Therapist‐Provided Conditions in Child‐Centered Play Therapy

Jayne, Kimberly M.; Ray, Dee C.

doi:10.1002/johc.12005

Cited by 9 publications

(8 citation statements)

References 25 publications

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“…The underlying premise is that an inherent tendency exists within children to move in subtle directness toward adjustment, mental health, developmental growth, independence and autonomy of personhood. This is done by the therapist using core conditions such as congruence, unconditional positive regard and empathy (Guerney, 2001; Jayne & Dee, 2015; Landreth, 2012; Robinson, 2011; VanFleet et al, 2011).…”

Section: Background and Rationalementioning

confidence: 99%

Can children’s play themes be assessed to inform play therapy practice?

Sarah

Parson

Renshaw

et al. 2020

Clin Child Psychol Psychiatry

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In play therapy with children, identifying play themes is key to understanding the meaning within sessions, and allows therapists to systematically track therapeutic change. This study investigated if play themes could be identified using a time limited, standardized assessment, for children aged 5–7 years. A descriptive, observational mixed methods, non-experimental study with 30 typically developing children was conducted, with participants assessed individually on one occasion using the Child-Initiated Pretend Play Assessment (ChIPPA). Play themes were able to be identified for 26 of the 30 participants. Of these 26 children, a range of primary and subthemes were observed. These findings indicate that a baseline measure of both play ability and play themes can be integrated to prescribe and align the model of play therapy with the needs of the child. Play themes were not identified for four participants which may be due to limited pretend play ability, indicating that deficits in play ability may need to be addressed in the first instance.

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Section: Background and Rationalementioning

confidence: 99%

Can children’s play themes be assessed to inform play therapy practice?

Sarah

Parson

Renshaw

et al. 2020

Clin Child Psychol Psychiatry

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“…The therapist's own unconditional positive self-regard (UPSR i.e. self-acceptance and self-valuing) often impacts the therapist's ability to provide UPR for the child (Jayne & Ray, 2015a). For example, if the play therapist struggles to accept one's own feelings and expression of anger, it may also be difficult to accept a child's feelings and expression of anger.…”

Section: Play Therapists' Provision Of Attitudinal Conditionsmentioning

confidence: 99%

“…Neither the therapist nor child should feel unsafe in the playroom. It is difficult for play therapists to express empathy, UPR, and/or congruence if they are feeling anxious or unsafe (Jayne & Ray, 2015a). Likewise, children will not perceive the attitudinal conditions if they feel unsafe.…”

Section: Threats To Safetymentioning

confidence: 99%

“…At some time, all play therapists will experience a child testing limits in the playroom in a way that creates a barrier to their experience and expression of these conditions. Often, when a barrier to one of the attitudinal conditions is experienced, it impacts the provision of another attitudinal condition because they are so interrelated and dynamic in the therapeutic process (Bozarth, 2007; Jayne & Ray, 2015a). Because the attitudinal conditions are necessary for providing an environment that allows the child to express and explore oneself free from threat to one’s self-structure (Ray, 2011; Tolan, 2017), it is important that child-centered play therapists set limits that protect the provision of these conditions while also working to expand their own capacity to experience and demonstrate the attitudinal conditions in relationship to the child.…”

Section: Attitudinal Conditions Limit-setting Modelmentioning

confidence: 99%

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Facilitating congruence, empathy, and unconditional positive regard through therapeutic limit-setting: Attitudinal conditions limit-setting model (ACLM).

Jayne

Purswell

Stulmaker

2019

International Journal of Play Therapy

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Therapeutic limit-setting is a complex yet critical skill for child-centered play therapists. Limit-setting models and professional discussions exist in the literature, and each is grounded in person-centered and child-centered theory. However, the existing literature does not explicitly tie all of Rogers's (1957) 6 conditions to the concept of limit-setting. The attitudinal conditions limit-setting model (ACLM) builds on existing literature by providing a 3-part model to help play therapists make limit-setting decisions based on the attitudinal conditions of congruence, empathy, and unconditional positive regard. The model is designed to support critical reflection and intentionality in the limit-setting process and to facilitate provision of the attitudinal conditions within critical relational moments in play therapy. A case example is provided to illustrate the ACLM in practice.

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“…Empathy and advocacy are two pillars of play therapists’ effective scope of practice that cannot be teased apart or have one or the other be lacking (Association for Play Therapy [APT], 2016). An effective play therapist must be receptive to the child’s holistic experience for empathic understanding to occur (Jayne & Ray, 2015). The play therapist’s expression of empathic understanding is the vehicle for establishing a therapeutic relationship in which the child accepts the play therapist into his or her world (Stulmaker, Lertora, & Garza, 2015).…”

mentioning

confidence: 99%

Play therapists’ empathy levels as a predictor of self-perceived advocacy competency.

Winburn¹,

Perepiczka²,

Frankum³

et al. 2020

International Journal of Play Therapy

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Advocacy has long played a central role in play therapy and is one vehicle play therapists utilize to help clients reach their goals as well as achieve their truest potential. Exploration of variables that may influence play therapist advocacy to improve client outcomes is needed to inform decisions about how to improve clinician advocacy effectiveness for clients. In this survey method–based quantitative study, a purposeful sample of 303 play therapists completed empathy and advocacy competence measures. The researchers determined higher levels of empathy to be a positive, statistically significant predictor of play therapy advocacy for clients at the individual as well as community levels. Researchers discovered play therapists possessing high levels of empathy would be better able to advocate effectively. Implications for practice, education, and research are discussed.

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Therapist‐Provided Conditions in Child‐Centered Play Therapy

Cited by 9 publications

References 25 publications

Can children’s play themes be assessed to inform play therapy practice?

Can children’s play themes be assessed to inform play therapy practice?

Facilitating congruence, empathy, and unconditional positive regard through therapeutic limit-setting: Attitudinal conditions limit-setting model (ACLM).

Play therapists’ empathy levels as a predictor of self-perceived advocacy competency.

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