Exploring the experiences of play therapists working with children diagnosed with autism.

2018 ◽  
Vol 27 (1) ◽  
pp. 14-24 ◽  
Author(s):  
Lacy C. Overley ◽  
Marilyn S. Snow ◽  
Susan L. Mossing ◽  
Suzanne Degges-White ◽  
Kerry P. Holmes
Keyword(s):  
Play Therapists

Play therapists’ attitudes toward using technology in the playroom.

2020 ◽  
Vol 29 (1) ◽  
pp. 1-8
Author(s):  
Sandra Gavin ◽  
Kristin K. Meany-Walen ◽  
Meegan Murray ◽  
Alicia Christians ◽  
Molly Barrett ◽  
...  
Keyword(s):  
Play Therapists

Psychopharmacology for play therapists.

2018 ◽  
Vol 27 (1) ◽  
pp. 35-45
Author(s):  
Jamshid A. Marvasti ◽  
Pianpian Wu ◽  
Ryan Merritt
Keyword(s):  
Play Therapists

Non-directive play therapy with autistic adolescents: a qualitative study of therapists’ interactional practices

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Eliza Maciejewska
Keyword(s):  
Autism Spectrum Disorder ◽  
Conversation Analysis ◽  
Play Therapy ◽  
Autism Spectrum ◽  
Current State ◽  
Local Functions ◽  
Play Therapists ◽  
Practical Implications ◽  
Detailed Picture

Abstract This case study identifies and examines interactional practices of non-directive play therapists during their therapeutic sessions with autistic adolescents. The study involved two therapists and two adolescents (siblings) on the autism spectrum. The video-recorded sessions took place at participants’ home and were conducted in Polish. Employing insights and tools from discourse-analytic approaches, in particular conversation analysis (CA), the findings show how clients and therapists are both involved in co-constructing therapeutic interactions by orienting to each other’s utterances. CA is presented in this article as a useful tool for recognizing and describing the therapists’ interactional contributions and their local functions. The therapeutic practices identified in the analysis (talk-in-practice) – e.g. mirroring, meaning expansion, recast and scaffolding – are further juxtaposed with theories concerning interactional practices in non-directive therapies (talk-in-theory) in order to provide a more detailed picture of these practices as well as complete them. The findings from this study expand the current state of knowledge of non-directive play therapies of autism spectrum disorder (ASD) and carry practical implications for specialists involved in ASD treatment.

Social Justice and Advocacy in University-Based Play Therapy Training Clinics

2019 ◽  
pp. 170-193
Author(s):  
Emily C. Brown ◽  
Emily Oliveira
Keyword(s):  
Social Justice ◽  
Service Learning ◽  
Clinical Supervision ◽  
Play Therapy ◽  
Social Inequalities ◽  
Training Programs ◽  
Social Justice Advocacy ◽  
Play Therapists ◽  
Therapy Services ◽  
Training Clinics

This chapter examines how university training programs and clinics can help play therapists develop social justice advocacy competency. Developing social justice advocacy can help play therapists understand social inequalities and oppressive systems, experience empathy with clients, and integrate advocacy action into their work. Training programs can help facilitate social justice advocacy for students through curriculum focus, service learning, and continuing education opportunities that promote awareness and empathy. Play therapy services offered in university clinics also offer opportunities for interns to increase understanding of social justice advocacy through client interactions and clinical supervision. Clinic directors promote social justice advocacy through managing just organization procedures and coordinating advocacy and outreach initiatives.

Adlerian Play Therapy

2017 ◽  
pp. 100-111
Author(s):  
Kristin K. Meany-Walen ◽  
Terry Kottman
Keyword(s):  
Play Therapy ◽  
Treatment Effectiveness ◽  
Primary Mode ◽  
Play Therapists ◽  
Adlerian Theory

Many play therapists routinely use Adlerian theory as their primary mode of conducting therapy with children (Lambert et al., 2007). In an age of evidenced-informed practices, research that supports or describes a treatment's effectiveness is important (Chambless & Ollendick, 2001). Because of Adlerian play therapy's popularity and the emphasis for evidence of treatment effectiveness, researchers began investigating Adlerian play therapy. A brief description of Adlerian play therapy and a description of research is provided.

Utilizing Books in Play Therapy Supervision

2021 ◽  
pp. 235-251
Author(s):  
Timothy Schoonover ◽  
Kristi Perryman
Keyword(s):  
Mental Health ◽  
Case Studies ◽  
Play Therapy ◽  
Expressive Arts ◽  
Counseling Supervision ◽  
Specialty Area ◽  
Health Goals ◽  
Play Therapists ◽  
Supervision Model ◽  
Similarities And Differences

Counseling and play therapy supervision have similarities and differences, but both have a goal of helping supervisees develop into ethical and effective counselors. Counselors adhere to a supervision model as a guide in this process. Play therapy is a specialty area with a specific scope of practice and thus requires additional counseling knowledge. Play therapists are trained in the use of expressive arts, bibliotherapy, and other creative techniques for use in therapy. These same techniques can be beneficial in supervision. Using creative approaches in counseling supervision is catalytic for inspiring supervisees to include creative methods in their own work with clients. Books have frequently been used with clients to reach their mental health goals and incorporated into counseling supervision. This chapter will discuss the use of books in therapy, supervision, and provide case studies on its implementation.

Social Justice and Advocacy in University-Based Play Therapy Training Clinics

2021 ◽  
pp. 238-255
Author(s):  
Emily C. Brown ◽  
Emily Oliveira
Keyword(s):  
Social Justice ◽  
Service Learning ◽  
Clinical Supervision ◽  
Play Therapy ◽  
Social Inequalities ◽  
Training Programs ◽  
Social Justice Advocacy ◽  
Play Therapists ◽  
Therapy Services ◽  
Training Clinics

This chapter examines how university training programs and clinics can help play therapists develop social justice advocacy competency. Developing social justice advocacy can help play therapists understand social inequalities and oppressive systems, experience empathy with clients, and integrate advocacy action into their work. Training programs can help facilitate social justice advocacy for students through curriculum focus, service learning, and continuing education opportunities that promote awareness and empathy. Play therapy services offered in university clinics also offer opportunities for interns to increase understanding of social justice advocacy through client interactions and clinical supervision. Clinic directors promote social justice advocacy through managing just organization procedures and coordinating advocacy and outreach initiatives.

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