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Description
Flashcards by Siddhi Deshpande, updated more than 1 year ago
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Created by Siddhi Deshpande
over 6 years ago
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| Question | Answer |
| Give different types of play therapies. | • non-directive play therapy • focused play therapy Cognitive-behavioural play therapy Structured group play therapy Filial play therapy • collaborative play therapy social construction theory narrative therapy |
| What is non-directive play therapy ? | •Counselling method developed by Virginia Axline, • Axline, who worked in the United States, was influenced by the philosophical approach of Carl Rogers’s (1951) active non-directive counselling. • She used the technique of reflective listening, based on the counselling principles of empathy, warmth, acceptance and genuineness. • It uses child’s play as a means of communication to the therapist. • The therapist’s task is to recognize the feelings which the child is expressing in speech and play and to reflect these back so that the child can get some insight into its behaviour. • There is no attempt to direct play or to hurry the child. • The only limits are those necessary to keep the therapy anchored to the real world and to make children aware of their responsibilities to the therapy. |
| What are the eight principles for non-directive play therapy ? | The eight principles for non-directive play therapy are : 1. The therapist must develop a warm, friendly relationship with the child, in which good rapport is established as soon as possible. 2. The therapist accepts the child exactly as he is. 3. The therapist establishes a feeling of permissiveness in the relationship so that the child feels free to express his feelings completely. 4. The therapist is alert to recognize the feelings the child is expressing and reflects those feelings back to him in such a manner that he gains insight into his behavior 5. The therapist maintains a deep respect for the child’s ability to solve his own problems if given an opportunity to do so. The responsibility to make choices and to institute changes is the child’s. 6. The therapist does not attempt to direct the child’s actions or conversation in any manner. The child leads the way; the therapist follows. 7. The therapist does not attempt to hurry the therapy along. It is a gradual process and recognized as such by the therapist. 8. The therapist establishes only those limitations that are necessa |
| What is Children’s Hours ? | •The Children’s Hours Trust, founded by Rachel Pinney, a medical doctor who had earlier worked with Margaret Lowenfeld, offers ‘Children’s Hours’ in south-east England. • These use non-directive principles similar to Axline’s, including reflective listening techniques which Pinney has simplified so that very inexperienced workers may safely employ them. • She uses (1983) and teaches ‘re-capping’, in which the adult describes aloud the child’s actions in play, a sort of running commentary. • A Children’s Hour takes place in a playroom containing robust unstructured material such as sand, water, clay and paint; music or sound making equipment; giant-sized cardboard boxes; sagbags, blankets and mattress; bricks of all shapes and sizes and other building equipment; soft-balls, small models of people and animals, puppets, kitchen equipment, pipe cleaners, hammer toys and all kinds of miscellaneous objects. • At all times the adult avoids making suggestions, interpretations or assessments. |
| What is Anna Freud’s child psychoanalysis ? | •Anna Freud Centre for the Psychoanalytic Study and Treatment of Children aimed to create a loving and caring relationship with the child so that the child would like her and feel dependent on her. • Play was one of the main ways of achieving this. Also by observing play she was better able to understand the child’s problem. • Anna Freud believed that it could be a replaying of real events or even pure exploration. • After initial assessment she used play methods less than ‘free association’, asking children to ‘see pictures’, tell stories, draw, or describe their dreams. • Anna Freud saw playing in therapy as a means of permitting children to talk about conscious feelings and thoughts and to act out unconscious conflicts and phantasies. • She always kept sight of the child’s real world and worked only slowly down from reality and conscious feelings towards deeper levels of the child’s unconscious. She did not think a quick, deep interpretation could be lastingly therapeutic. |
| What is Melanie Klein’s psychoanalytic play therapy | •Melanie Klein started her psychoanalytic work in Berlin and, like Anna Freud, moved to London as the Second World War loomed. • In sharp contrast to Anna Freud, Melanie Klein made profound interpretations to children of the unconscious meanings of their play from the outset. • If the child strongly rejected her interpretation she felt that this indicated that it was correct. • When a child accepted an interpretation its anxiety and guilt would lessen, enabling the symbolic exploration of feelings, free of the fear of damaging real people. • Her interpretations often involved sexual meanings which she did not hesitate to offer to the child. It is perhaps this which led many people to reject her ideas, although with the current concern about sexual abuse a re-appraisal may well be due. • Klein’s most significant contributions have been her explanation of the origin of the child’s emotions, tracing them back to infancy • She believed that children’s play could be used as the equivalent of free association in adult psychoanalysis, revealing unconscious anxieties and phantasies. • |
| What is Donald Winnicott and Erik Erikson—play as therapy ? | •Donald Winnicott observed that the pre-occupation of a child playing is akin to adult concentration. In play, children use objects from the real world in service of some aspect of their inner world, and this precarious interplay makes play an exciting and even potentially frightening creative experience. • Erik Erikson, a child psychoanalyst also thought that children heal themselves through play. Modern play therapy is based on the observation that a child made insecure by a secret hate or fear of the natural protectors of his play in family and neighbourhood seems able to use the protective sanction of an understanding adult to regain some play peace. • Erikson recognized that an excess of emotion, excitement or anxiety could disrupt play. It could happen suddenly or it could slowly inhibit play. The process is similar to ‘resistance’ to transference in adult therapy. • It occurs when painful repressed material is getting too near the surface. The therapist’s task is to try to understand the meaning of the play which led up to disruption. The therapist may interpret this to the |
| What is Margaret Lowenfeld’s Make-a-World technique ? | At her Institute of Child Psychology in London, Margaret Lowenfeld (1979) encouraged children to construct a series of miniature worlds in a sand tray, choosing from the enormous collection of miniature world material, stored in tiny drawers. Items included figures of people, soldiers, wild, domestic and farm animals, houses, cars, boats, fences and trees. • She would tell children to use pictures in their heads to construct their world. • When completed she asked the child to explain it to her. • She thought that the therapist’s role was to encourage and help, and that this was more useful than making interpretations, which she used only sparingly. • Her own understanding of the child’s play, however, still largely used sexual symbolism. • Lowenfeld noted some recurring themes in children’s worlds, such as a dam holding back water (feelings) to be eventually released. A child often built a volcano, representing internal turmoil, at the point where it had stopped getting rid of its bad feelings by projection. |
| What is Art therapy ? | •Art therapy recognizes the creativity of children’s play. • It focuses on the creative processes of drawing, painting and three-dimensional work. • Children may be exploring and playing with art materials as well as using them to create an image. • Art therapist Susan Tumer finds that painting and play offer the child a way to objectify and express thoughts and feelings, to experiment with relationships, to find new approaches, or to absorb and grow through past experiences by making a symbolic form in which the experiences can be safely contained and re-experienced and in time healed. • Strong statements can be made in an acceptable form, for example, aggressive, non-acceptable behaviour can be expressed in a painting where it can be worked through. • The need to act out is reduced and this may bring about a positive change in the child’s development and behaviour. • If the child needs to be destructive in his painting he also has the opportunity to take action and to restore in the art work what he needed to destroy for a time. • This can be very helpful in enabling the chi |
| What is the role of Art therapist ? | •The role of the therapist follows Axline’s non-directive principles, including those on limits. • Susan Tumer aims to provide a relaxed and safe setting, which as far as possible is always physically the same, in which the child feels ‘contained’. • She sets out art materials for the child at the edge of a large plastic sheet on the floor and sits herself on a low chair close by. • The art therapist is trained to be alert and sensitive in recognizing the emotional nature of the painting/play processes. • In the session her intervention and active involvement will vary depending on the needs and circumstances of the child. • It may be enough that the child feels safe to reveal powerful feelings symbolically and works through them internally at an unconscious or conscious level without the therapist’s intervention or discussion. • The therapist maintains a respect for the child’s ability to solve his own problems. • Sometimes in therapy the child may need more active acknowledgment and interaction with the therapist concerning the communication within the painting/play. • It m |
| What is life skills counseling? | •It is an educational approach to problems of ordinary people rather than those who have been seriously emotionally deprived or poses a psychiatric disorder. • To live effectively and affirm their existence all people require life skills. • It’s philosophical basis is humanistic- existential in terms of value placed on the individual. • It uses insights from ‘cognitive-behavioral’ approaches, those focusing on altering thoughts and actions to help clients with skills they require to be more effective both now and in the future. |
| What are assumptions of life skills counseling ? | The basic assumptions of life skills counseling are • Skills language • Action skills • Thinking skills • Personal responsibility • Practice • Goals |
| What is DASIE ? | It is five stage model around which the practice of life skills counseling is structured : • D DEVELOP the relationship and clarify problem • A ASSESS and restate problems in skills terms • S STATE goals and plan intervention • I INTERVENE to develop life skills • E EMPHASIZE take-away and end |
| Which clients benefit most from life skills counseling ? | Illustrative problems for which it is appropriate include : • Pertaining to study • Relationships • Work • Health • sport |
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