The Use of Sandtray Therapy With Adoptive Families

Lyles, Marshall N.; Homeyer, Linda E.

doi:10.1080/10926755.2014.945704

Cited by 11 publications

(3 citation statements)

References 35 publications

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“…A collection of miniatures can represent various categories such as vehicles, people, wild and domestic animals, buildings or religious/mystical/spiritual figures. Using these figures enables the individual to create scenes within the sandtray (Lyles & Homeyer, 2015). Campbell (2004) states that SPT is developmentally appropriate and play-based, and it can be useful to use alongside other behavioural techniques.…”

Section: Sandplay Therapy (Spt)mentioning

confidence: 99%

The Effects of Group Sand play on the Psychological Health and Resilience of Street Children and Adolescents in Uganda

Olaniyi¹,

Atuheire²,

Lally³

et al. 2021

JSST

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The authors analysed the effects of group Sandplay therapy on adolescents' psychological health and resilience in a mixed-method research. They explored and categorized the themes these adolescents expressed during therapy. Fifteen children (n=15) were recruited for the study; (Boarding school children = 5; Day school children = 5; Street children = 5). The selection process was conducted in cooperation with an orphanage in Kabale, Uganda. The children who participated in the study underwent a forty-five-minute sand play therapy every week for nine weeks. The SDQ and RCADS were administered to the groups both pre- and post-intervention, with the data entered and analysed using SPSS. Group sandplay was found to significantly decrease the adolescents' internalizing problems such as anxiety and depression, while their resilience had also significantly improved. The narrative analysis, in turn, yielded seven themes: basic needs; community-love-celebration; giving help-leadership-empowerment; security-danger, recreation-self-development-self-nurturance, education, and seeking help-faith.

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Section: Sandplay Therapy (Spt)mentioning

confidence: 99%

The Effects of Group Sand play on the Psychological Health and Resilience of Street Children and Adolescents in Uganda

Olaniyi¹,

Atuheire²,

Lally³

et al. 2021

JSST

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“…As noted above, the purported utility of ST as a creative arts intervention has been established in the counseling literature (Bratton, Ceballos, & Ferebee, 2009;Garrett, 2013Garrett, , 2015bIsom et al, 2015;Lyles & Homeyer, 2014;Nickum & Purgason, 2017;Paone et al, 2015), albeit, mostly conceptually. Despite the conceptual nature of ST within the counseling literature, multiple studies have empirically examined the process and benefits of ST within the counseling profession (Paone et al, 2015;Stark & Frels, 2014;Swank & Lenes, 2013).…”

Section: Sand Tray: a Creative Approachmentioning

confidence: 99%

LGBTQ* Responsive Sand Tray: Creative Arts and Counseling

Luke¹,

Peters²

2019

JCSSW

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This article builds upon a heuristic framework for sand tray in supervision, multicultural focus areas, and the supervisory roles of teacher, consultant, and counselor to propose a framework for LGBTQ* responsive sand tray. This proposed framework provides supervisors with a creative arts-based structure to assist both counselors-in-training and practitioner supervisees in working with LGBTQ* persons, in a way that is culturally responsive and affirmative of their LGBTQ* identity. This article provides a group supervision case example and discussion to highlight the enactment and process of utilizing the proposed creative-arts framework.

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“…Immersing oneself in sandtray literature is an important first step in gaining knowledge in sandtray. There is extensive information in the literature from which supervisees can gain foundational knowledge about sandtray and using sandtray with specific populations (Anekstein, Hoskins, Astramovich, Garner, & Terry, 2014; Homeyer & Sweeney, 2017; Lyles & Homeyer, 2015; Shen & Armstrong, 2008; Stark et al, 2011; Taylor, 2009). The supervisor and supervisee should take time to discuss insights the supervisee has gained from the literature, challenges the supervisee sees in this modality, and what questions the supervisee still has about the sandtray process.…”

Section: Four Approachesmentioning

confidence: 99%

Four approaches to using sandtray in play therapy supervision.

Hartwig¹,

Bennett²

2017

International Journal of Play Therapy

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Sandtray is an expressive intervention used in play therapy that may also be used to enhance play therapy supervision. This article presents four approaches to using sandtray in play therapy supervision. These approaches include teaching sandtray as an intervention, promoting supervisee self-awareness, case consultation, and group supervision. The authors highlight the purpose of play therapy supervision and present the Integrated Development Model (Stoltenberg & McNeill, 2010) as a way of conceptualizing supervisees’ developmental levels. The authors also emphasize the benefits of using sandtray in supervision and the importance of developing competence in sandtray prior to using it in supervision. This article presents a description of how to employ each approach, sample prompts for supervisors to use, and a description of which approaches are the best fit for certain supervisee developmental levels. Each of these approaches has the potential to be a creative and dynamic way to enhance the play therapy supervision process.

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The Use of Sandtray Therapy With Adoptive Families

Cited by 11 publications

References 35 publications

The Effects of Group Sand play on the Psychological Health and Resilience of Street Children and Adolescents in Uganda

The Effects of Group Sand play on the Psychological Health and Resilience of Street Children and Adolescents in Uganda

LGBTQ* Responsive Sand Tray: Creative Arts and Counseling

Four approaches to using sandtray in play therapy supervision.

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