichungsjahr: 2011

Beschreibung

An integrative approach to play therapy blending various therapeutic treatment models and techniques Reflecting the transition in the field of play therapy from a "one size fits all" approach to a more eclectic framework that integrates more than one perspective, Integrative Play Therapy explores methods for blending the best theories and treatment techniques to resolve the most common psychological disorders of childhood. Edited by internationally renowned leaders in the field, this book is the first of its kind to look at the use of a multi-theoretical framework as a foundation for practice. With discussion of integrative play treatment of children presenting a wide variety of problems and disorders--including aggression issues, the effects of trauma, ADHD, anxiety, obsessive-compulsive disorders, social skills deficits, medical issues such as HIV/AIDS, and more--the book provides guidance on: * Play and group therapy approaches * Child-directed play therapy with behavior management training for parents * Therapist-led and child-led play therapies * Cognitive-behavioral therapy with therapeutic storytelling and play therapy * Family therapy and play therapy * Bibliotherapy within play therapy An essential resource for all mental health professionals looking to incorporate play therapy into treatment, Integrative Play Therapy reveals unique flexibility in integrating theory and techniques, allowing practitioners to offer their clients the best treatment for specific presenting problems.

Leseprobe

Contents

Cover

Title Page

Copyright

Dedication

Preface

About the Editors

Contributors

Section I: Introduction: Importance of an Integrative Approach to Child Therapy

Chapter 1: History of Psychotherapy Integration and Related Research

Introduction

The Early Roots of Integrative Psychotherapy

First Efforts at Psychotherapy Integration

Psychotherapy Integration and the Call for Accountability

Psychotherapy Integration Moves Beyond Eclecticism

Psychotherapy Integration Evolves Distinct Approaches

Psychotherapy Integration and Evidence-Based Practices

Psychotherapy Integration Into the Future

References

Chapter 2: Integrating Play Therapy Theories Into Practice

Introduction

Basic Concepts, Goals, and Techniques

Therapeutic Powers of Play Underlying the Model

Role of the Therapist/Role of the Parent

Clinical Applications

Case Example

Challenges in Implementing the Model

Conclusion

References

Section II: Integrative Play Therapies for Externalizing Disorders of Childhood

Chapter 3: Parent-Child Interaction Therapy for Oppositional Behavior in Children

Introduction

Rationale for the Integrative Approach

Practical Implementation of the Integrative Approach

Case Example

Conclusion

References

Chapter 4: Integration of Sandtray Therapy and Solution-Focused Techniques for Treating Noncompliant Youth

Introduction

Rationale and Foci for Sandtray Therapy and SFT

Integration of Sandtray Therapy and SFT

Practical Implementation for Integration

Case Example

Conclusion

References

Chapter 5: Holistic Expressive Play Therapy

Introduction

My Journey Toward An Integrated Model of Play Therapy

My Holistic Expressive Play Therapy Approach

Practical Application of Holistic Expressive Play Therapy

Case Study

Conclusion

Reference

Chapter 6: Social Skills Play Groups for Children With Disruptive Behavior Disorders

Introduction

Integrating the Therapeutic Powers of Group and Play Therapy

Play Group Therapy for Social Skills Deficits in Disruptive Children

Case Example

Conclusion

References

Section III: Integrative Play Therapies for Internalizing Disorders of Childhood

Chapter 7: Cognitive-Behavioral Play Therapy for Traumatized Children

Introduction

Explanations and Disclosures

Case Example

Three Possible Treatments

Conclusion

References

Chapter 8: The Worry Wars: A Protocol for Treating Childhood Anxiety Disorders

Introduction

Therapeutic Intervention Models Utilized in the Worry Wars Protocol

The Mechanics of the Worry Wars Protocol

Case Example

Conclusion

References

Chapter 9: Filial Therapy for Maltreated and Neglected Children

Introduction

Rationale for the Integrative Approach

Practical Implementation

Case Example

Conclusion

References

Chapter 10: Integrating Art Into Play Therapy for Children With Mood Disorders

Introduction

Understanding Mood Disorders in Childhood

Risk and Protective Factors for Mood Disorders in Childhood

Addressing Mood Disorders in Childhood Utilizing Play and Art

Purposeful Treatment Strategies for Mood Disorders in Childhood

Targets of Intervention for Mood Disorders in Childhood

Integrating Art Into Play Therapy for Targets of Interventions

Integrating Art Into Play Therapy for Children With Mood Disorders

Case Example

Conclusion

References

Chapter 11: Integrating Play Therapy and EMDR With Children

Introduction

Play Therapy and EMDR With Traumatized Children

Case Example

Bibliography

Chapter 12: Utilizing Bibliotherapy Within Play Therapy for Children With Anxieties and Fears

Introduction

Bibliotherapy and Children With Anxiety Concerns

Bibliotherapy Origins and Theoretical Premises

Bibliotherapy and Play Therapy

Bibliotherapy Applications

Bibliotherapy Interventions

Book Selection

Bibliotherapy Playroom Construction

Conclusion

References

Chapter 13: Integrating Cognitive-Behavioral Play Therapy and Adlerian Play Therapy Into the Treatment of Perfectionism

Introduction

Cognitive-Behavioral Play Therapy

Adlerian Play Therapy

Integration of Theories

Case Example

Conclusion

References

Section IV: Integrating Play Therapy for Attachment Disorders of Children

Chapter 14: Playing for Keeps: Integrating Family and Play Therapy to Treat Reactive Attachment Disorder

Introduction

The Diagnostic and Clinical Definitions of Reactive Attachment Disorder

Literature

Whole Family Theraplay: An Integrative Model for the Treatment of Reactive Attachment Disorder

Conclusion

References

Chapter 15: Integrating Attachment Theory and Nondirective Play Therapy to Treat Children With More Serious Attachment Problems

Introduction

Rationale for the Integrative Approach

Practical Implementation of This Integrative Approach

Case Example

Conclusion

References

Chapter 16: Integrating Ecosystemic Play Therapy and Theraplay in the Treatment of Attachment Disorders

Introduction

Ecosystemic Play Therapy

Theraplay

Integrating Theraplay and Ecosystemic Play Therapy

Pretreatment Process

Treatment Phases

Case Example

Conclusion

References

Chapter 17: Integration of Child-Centered Play Therapy and Theraplay

Introduction

Rationale for the Integrative Approach

Practical Implementation of the Integrative Approach

Case Example

Conclusion

References

Chapter 18: An Integrative Humanistic Play Therapy Approach to Treating Adopted Children With a History of Attachment Disruptions

Introduction

Rationale for Integrative Approach

Application of Integrated Approach

Conclusion

References

Author Index

Subject Index

This book is printed on acid-free paper.

Copyright © 2011 by John Wiley & Sons, Inc. All rights reserved.

Published by John Wiley & Sons, Inc., Hoboken, New Jersey.

Published simultaneously in Canada.

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Library of Congress Cataloging-in-Publication Data:

Integrative play therapy / edited by Athena A. Drewes, Sue C. Bratton, and Charles E. Schaefer.

p.; cm.

Includes bibliographical references and index.

ISBN 978-0-470-61792-2 (cloth : alk. paper)

ISBN 978-1-118-06425-2 (ebk)

ISBN 978-1-118-06426-9 (ebk)

ISBN 978-1-118-06424-5 (ebk)

ISBN 978-1-118-09479-2 (obk)

1. Play therapy. I. Drewes, Athena A., 1948- editor. II. Bratton, Sue C., editor. III. Schaefer, Charles E., 1933- editor.

[DNLM: 1. Play Therapy—methods. 2. Child. 3. Mental Disorders—therapy. WS 350.4] RJ505.P6I568 2011

618.92 0891653—dc22

2010051400

In memory of my parents, Charles and Mariko Atheneos Drewes, for their gift of gab and the love of and expertise with the written word.

—Athena A. Drewes

In memory of my grandmother, Georgia Morgan Bennett. From you, I experienced firsthand what it feels like to be unconditionally loved and prized—just for being me.

—Sue C. Bratton

In memory of William and Loretta Schaefer, for their unconditional love and support.

—Charles E. Schaefer

Preface

The necessity for Integrative Play Therapy has evolved out of each of our personal experiences and approaches in the field of play therapy. We have each found that the complex and difficult treatment cases we encountered often required a more comprehensive treatment approach involving the blending of theories and techniques. Many of our play therapy colleagues have also moved away from a one-size-fits-all treatment approach that uses a single theoretical approach for all or most treatment cases. Until recently, play therapists tended to remain wedded to the original theoretical framework they learned in their graduate training. Alternative conceptualizations and potentially superior evidence-informed interventions have now become available. In addition, there has been a growing movement within both the child and adult psychotherapy fields toward an integrative treatment approach. Indeed, the use of a multitheoretical framework as a foundation for practice has become the prevailing zeitgeist.

We believe that this book will help play therapists learn from the descriptions of how other therapists have integrated various theoretical approaches in resolving the common psychological disorders of childhood. The ultimate goal of this book is to heighten awareness of the necessity, efficacy, and wide applicability of a multitheoretical treatment approach. We hope that as play therapists become committed to integration, they will move away from identifying themselves with a particular school and toward an identification as an integrative play therapist.

Athena A. Drewes Sue C. Bratton Charles E. Schaefer

About the Editors

Athena A. Drewes, PsyD, RPT-S is Director of Clinical Training, APA-Accredited Doctoral Internship and a clinician at the Astor Services for Children & Families, a large nonprofit multiservice mental health agency in New York. She is a Registered Play Therapist and Supervisor, past Director of the Association for Play Therapy and founder/past president of the New York Association for Play Therapy. She is Editor and chapter author of School-based Play Therapy; School-based Play Therapy, Second Edition; Blending Play Therapy with Cognitive Behavioral Therapy (Wiley); Cultural Issues in Play Therapy; and Supervision Can Be Playful. Dr. Drewes is a nationally and internationally renowned guest lecturer on a variety of play therapy topics.

Sue C. Bratton, Ph.D., LPC, RPT-S is Director of the Center for Play Therapy and Professor at The University of North Texas. Dr. Bratton is nationally and internationally known for her work in the area of play therapy and Child Parent Relationship Therapy (CPRT). She is a frequent speaker around the world, and has published over 60 articles, books, chapters, videos and other publications in the field of play therapy, the majority of which are research–based. Her most recent books are Child Parent Relationship Therapy (CPRT): A 10-Session Filial Therapy Model, Child Parent Relationship Therapy (CPRT) Treatment Manual, Child-Centered Play Therapy Research: The Evidence Base for Practitioners, and Integrative Play Therapy. Her research agenda focuses on CPRT and play therapy effectiveness. Dr. Bratton is a Past President of the Association for Play Therapy, recipient of the 2007 Outstanding Research Award for Association for Play Therapy, and the 2005 Nancy Guillory Award for Outstanding Service and Contribution to the Field of Play Therapy from the Texas Association for Play Therapy.

Charles E. Schaefer, Ph.D., RPT-S is Professor Emeritus of Psychology at Fairleigh Dickinson University in Teaneck, New Jersey. He is co-founder and Director-Emeritus of the Association for Play Therapy. He is also founder and co-director of the Play Therapy Training Institute in New Jersey. Dr. Schaefer coordinates an International Play Therapy Study Group held annually in Wroxton, England. Among his books on Play Therapy are: Play Therapy for Preschool Children; Empirically-Based Play Interventions for Children; Contemporary Play Therapy; Short-term Play Therapy for Children; The Playing Cure: Individualized Play Therapy for Specific Childhood Problems; Game Play; 101 Favorite Play Therapy Techniques; Play Therapy With Adults; Play Therapy With Adolescents;Play Therapy for Very Young Children, and Play Diagnosis and Assessment. In 2006, he received the Lifetime Achievement Award from the Association for Play Therapy. Dr. Schaefer is a frequent presenter at national and international Play Therapy conferences. He has been a guest on the Good Morning America, Today, and Oprah Winfrey TV shows. His private practice in clinical child psychology is located in Hackensack, New Jersey.

Contributors

Jeffrey S. Ashby Ph.D., ABPP

Professor

Counseling Psychology

Counseling & Psychological Services

Georgia State University

Atlanta, Georgia

Sue C. Bratton, Ph.D., LPC, RPT-S

Professor & Director

Center for Play Therapy

University of North Texas

Denton, Texas

Karina G. Campos, M.A.

Psychology Intern

Doctoral Candidate at Pepperdine University

Los Angeles, California

Kara Carnes-Holt, Ph.D., LPC, NCC, RPT-S

Assistant Professor

University of Wyoming

Laramie, Wyoming

Peggy L. Ceballos, Ph.D.

Assistant Professor

University of North Carolina at Charlotte

Charlotte, North Carolina

Karishma Chengappa, M.S.

Graduate Student

Clinical Child Doctoral Program

Department of Psychology

West Virginia University

Morgantown, West Virginia

Amanda H. Costello, B.S.

Graduate Student

Clinical Child Doctoral Program

Department of Psychology

West Virginia University

Morgantown, West Virginia

Marie-José Dhaese, Ph.D., RPT-S, ATR, CPT-S

Centre for Expressive Therapy, Counseling and Consulting

Parksville, British Columbia, Canada

Athena A. Drewes, Psy.D., RPT-S

Director of Clinical Training and APA-Accredited Doctoral Psychology Internship

Astor Services for Children and Families

Poughkeepsie, New York

Paris Goodyear-Brown, LCSW, RPT-S

Private Practice

Paris and Me Counseling for Kids

Brentwood, Tennessee

Sarah Hamil, LCSW, RPT-S, ATR-BC

Private Practice

Jackson, Tennessee

Jessica Jlsquäger, Ph.D.

Child and Adolescent Mental Health Service (CAMHS)

Lewes, East Sussex, England

Victoria A. McGuinness, LMHC, RPT

Private Practice

Bellingham, Washington

Cheryl B. McNeil, Ph.D.

Professor, Clinical Child Psychology

West Virginia University

Morgantown, West Virginia

Evangeline Munns, Ph.D., RPT-S

Private Practice

King City, Ontario, Canada

Julie Blundon Nash, Ph.D.

Foster Care Clinic Coordinator

Community Mental Health Center

Chester, Connecticut

Christina Noble, M.A., M.S.,

LAPC, NCC

Doctoral Candidate

Georgia State University

Atlanta, Georgia

Kevin O'Connor, Ph.D., RPT-S

Distinguished Professor

Clinical Ph.D. and Clinical Psy.D. Programs

California School of Professional Psychology at Alliant International University

Fresno, California

Dale-Elizabeth Pehrsson, Ph.D., RPT-S

Associate Professor and Associate Dean

College of Education

University of Nevada — Las Vegas

Henderson, Nevada

Virginia Ryan, Ph.D.

Play Therapist and Play Therapy Supervisor

Ryan Children's Services

Hull, East Yorkshire, England

Charles E. Schaefer, Ph.D., RPT-S

Professor Emeritus

Fairleigh Dickinson University

Teaneck, New Jersey

Director Emeritus of the Association for Play Therapy

John W. Seymour, Ph.D., LMFT, CCMHC, ACS, RPT-S

Associate Professor

Department of Counseling and Student Personnel

Minnesota State University, Mankato

Mankato, Minnesota

Janine Shelby, Ph.D., RPT-S

Assistant Professor

Director of Child Psychology Training and Child Trauma Clinic

Department of Psychiatry, Geffen School of Medicine

University of California at Los Angeles

Torrance, California

Jocelyn O. Stokes, B.A.

Graduate Student

Clinical Child Doctoral Program

Department of Psychology

West Virginia University

Morgantown, West Virginia

Daniel S. Sweeney, Ph.D., LMFT, LPC, RPT-S

Professor of Counseling

Director, Northwest Center for Play Therapy Studies

Graduate Department of Counseling

George Fox University

Portland, Oregon

Ashley B. Tempel, M.S.

Graduate Student

Clinical Child Doctoral Program

Department of Psychology

West Virginia University

Morgantown, West Virginia

Glade Topham, Ph.D., LMFT

Assistant Professor

Department of Human Development and Family Science

Oklahoma State University

Stillwater, Oklahoma

Risë VanFleet, Ph.D., RPT-S

President, Private Practice

Family Enhancement and Play Therapy Center, Inc.

Boiling Springs, Pennsylvania

Kyle N. Weir, Ph.D., LMFT

Associate Professor

Program Coordinator

Department of Counseling, Special Education and Rehabilitation

California State University

Interim Director — Fresno Family

Counseling Center

Fresno, California

Section I

Introduction: Importance of an Integrative Approach to Child Therapy

Chapter 1

History of Psychotherapy Integration and Related Research

John W. Seymour

Introduction

Psychotherapy has been a formal discipline in Western cultures for more than 100 years, with roots stretching back to the beginning of human civilization (Ellenberger, 1970; Frank & Frank, 1993). Since the early models of Freud, Adler, and Jung, the field has expanded to more than 400 models (Norcross & Newman, 1992), with models ascending and descending in usage and importance, and with some disappearing altogether while others have continued in forms that would be both familiar and unfamiliar to the model founder(s). This proliferation of models has often confounded practitioners, researchers, and recipients of psychotherapy with the variety of assumptions, terminologies, and applications. In The Structure of Scientific Revolutions, Kuhn (1973), building on concepts developed by Polanyi (1964a/1946, 1964b) and others, outlined how scientific inquiry evolves in a kind of ebb-and-flow pattern in a professional scientific community. Kuhn's model can be applied to the history of psychotherapy integration to better understand the issues that have repeatedly arisen through years of dialogue, to better inform current efforts in psychotherapy integration during the first part of the 21st century.

Kuhn (1973) suggested that professional scientific communities are based on accumulated facts and assumptions about the field of inquiry, and over time they create an explanatory model, or paradigm, founded on this set of received beliefs. For psychotherapy, this model has typically included philosophical assumptions about methods of knowing (epistemology), the psychological components of human nature (philosophy of the mind), identifying the dynamic processes that move humans toward and away from mental health (etiology of health and unhealth), and identifying and encouraging professional practice methods of enhancing mental health (applied ethics). Through reflection and research, new data and experiences (anomalies) challenge the older model in a kind of ebb-and-flow pattern, with periods characterized by creative discovery and advancing those claims as well as conserving existing traditions by defending those claims, punctuated by periods of quiescence.

Applied and theoretical responses to these differences have spawned many years of efforts to resolve the debate, through both research and rhetoric, to either prove a current method right or create a new blend of theory and practice to create a newer right way. Kuhn (1973) has emphasized that in this process, “The problems of paradigm articulation are simultaneously theoretical and experimental” (p. 33). Psychotherapists and psychotherapy researchers have used several major ways to develop these newer right ways: some have opted for an approach built more on challenging the differences and maintaining an existing paradigm, whereas others have opted for an approach built more on identifying and advancing the similarities, which has been the typical approach of psychotherapy integration.

Stricker and Gold (2008) point out that psychotherapy integration in some form is a part of every clinical and research process, as part of the learning process of psychotherapists working from a particular model and considering new ideas or techniques for possible incorporation into their existing model. Prochaska and Norcross (2010) describe the motivation of psychotherapy integration to be that of “a spirit of open inquiry and a zest for transtheoretical dialogue” (p. 455). The term integrative psychotherapy is more often reserved to refer “to a new and particular form of psychotherapy with a set of theories and clinical practices that synthesizes concepts and methods from two or more schools of psychotherapy” (Stricker & Gold, 2008, p. 390). Since the mid-1970s, integrative psychotherapy has grown into an important branch in the study of psychotherapy, with multiple articles and textbooks written on the topic, as well as a professional society. More recently, integrative psychotherapy has been applied to special populations, including multicultural psychotherapy (Fischer, Jome, & Atkinson, 1998a, 1998b), couples, family, and relational therapy (Feldman & Pinsof, 1982; Pinsof, 1983, 1994, 1995; Sparks & Duncan, 2009), and psychotherapy with children (Gold, 1992; Kelley, Bickman, & Norwood, 2009). A review of the history of psychotherapy integration identifies the issues of epistemology, philosophy of the mind, etiology of health, and professional applied ethics to inform the efforts of psychotherapy integration within the field of play therapy.