Therapeutic Intervention-1.pptx

PLAY THERAPY

Therapeutic Play InterventionBy: Aderlin Chung Kim Yuk A form of counseling or psychotherapy that usesplayto communicate with and help children to prevent or resolve psychosocial challenges.

Is a child's natural medium of self-expression. It is an opportunity which is given to the child to 'play out' his feelings and problems just as, in certain types of adult therapy, an individual 'talks out' his difficulties.

DefinitionChildren who are/dealing with/have been experienced/ diagnosed with:Witnessed domestic violenceTraumaAdopted/foster care issueLoss issueAttention Deficit Disorder (ADD/ADD)Serious accident/disaster

Helpful for :Reduces anxiety about traumatic events in the child's lifeFacilitates a child's expression of feelingsPromotes self-confidence and a sense of competenceDevelops a sense of trust in self and othersCreates or enhances healthy bonding in relationshipsEnhances creativity and playfulnessPromotes appropriate behaviour

Benefits:Helping children to become:More self-reliantMore accepting of themselvesBetter problem solversBetter able to assume responsibility for their own behaviors

Purposes: The therapist:Is genuinely interested in the child and develops a warm, caring relationshipCreates a feeling of safety and permissiveness in the relationship so the child feels free to explore and express self completelyAlways sensitive to the childs feelings and gently reflects those feelings in such a manner that the child develops self-understanding.

Principles of Play TherapyBelieves deeply in the childs capacity to act responsibly, respects the childs ability to solve personal problems, and allows the child to do so. Trusts the childs inner direction, allows the child to lead in all areas of the relationship, and resists any urge to direct the childs play or conversation. Appreciates the gradual nature of the therapeutic process and does not attempt to hurry the process. Establishes only those therapeutic limits which help the child accepts personal and appropriate relationship responsibility.

Principles of Play TherapyStructuring - introduces and ends the play sessions in a manner that helps children understand the sessions are different from regular life. Emphatic listening/responses - attune to their childrens feelings and show acceptance and understanding of themChild-centered imaginary play involves therapist playing out roles assigned by their child and in accordance with the childs wishesLimit setting- therapist establishes authority when needed through clear boundaries in which children are given a chance to self-control their behaviours, but are enforced by therapist if they do not. Four skills in Play TherapyPlay therapy sessionSession 1: Structuring the sessionSession 2: emphatic response and therapeutic limit settingPlay Therapy SessionMartin is a 7-year-old boy. He easily gets restless, and acts on impulses that get him into trouble at home and school. He has been like this, since he was around 2 years old and not grown out of it. He feels bad about himself, he feels angry because "it's not fair" and he feels scared when he faces the grownups not being able to control him or themselves when things get really bad.Rye, N. (2010). Child-Centred Play Therapy. In: JH Stone, M Blouin, editors. International Encyclopedia of Rehabilitation. Available online: http://cirrie.buffalo.edu/encyclopedia/en/article/275/

Garofolo, S. (2011). Play Therapy for Children. Retrieved from http://www.playtherapyforchildren.com/index.html#Top

Phyllis, B. (2014). Counseling Today. Retrieved from http://ct.counseling.org/2014/08/involving-parents-in-child-centered-play-therapy/

ReferencesTherapeutic Storytelling Intervention (TSI)By: Bernadette Mening JauTSI is a life skills and life education process

Brief backgrounddeveloped by Ron Phillips, M.F.C.C.. Ron lives and works in Auckland, where he runs Therapeutic Storytelling Intervention International Ltd. Gems of the first Water.-a fable about a boy embarking on a journey in which he encounters all sorts of interesting and personally challenging adventures.include: Family relationshipsChoicesManaging selfBullyingResisting alcohol and drugsAppreciating and valuing life

Definition- is a teaching methodology using the art of storytelling as a very effective means of bringing about positive behavioural change in the lives of children and adults.

- a powerful means to assist and enable our young people to grow with a healthy sense of self, healthy values and the potential to make choices for themselves that will present them with a positive future.

Purposesadapting to and accommodating many changes.

Growth Spurts - they can feel awkward or self-conscious about how they look, especially if they are developing at a rate different from their peers.Expanding relationships - their interaction with peers, family/extended family, siblings and teachers can sometimes prove difficult and may cause conflict.Challenges at school - doing well and fitting in with this new social setting.Hopes of parents - achieving or having social, emotional and academic success.Social challenges - their need to find their own place among peers and in society.

In New Zealand TSI has proven to be effective in many and varied environments. Users include parents, schoolteachers, police education officers, counselors, social workers, psychologists, youth group leaders and mental health workers.

It is used in situations where individuals exhibit consistent patterns of poor behavior resulting in them causing significant disturbances in classrooms, in the community, or in families. AdvantagesCognitive organisationstudent comes with unorganized feelings or life events.

2. Externalized mode of presentationdecreased defensiveness by talking about other people

3. Staying power of storiesa great deal of personal significance.

4. The participating students, in that each one is given the opportunity in a non threatening way, to look at their own behaviour honestly and develop good decision making skills;5. School teachers and others, who manage groups of students, in that a natural by-product is its effectiveness as a classroom/group management tool, and6. Parents, in that the effectiveness of the child's good decision making will be evident also in the home.

How therapeutic stories help with coping methods?options about what to do when presented difficult issuesnew possibilities, creative solutions to overcoming problemsways to dealing more effectively with emotional difficulties.options for new ways of reacting to situations.Important notes Stories can be:fantasticalabsurddo not put unnecessary character into the storycan be interactive

Ways to conduct this therapyStarting

Set a therapeutic objectiveThink of a strategy to achieve this changeDevelop a frameworkPut the issue into a different metaphorical context.. to which the child can relate to.Borrow ideas from stories you knowPresent the main character as experience the same emotional problems as the childShow the methods used by the main character to the child.Further developmentShow how these methods lead your character problems which lead to failure- metaphorical crisis.

ResolutionDont move too quick - story becomes unbelievableCulminates with a celebration in which the protagonists special worth is acknowledge.Therapeutic storytelling SessionSkylar is a 12-year-old girl. She is academically competent. However, she often skips co-curricular session because she thinks that co-curricular activity in school is a waste of her time. She is a member of Red Crescent Society in school and Badminton Club. She does not enjoy the co-curricular activities. Her attendance rate is unsatisfying. Her teacher warns her a few times but she did not listen.Art TherapyBy: Wilbet IkatDefinitionArt therapy is a form of psychotherapy that uses art media as its primary mode of communication. It is practiced by qualified, registered Art Therapists who work with children, young people, adults and the elderly. (British Association of Art Therapists (BAAT)The American Art Therapy Association describes it this way:

Art therapy is the therapeutic use of art making, within a professional relationship, by people who experience illness, trauma or challenges in living, and by people who seek personal development. Through creating art and reflecting on the art products and processes, people can increase awareness of self and others cope with symptoms, stress and traumatic experiences; enhance cognitive abilities; and enjoy the life-affirming pleasures of making art.[3]

Art therapy is a mental health profession that uses the creative process of art making to improve and enhance the physical, mental and emotional well-being of individuals of all ages. Art therapy integrates the fields of human development, visual art (drawing, painting, sculpture, and other art forms), and the creative process with models of counseling and psychotherapy.It is based on the belief that the creative process involved in artistic self-expression helps people to resolve conflicts and problems, develop interpersonal skills, manage behaviour, reduce stress, increase self-esteem and self-awareness, and achieve insight. Clients who can use art therapy may have a wide range of difficulties, disabilities or diagnoses. These include, for example, emotional, behavioral or mental health problems, learning or physical disabilities, life-limiting conditions, brain-injury or neurological conditions and physical illness. Art therapy may be provided for groups, or for individuals, depending on clients needs. It is not a recreational activity or an art lesson, although the sessions can be enjoyable. Clients do not need to have any previous experience or expertise in art.

PurposeMalchiodi (2006) provides an example of what an art therapy session involves and how it is different from an art class. In most art therapy sessions, the focus is on your inner experienceyour feelings, perceptions, and imagination. While art therapy may involve learning skills or art techniques, the emphasis is generally first on developing and expressing images that come from inside the person, rather than those he or she sees in the outside world. And while some traditional art classes may ask you to paint or draw from your imagination, in art therapy, your inner world of images, feelings, thoughts, and ideas are always of primary importance to the experience.

CharacteristicsArt therapy can take place in a variety of different settings, as therapists each have their own preferred methods of constructing therapy, and a range of intended goals depending upon the clients case.Offered on either the individual or group level depending on which is better for the individual based upon assessment.Prevalent in schools as a means of therapeutic tools for children because of their interest in art and creativity as a means of expressionCan benefit children with a variety of issues, such as learning disabilities, speech and language disorders, behavioral disorders, and other emotional disturbances that might be hindering a childs learning .[43]Similar to other psychologists that work in schools, art therapists should be able to diagnose the problems facing their student clients, and individualize treatment and interventions. Art therapists work closely with teachers and parents, in order to implement and carry out their therapy strategies

ProcessTherapy comes from the Greek word therapeia, which means to be attentive to. This meaning underscores the art therapy process in two ways. In most cases, a skilled professional attends to the individual who is making the art. This persons guidance is key to the therapeutic process. This supportive relationship is necessary to guide the art-making experience and to help the individual find meaning through it along the way. It helps the individual trust themselves more.The other important aspect is the attendance of the individual to his or her own personal process of making art and to giving the art product personal meaningi.e., finding a story, description, or meaning for the art. Very few therapies depend as much on the active participation of the individual (p. 24). In art therapy, the art therapist facilitates the persons exploration of both materials and narratives about art products created during a session.

ActivityDivide the group into pairs and give each person in the pair a different color marker and a blank paper.Each participant takes their marker and draws five lines on a piece of paper. The lines should not be touching, other than that; they can be any size or shape. Each person repeats this on ten pieces of paper.When everyone has finished drawing lines on the piece of paper they exchange with the other person.

The group leader sets a timer for 2 minutes and cues everyone to start drawing on the first piece of paper at the same time. The directive is to use all five lines in the drawing to create a picture. The only rule is that the original five lines need to still remain visible in their original color when the drawing is completed and all five lines must be incorporated in the drawing no matter how silly the drawing may turn out to be.

When the 2 minutes are up have each person give the stack of now completed drawings back to their partner and then look at the drawings together. What do they notice about the collection? Are there similar themes, similar objects? Avoid using any adjectives like good, bad, as it relates to the drawings themselves. Was it fun, was it boring, did it feel silly; did it get harder or easier as the drawings went on, more intricate or less? Were you judging the pictures while you were drawing them or when they were finished?

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