Is Individual Child Play Therapy Effective?

Drisko, James W.; Corvino, Perri; Kelly, Lisa; Nielson, Jane

doi:10.1177/1049731519854157

Cited by 8 publications

(5 citation statements)

References 34 publications

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“…Consistent with all these possible contributors to change, parents mentioned parallel child and parental sessions, play, and the therapeutic focus as factors contributing to the changes experienced. All of the mentioned factors are individually associated with positive change in therapy ( Bratton et al, 2005 ; Trowell et al, 2007 ; Haugvik and Johns, 2008 ; Drisko et al, 2019 ). However, it is likely that the changes described in our study stem from the synergy of all the different parts present in TIC together .…”

Section: Discussionmentioning

confidence: 99%

Parents’ Experiences of Change in Developmental and Transactional Processes After Time-Limited Intersubjective Child Psychotherapy – A Qualitative Study

et al. 2022

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Psychopathology in children cannot be understood without considering developmental processes and transactional relationships, particularly the relationship with caregivers. Time-limited intersubjective child psychotherapy (TIC) is a developmental and transactional approach aimed at helping children and caregivers get back on healthier developmental trajectories. Core developmental processes, such as self-other-regulation and affect integration, are considered particularly important for healthy function and transactions with caregivers and contexts. Therefore, TIC seeks to strengthen core developmental processes in the child and the caregivers’ ability to scaffold the child’s development. This is achieved through parallel child therapy and parent sessions. The current study is a qualitative study of parents’ experiences of change after TIC. The study explores parents’ perception of change in their child, themselves, and their transactions, and what they experienced as helpful in therapy.Materials and MethodsNine semi-structured qualitative interviews were conducted with parents (n = 13) of nine children aged 9–12 years with internalizing difficulties after completing TIC. The data were analyzed with thematic analysis.ResultsThe parents described positive changes in the children’s ability to understand, regulate and express themselves. The parents also described positive changes in their parenting, and for all nine children the parents reported positive changes in the transactions between themselves and the child. Most parents saw the parallel child and parental sessions as particularly important, while several parents mentioned play and the therapeutic focus.DiscussionParents’ description of changes after TIC indicate that the parents perceived their children as strengthened in core developmental processes important for intersubjective exchanges such as self-regulation and affect integration. In addition, parents saw their children and their own contributions more clearly, and their transactions were described as more supportive and positive.ConclusionThe results from this study give support to TIC as a developmentally supportive approach to therapy, with potential effects on children’s core developmental processes, their parents’ ability to both see and scaffold the child’s development and positive effects on the transactions between children and parents. The positive effects likely result from the integration of the different parts of TIC and the synergies taking place between them, rather than any one component by itself.

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Section: Discussionmentioning

confidence: 99%

Parents’ Experiences of Change in Developmental and Transactional Processes After Time-Limited Intersubjective Child Psychotherapy – A Qualitative Study

et al. 2022

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“…Five meta-analysis studies support the effectiveness of play therapy interventions with children of ages 4–13 (Bratton et al, 2005; Drisko et al, 2019; LeBlanc & Richie, 2001; Lin & Bratton, 2015; Ray et al, 2015). The results indicated that children who participated in play therapy interventions showed improvement with the range of treatment effect size between 0.3 and 0.8 standard deviations, compared to children who did not participate in any interventions.…”

Section: Play Therapy In School Counselingmentioning

confidence: 99%

“…Play therapy is an empirically supported counseling modality for working with students (Drisko et al, 2019). APT (2001) defined it as "the systematic use of a theoretical model to establish an interpersonal process wherein trained play therapists use the therapeutic powers of play to help clients prevent or resolve psychosocial difficulties and achieve optimal growth and development" (p. 20).…”

Section: Play Therapy In School Counselingmentioning

confidence: 99%

Play Therapy Courses in School Counselor Training: A Content Analysis of Syllabi From CACREP-Accredited School Counseling Programs

Shin

2021

Professional School Counseling

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The purpose of this study was to conduct a content analysis of the syllabi of play therapy courses offered by school counseling programs that hold accreditation from the Council for Accreditation of Counseling and Related Educational Programs. We collected and analyzed 27 course syllabi to (a) identify trends in the content of these courses and (b) examine whether course objectives are consistent with the American School Counselor Association School Counselor Professional Standards & Competencies.

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“…Play therapy adalah proses terapi dengan didesain secara sistematis yang melibatkan unsur permainan di dalamnya. Tujuan umum dari play therapy adalah membantu subjek untuk dapat memecahkan permasalahannya seperti permasalahan sosial, komunikasi, dan proses belajar pada anak (Drisko et al, 2019). Pemberian intervensi play therapy berkaitan dengan pengembangan interaksi sosial, di mana tujuannya untuk meningkatkan kemampuan anak dalam mengekspresikan perasaan, mengurangi pemikiran maladaptif, meningkatkan hubungan yang adaptif dan realistis, dan meningkatkan self talk yang positif (Fazio-Griffith & Ballard, 2014).…”

Section: Intervensiunclassified

Play therapy untuk meningkatkan interaksi sosial anak dengan Intellectual Disability Disorder

Gobel,

Suharsono

2024

Procedia

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Intellectual disability is a limitation in intellectual capacity as well as in adaptive abilities, such as the ability to carry out daily activities such as eating, dressing, communicating, or participating in group activities. Some problems that can cause children to experience intellectual disabilities are due to problems from the mother's pregnancy and deficiencies in biological organs, especially the brain. This research aims to improve social interactions in children with intellectual disabilities. The subject is a 9-year-old boy. The assessment methods used are clinical interviews, observation, and the WISC test. The intervention technique used is play therapy with wayang dolls. The results of the intervention led to increased social interaction in children, namely being able to start greeting friends first by saying the friend's name and playing together with friends. Disabilitas intelektual adalah keterbatasan kapasitas intelektual serta kemampuan adaptif, seperti kemampuan melakukan aktivitas sehari-hari seperti makan, berpakaian, berkomunikasi, atau berpartisipasi dalam aktivitas kelompok. Beberapa permasalahan yang dapat menyebabkan anak mengalami disabilitas intelektual adalah karena adanya permasalahan dari kehamilan ibu dan kekurangan pada organ biologis khususnya otak. Penelitian ini bertujuan untuk meningkatkan interaksi sosial pada anak tunagrahita. Subjeknya adalah seorang anak laki-laki berusia 9 tahun. Metode penilaian yang digunakan adalah wawancara klinis, observasi, dan tes WISC. Teknik intervensi yang digunakan adalah terapi bermain dengan boneka wayang. Hasil intervensi menyebabkan peningkatan interaksi sosial pada anak yaitu dapat memulai menyapa teman terlebih dahulu dengan menyebutkan nama temannya dan bermain bersama dengan temannya.

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Is Individual Child Play Therapy Effective?

Cited by 8 publications

References 34 publications

Parents’ Experiences of Change in Developmental and Transactional Processes After Time-Limited Intersubjective Child Psychotherapy – A Qualitative Study

Parents’ Experiences of Change in Developmental and Transactional Processes After Time-Limited Intersubjective Child Psychotherapy – A Qualitative Study

Play Therapy Courses in School Counselor Training: A Content Analysis of Syllabi From CACREP-Accredited School Counseling Programs

Play therapy untuk meningkatkan interaksi sosial anak dengan Intellectual Disability Disorder

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