Humanistic Play Therapy

Who would benefit from Humanistic Play Therapy?

Through the review of 73 studies, Play Therapy has been evidenced to be an effective intervention for all children to support the alleviation of symptoms relating to emotional and behavioural difficulties but also for general growth, health and wellbeing (Ray & McCullough, 2016). A further review  of 23 studies highlighted the significant impacts of participation in Play Therapy on improving problematic behaviours in school age children compared to children with no intervention (Ray, Armstrong, Balkin, & Jayne, 2015). Ray (2010) highlights the positive impacts of Play Therapy for children with ADHD in not only supporting their ability to accept and understand their impulsive behaviours but also the co-occuring behaviours of anxiety, withdrawal, emotional distress and resistence to change. Improvement in emotional development has an positive impact on academic achievement, thus a play therapy intervention is also likely to improve academic outcomes (Blanco, 2010)

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Humanistic Play Therapy is therefore beneficial to any child who:

• Has Autism, ADHD or other disability or developmental delay

• Children who have experienced or been witness to trauma

• Children who are going through parental divorce

• Children who are dealing with the death of someone close to them

• Children who suffer from anxiety

• Children who have encountered bullying

• Children who struggle with social skills

• Children who struggle with emotional regulation

• Children who are having difficulty engaging with school

• Children who have a family member or close friend with a disability or significant ongoing medical issue

• Children who have struggled with the impact of Covid restrictions

• Children who have challenges with toileting, sleep or food

(Schaefer, 2011)

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How does Humanistic Play Therapy Work?

In Humanistic Play Therapy, regular sessions are held with the child and the therapist in the play room which is full of toys which have been carefully selected to support the therapeutic process. As a child-centred, non-directive form of therapy, the child is able to make choices about how they would like to engage in the play session within the limits of the playroom. The therapist supports the child using their therapeutic skills to allow the child the time and space to work through their challenges in the way that is best for them. That may be through symbolic play using miniatures or role play, it may be creatively through the use of art materials or music, it may be through the use of puppets. 

 

There is no fixed timeline for Humanistic Play therapy, with the length of the intervention being guided by the needs of the child as they work through the play therapy process. 

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Families can learn the skills to work in this way with their own children through engaging in Filial Therapy.

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References

Blanco, P. J. (2010). Impact on School-Based Child-Centred Play Therapy on Academic Achievement,

Self-Concept, and Teacher-Child Relationships. In J. N. Baggerly, Child-centered play therapy research : The evidence base for effective practice (pp. 125-144). Hobokken NJ: John Wiley and Sons.

Ray, D. C. (2010). Play Therapy with Children Exhibiting ADHD. In J. N. Baggerly, Child-centered play therapy research : The evidence base for effective practice (pp. 145-162). Hobokken NJ: John Wiley and Sons.

Ray, D. C., & McCullough, R. (2015; Revised 2016). Evidence-Based Practice Statement: Play Therapy. Retrieved from Association for Play Therapy website: http://www.a4pt.org/?page=EvidenceBased: Association for Play Therapy.

Ray, D. C., Armstrong, S. A., Balkin, R. S., & Jayne, K. M. (2015). Child-Centred Play Therapy in the schools: Review and Meta Analysis. Psychology in the Schools, 107-123.

Schaefer, C. E. (2011). Foundations of Play Therapy. Hobokken, New Jersey: John Wiley and Sons, Inc.

Schaefer, C. E., & Drewes, A. A. (2014). The Therapeutic Powers of Play. 20 Core Agents of Change. Hoboken, New Jersey: John Wiley and Sons, Inc.