FD SMS icons https://learn.extension.org/events/2652 This material is based upon work supported by the National Institute of Food and Agriculture, U.S. Department of Agriculture, and the Office of Family Readiness Policy, U.S. Department of Defense under Award Numbers 2014-48770-22587 and 2015-48770-24368. VLE 3: Rebuilding Attachments with Military Children Utilizing Play Therapy 1
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https://learn.extension.org/events/2652
This material is based upon work supported by the National Institute of Food and Agriculture, U.S. Department of Agriculture, and the Office of Family
Readiness Policy, U.S. Department of Defense under Award Numbers 2014-48770-22587 and 2015-48770-24368.
Winnicott (1952) is well-known for his idea that “there is no such thing as a baby” in describing the primacy of the early mother-infant relationship and its role in the child’s developing object-relations.
Mother-infant attachment
11
Image by James Corbin used by permission
Indeed, animal research as well as infant studies have
confirmed that neuroanatomy, neurochemical events, and
observable behaviors are all subsequently modified by
early interactions with caregivers and that these internal
processes are concurrently organized and affect each
other (Schore, 1999; Beebe & Lachmann, 2002).
The critical role of attachment
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In the absence of appropriate dyadic attachment
experiences during infancy, a child as they grow into
adulthood may exhibit difficulties in their ability to self-
soothe, self-organize, regulate affect, and engage in
Generally believed to involve the processes of the unconscious, emotion, spatial awareness, abstraction and is concerned with holistic process and the Gestalt (Simpson, 2005a).
Matures faster and is larger than the left hemisphere and is actually responsible for inducing the growth and development of the left hemisphere (Simpson, 2005a).
Generally considered dominant and is larger in males than females (Simpson, 2005c). We also know that similar damage to a particular hemisphere in male and female brains affects functioning in different ways between the genders (Ornstein, 1997).
This structure compares new experience with old memories and response; familiarity often evokes a predictable response comparable to novel experiences (Simpson, 2005d).
The hippocampus is an area of the brain that is affected by Alzheimer’s disease (Simpson, 2005a).
As Landreth so pointedly reminds us about children, “toys are their words” and play is their language (1993, p. 41).
For the child, play is the medium by which they can express their feelings and gain mastery over ideas, thoughts, and conflicts that may be reflected to the child as unacceptable in the adult world.
One of Roger’s close colleagues, Virginia Axline (1947) collaborated with him on a number of occasions and is largely recognized as one of the founders of child-centered play therapy—a very special derivative of the client-centered approach used previously by Rogers with adult clients.
There are eight basic principles that guide the child-centered play therapy as described by Axline (1947). They are:
1) The therapist must develop a warm, friendly relationship with the child, in which good rapport is established as soon as possible.
2) The therapist accepts the child exactly as he is.
3) The therapist establishes a feeling of permissiveness in the relationship so that the child feels free to express his feelings completely.
4) The therapist is alert to recognize the feelings the child is expressing and reflects those feelings back to him in such a manner that he gains insight into his behavior.
The “ax”ioms of child-centered play therapy
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5) The therapist maintains a deep respect for the child’s ability to solve his own problems if given an opportunity to do so. The responsibility to make choices and to institute change is the child’s.
6) The therapist does not attempt to direct the child’s actions or conversation in any manner. The child leads the way; the therapist follows.
7) The therapist does not attempt to hurry the therapy along. It is a gradual process and is recognized as such by the therapist.
8) The therapist establishes only those limitations that are necessary to anchor the therapy to the world of reality and to make the child aware of his responsibility in the relationship. (pp. 73-74)
The “ax”ioms of child-centered play therapy, cont’d
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Child-centered play therapy involves free play with three
types of equipment (Landreth, 1993).
1. Real-life toys include family dolls, doll houses, puppets, cars, trucks,
a cash register, money, and other nondescript figures.
2. Play equipment may also include items that facilitate aggressive
release such as bop bags, toy soldiers, animal figurines, guns,
knives, and swords.
3. Equipment would also include items
that facilitate creative and emotional
expression including such things as
crayons, paper, clay, sand and water,
building blocks, an easel for drawing,
and paint. (pp. 56-57).
Play therapy equipment
42Image by James Corbin used by permission
Hartley and his colleagues point to nine therapeutic benefits of play therapy (1952). Play gives children a chance to:
1) imitate various adults
2) play out real life roles in an intense way
3) reflect numerous relationships and experiences
4) express immediate and pressing needs
5) release unacceptable impulses and feelings
6) reverse roles usually taken in real life
7) mirror growth
8) work out problems and conflict
9) experiment with various solutions in a safe setting
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References and resources, continued
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References and resources, continued
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http://www.neuroguide.com/ - ground zero for any search on the internet involving the brain or neuroscience – should be one of your first stops
http://msnbc.msn.com/id/14309026/from/ET/ - contained in this article about the placebo effect is a terrific interactive demonstration about the brain
http://www.msnbc.msn.com/id/15310599/wid/11915773?GT1=8717 – this interactive site includes a interactive program that demonstrates the effect of various illegal drugs on the brain and body
http://www.brainconnection.com/ - a terrific interactive resource for education about the brain and various conditions of the brain salient to clinicians and educators – includes brain games and neuroscience in the news as well as links to numerous resources
http://quest.arc.nasa.gov/neuron/ - this site and on-line neurolab discusses the latest NASA mission and their project NeurOn that explores the effect of gravity on the nervous system – a fun site for children and educators
http://thalamus.wustl.edu/course/ - an on-line tutorial on brain and neuroscience basics sponsored by the Washington University School of Medicine – a highly educational and informative site for human service professionals
http://www.sfn.org/ - official site for the Society for Neuroscience – includes information about upcoming conferences in neuroscience, information about grants and news related to professional development