Utilizing child-centered play therapy with children diagnosed with autism spectrum disorder and endured trauma: A case example.

Guest, Jessie D.; Ohrt, Jonathan H.

doi:10.1037/pla0000074

Cited by 12 publications

(17 citation statements)

References 31 publications

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“…ASD can be difficult to treat because it can be challenging to recognize ASD symptoms and identify an appropriate form of treatment (Guest & Ohrt, 2018). Some counseling interventions, such as cognitive behavioral therapy, have reported improvements; however, these treatments minimize flexibility and the ability to treat in response to the child’s needs at the moment (Guest & Ohrt, 2018). With a child with ASD, mental health professionals need to actively seek approaches that best meet the child’s needs and concerns.…”

Section: Literature Reviewmentioning

confidence: 99%

LPCs’ and state-certified school counselors’ perceptions of utilizing play therapy with autism spectrum disorder.

Jenkins¹

2023

International Journal of Play Therapy

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As the number of children and adolescents diagnosed with autism spectrum disorder (ASD) increases, the need for mental health services for this population will increase. ASD can be inherently difficult to work with due to core symptoms. Therefore, counselors need to understand what theories, methods, and techniques have successfully worked with this population. Current literature on counseling with children suggests that play therapy is effective. This generic qualitative inquiry explores licensed professional counselors' and state-certified school counselors' perceptions of utilizing play therapy to build a therapeutic alliance with children diagnosed with ASD. The study revealed that there are more interactions with parents when working with the ASD population than neurotypical children. Counselors typically begin counseling sessions with childcentered play therapy and then evolve into more of a directive role based on the child's intense interests or obsessions of the moment. The study found that flexibility and modifications were essential criteria when using play therapy with a child with ASD to allow connection with the child. Future research could focus on pre-/postdata using play therapy with children with ASD in sessions.

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Section: Literature Reviewmentioning

confidence: 99%

LPCs’ and state-certified school counselors’ perceptions of utilizing play therapy with autism spectrum disorder.

Jenkins¹

2023

International Journal of Play Therapy

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“…By explicitly teaching skills, such as positive self-talk, managing emotions, and problem-solving, Mackay, Shochet, and Orr (2017) found that autistic adolescents improved their self-confidence, social skills, ability to cope, and emotional regulation, all of which are known protective factors among non-autistic children (Gartland et al 2019). Similarly, Guest and Ohrt (2018) successfully adapted child-centred play therapy to meet the needs of a five-year-old child on the autism spectrum who had experienced an early traumatic event. The child demonstrated some ability to therapeutically process his traumatic experience, as well as an improvement in impairments related to his autism (Guest and Ohrt 2018).…”

Section: Building Resilience In Children On the Autism Spectrummentioning

confidence: 99%

“…Similarly, Guest and Ohrt (2018) successfully adapted child-centred play therapy to meet the needs of a five-year-old child on the autism spectrum who had experienced an early traumatic event. The child demonstrated some ability to therapeutically process his traumatic experience, as well as an improvement in impairments related to his autism (Guest and Ohrt 2018). Given a better understanding of the experience of resilience and key protective factors in individuals on the autism spectrum, similar interventions, targeting the development of these unique protective factors, may be adapted and provided to children and adolescents on the autism spectrum.…”

Section: Building Resilience In Children On the Autism Spectrummentioning

confidence: 99%

Childhood adversity, resilience, and autism: a critical review of the literature

Heselton

2021

Disability & Society

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The long-term, negative physical and mental health effects of childhood adversity are well-documented in the literature, as are the mitigating effects of resilience factors. However, for those on the autism spectrum, these phenomena are relatively unstudied and not well-understood. Articulating the concept of mental health as a function of childhood adversity, resilience, and autistic identity, provides a foundation from which to conduct research and provide clinical mental health supports to individuals on the autism spectrum. Research on adversity and resilience in this population must consider neurodiversity and foreground the perspectives of the autism and autistic communities in research design, study implementation, and findings dissemination. Points of interest• Children on the autism spectrum experience more adversity and more mental health challenges than their non-autistic peers, a relationship that is not well-understood by researchers or clinicians. Autistic adults can provide insight into their experience of adversity and the potential influence of it on their mental health. • It is unclear what factors contribute to protecting autistic children from the potential negative effects of adversity. This protection is known as resilience and may be developed differently in children on the autism spectrum. • Childhood adversity and resilience are important considerations in developing mental health supports for individuals on the autism spectrum. • Research and clinical practice can adopt a neurodiversity-affirming perspective to better meet the mental health needs of autistic individuals. • Engaging the autistic community to provide their perspectives and experiences is vital to developing effective mental health strategies for those on the autism spectrum.

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“…The repeated exposure to such events can be traumatic, which may then affect social, physical, and mental health. In one study, for example, about 18.5% and 16.6% of students with autism had experienced trauma‐related abuse and sexual assault, respectively, in their sample survey (Guest & Ohrt, 2018).…”

Section: Introductionmentioning

confidence: 99%

Best practices and emerging trends in assessment of trauma in students with autism spectrum disorder

Michna

Trudel

Bray

et al. 2022

Psychology in the Schools

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Children and adolescents with autism have a higher likelihood of being exposed to bullying, abuse, and sexual assault which, through repeated exposure, has been demonstrated to impede academic, social, and physical functioning among this population. However, the complexity of unpacking the characteristics of autism and trauma can pose a challenge for school psychologists in using the most appropriate clinical method of intervention. This paper summarizes the co‐occurrence of autism and trauma in an effort to better inform practitioners and recommends the need for valid and reliable assessments that measure adverse experiences for children with autism. A practitioner assessment guide of childhood trauma and autism spectrum disorder is also provided to facilitate a comprehensive assessment process. We conclude that there is a pressing need for more research examining the relationship between autism and trauma by better understanding the relationship of these constructs, and for the development of more effective assessments to provide more evidence‐based interventions.

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Utilizing child-centered play therapy with children diagnosed with autism spectrum disorder and endured trauma: A case example.

Cited by 12 publications

References 31 publications

LPCs’ and state-certified school counselors’ perceptions of utilizing play therapy with autism spectrum disorder.

LPCs’ and state-certified school counselors’ perceptions of utilizing play therapy with autism spectrum disorder.

Childhood adversity, resilience, and autism: a critical review of the literature

Best practices and emerging trends in assessment of trauma in students with autism spectrum disorder

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