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Play is frequently used to communicate about the child’s emotional life (Chethik, 1989). Both psychodynamic and person-centered approaches to intervention consider the expression of emotion in play to be an important mechanism of change in child therapy (Russ, 1995). However, the results of these two studies suggest that the mere expression of emotion in play is not related to an understanding of emotions or to empathy. Rather, the quality and organization of the fantasy is the more important factor in relating to these criteria.

They concluded that one possibility for the gender differences was that aggressiveness in girls’ narratives might imply more deviance than aggressiveness in boys’ narratives. Boys had significantly more aggressive themes in play than did girls in their sample. This gender difference in amount of aggression in play is consistent with results of our studies with the APS. Boys consistently express more aggressive themes than girls. The APS is a free-play task, whereas the structured MacArthur Story Stem Battery was used in the Von Klitzing et al.

40 CHAPTER 3 Corrective Emotional Experience. The therapist accepts the child’s feeling and thoughts. Often, the child’s learned expectations are not met, and a corrective emotional experience occurs (Kessler, 1966). For example, the automatic connection between a child’s angry feelings toward his or her father and resultant anxiety should gradually decrease as the therapist helps the child accept the feeling and understand the reasons for the anger. The therapist is not punitive, and is accepting of the child’s having angry feelings.

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