Monitoring two boys' processes through the stages of child-centered play therapy.

Abstract

This article describes two boys' actions in child-centered play therapy (CCPT) through the lens of the typical stages in CCPT as described by Nordling and Guerney (1999). Both boys were referred for severe attention and aggression problems that had persisted for more than one school year at age six. While each boy engaged in CCPT in unique ways, the authors were able to clearly discern the stages in each boy's play. The authors assert for the value of play therapists' ability to discern stages in children's therapeutic play to monitor progress and determine readiness to end from an internal to the child gauge, as well as through the external gauges of behavior change reports from parents and teachers.

Two case studies of child-centered play therapy for children referred with highly disruptive behavior.

“…The purpose of this study is an in-depth look at cases in which CCPT appears to have been very helpful to children whose behavior was highly disruptive to see how CCPT may be helpful to children with similar difficulties. The processes and play behaviors of the children in this study are reviewed through the typical stages of CCPT (Nordling & Guerney, 1999) in Cochran, Cochran, Nordling, McAdam, and Miller (2009).…”

Effects of child-centered play therapy for students with highly-disruptive behavior in high-poverty schools.

“…Also, six students had more than 18 sessions at follow-up, having 19–22 sessions prior to second ratings, due to teachers being delayed in completing ratings. Services continued until each client was seen as ready to end based on consistently improved ratings, plus CCPT stage analysis of internal readiness to end (Cochran, Cochran, Nordling, McAdam, & Miller, 2010; Cochran, Nordling, et al, 2010). The mean number of sessions to follow-up rating was 17.…”

“…At times our treatment providers were forced to shift therapy spaces during the treatment periods of some students, in order to enable construction, maintenance, and other site issues. Each play therapy area included developmentally, culturally, and symbolically representative toys that remained consistent and were specifically chosen to enable multiple modes of expression and the needs of each typical stage of CCPT (Cochran, Cochran, et al, 2010; Cochran, Nordling, et al, 2010).…”

“…All sessions were recorded for supervision. Students and/or beginner play therapists self-reviewed and brought segments of video for reviews that they found most challenging to weekly supervision for consultation, and supervisors checked for the central therapist qualities of empathy, unconditional positive regard, and genuineness (Cochran & Cochran, 2015; Cochran, Nordling, et al, 2010; Rogers, 1951) and for therapist behaviors in the four primary skill areas of CCPT: (a) structuring the playroom to facilitate therapeutic self-expression, including limit-setting for safety and therapist congruence, beginning and ending sessions (Guerney, 1994); (b) verbal and nonverbal tracking, or reflecting, the child’s actions and experiences; (c) empathic attunement and expression of empathy in age appropriate modes; and (d) engaging in role play per child direction; as well as common problem areas of responding to questions, requests, and commands (Cochran et al, 2010; Nordling, 2016) to ensure activities are child-led and self-directed.…”

Limits and relationship in child-centered play therapy: Two case studies.

“…The therapist remains empathic, accepting, and sensitive to the child's reactions and feelings during a necessary ending time, but also firmly maintains that "special playtime is over for today." The Guerney/NIRE approach to CCPT provides guidance for therapist participation in children's play and a stage model for understanding children's process in CCPT (Cochran, Cochran, Nordling, McAdam, & Miller, 2010a;Cochran, Nordling, & Cochran, 2010;Guerney, 2001;Nordling & Guerney, 1999). Therapist participation provides for rich relational work.…”