British Journal of Play Therapy Vol. 12 (2016/17)
ABSTRACTS
pp 6-21
IS THERE AN ASSOCIATION BETWEEN ADLERIAN PLAY THERAPY INTERVENTIONS AND A CORRESPONDING IMPROVEMENT IN CLASSROOM ON-TASK BEHAVIOURS IN YOUNG CHILDREN?
Kristin K. Meany-Walen, University of Northern Iowa, USA
Single case research design is a pragmatic approach to research that provides details about the dependent variable over the course of the study period. In this small scale study, three elementary aged boys with externalising behaviours received a combined individual and group Adlerian play therapy approach.
Findings suggest strong association between the boys receiving intervention and an improvement in their classroom on-task behaviours.
Key words: Adlerian theory, Adlerian play therapy, play therapy, single case research, externalising behaviours
pp 23-34
BEING THE OTHER:
A CREATIVE EXPLORATION OF THE IDENTITY OF THE
OTHER
Dwight Turner, Professor Jane Callaghan, Dr Alasdair Gordon-Finlayson
University of Northampton, England
Influenced by Fanon’s idea that the slave needs the master as much as the master needs the slave, this article uses sand play work to explore the unconscious draw for the other in relation to the majority. Offering an important insight into this difficult and contradictory relationship, this research argues that for difference to be fully understood we must make conscious and recognise this relationship for the other in order to free the other from their fear of their potential.
Key words: Difference, diversity, sand play, the other, Jung, Buber, identity
pp 32 – 51
IS CHILD-CENTRED PLAY THERAPY APPROPRIATE FOR CHILDREN WITH AUTISM?
Claire Finlay, University of Roehampton, England
Autism is a growing phenomenon, and an evolving concept. This paper poses the question whether, as a relationship-based therapy founded on the principles of Humanistic Psychology, and using play as its chief modality, there is a place for Child-Centred Play Therapy (CCPT) for children with autism. The author explores how different schools of thought give rise to different types of intervention, and considers whether CCPT can meet the challenges of working with the ‘core deficits’ of difficulties in inter-personal relationships, lack of symbolic understanding, and inflexibility of thought described as central features of autism. The author searches academic databases to identify specifically the literature regarding the use of CCPT with children with Autism Spectrum Disorders (ASD). The search is narrow in scope, and reveals nine studies which are reviewed individually. Practice often moves ahead of the evidence base, as practitioners ‘follow their noses’ - making decisions informed by experience and experiment. The author hopes to contribute to the debate and to assist practicing play therapists in decision-making.
This article has been adapted from the author’s Masters Dissertation submitted for the degree of M.A. Play Therapy, University of Roehampton, 2016.
Key words: Autism, therapeutic relationship, symbolic play, interaction, Child-centred Play
Therapy (CCPT)
pp 52 - 75
EVIDENCE-BASED PRACTICE IN PLAY-ANALYSIS:
INTERPRETING AND USING THE PLAY OF ANXIOUS
CHILDREN
Jason Steadman, East Tennessee State University, USA
A pilot-study was conducted to examine the feasibility and efficacy of a manualised play therapy for
anxious children called Fantasy-Exposure Life-Narrative Therapy (FELT). FELT demonstrates a means
through which clinicians and researchers can standardise an approach to analytic play therapy and better understand how children use play in clinical settings and how therapists can intervene when maladaptive themes arise. The study also discusses several research techniques which can be used to evaluate practice in clinical settings where large scale, controlled trials may not be feasible. These design features are discussed and results from FELT are used to demonstrate how they may apply in clinical settings. In this study, ten clinic-referred, child participants between the ages of 4 and 11 completed the full FELT programme.
Therapy lasted for 12 sessions, and outcome assessment was conducted pre- and post-treatment and at 6- week follow-up. Significant, reliable, clinically meaningful differences were found on several outcome measures, and qualitative feedback supported quantitative findings.
Keywords: Play therapy, anxiety, clinical practice, young children, multiple case experimental design