By Sandra Walker Russ
Baby psychotherapy is in a country of transition. at the one hand, fake play is an incredible device of therapists who paintings with teenagers. at the different, a mounting refrain of critics claims that play treatment lacks established remedy efficacy. those court cases will not be invalid. medical examine has merely began.
broad reviews via developmental researchers have, although, strongly supported the significance of play for kids. a lot wisdom is being collected in regards to the ways that play is interested in the improvement of cognitive, affective, and character methods which are the most important for adaptive functioning. even though, there was a yawning hole among examine findings and important feedback for practitioners.
Play in baby improvement and Psychotherapy represents the 1st attempt to bridge the distance and position play remedy on a less assailable empirical starting place. Sandra Russ applies subtle modern realizing of the function of play in baby improvement to the paintings of psychological wellbeing and fitness execs who're attempting to layout intervention and prevention courses that may be empirically evaluated. by no means wasting sight of the complicated difficulties that face baby therapists, she integrates scientific and developmental examine and thought right into a finished, up to date evaluation of present ways to conceptualizing play and to doing either healing play paintings with kids and the review that inevitably precedes and accompanies it.
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Additional resources for Play in Child Development and Psychotherapy: Toward Empirically Supported Practice
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.