 Obtaining background information o Purposes Facilitates empathy with child Facilitates development of the therapeutic relationship Neither necessary nor essential Facilitates assessment of treatment outcome (i.e., “growth”) o Outside information, however, must never negatively bias therapist’s attitude toward child o The child-centered treatment remains the same, regardless of background information (not prescriptive) o Parents are seen before the child

 Must parents also be in therapy? o Parents need to be included o Filial therapy Teaching play therapy skills to parents to be used in special play times at home with children Parents become the therapeutic agents of change o Parents need help Understanding the nature of child-centered play therapy Explaining play therapy to their children Helping their children separate in the first session Knowing how to be helpful to their children’s emotional adjustment o Children can benefit from individual therapy because they “are not completely at the mercy of their environment” (p. 128) Children can change themselves Children can change the ways parents typically respond to them

 Parents as partners in the play therapy process o Child not present during first interview Protect child from parents’ complaints Focus on building relationship with parents Information-giving as well as receiving What is play therapy Why is it used with children (e.g., toys = words) How play therapy works What to expect during the process Show parents the playroom o Explaining confidentiality to parents Only general impressions will be shared, not specifics Children need confidentiality to be able to trust the therapist Playroom observations are also not permitted o Therapist needs to meet with parents for collateral sessions at least once monthly

 Explaining play therapy to parents o Reflect child’s difficulties o Explain the use of toys o Communicate process of therapeutic change Expression of thought and feelings constructively Control of behavior Decision-making Acceptance of responsibility o Refrain from quizzing child about what they did in play therapy o Sharing of general impressions, not specifics o Do not praise artwork, but share what you notice o Child should wear old play clothes o What to tell the child about play therapy Things not going well for you It helps to have a special time just for yourself to share with a special person

 Preparing parents for separation o Parent needs to be told how to respond to child’s separation from them prior to the first child session o Parent might have to accompany child to playroom, but remain silent and do not respond  The parent interview o Personal therapy session o Intake interview o Parental guidance

 Ethical and legal issues in play therapy o Informed consent made by legal guardian Voluntary Understanding or knowledge Competence o Verify the legal guardian of the child o Obtain a release of information from legal guardian to speak with other professionals o Parents should be involved in the therapeutic process o The legal guardian is the client from a legal perspective o When necessary, a therapist must seek professional consultation and supervision to insure child’s protection o A psychiatric evaluation may be needed when A child is suicidal A child is homicidal

 Playroom location – area least likely to disturb others  Playroom size o 12’ X 15’ ( square feet) o Play therapy groups (20’ X 15’ = 300 square feet)  Playroom characteristics o No windows – privacy assured o No carpet – difficult to clean o No visible video camera – distracts child and therapist o Cold running water preferable o Metal mirror o Broken chalk o Small bathroom just off the playroom o Sturdy, hard-surface, child-sized furniture

 Other settings for play therapy o Setting firm limits in makeshift playrooms (e.g., cafeteria) o Display play materials  Rationale for selecting toys and materials o Simpler is better (e.g., Waldorf School) o Easy for a child to manipulate o Allow for creativity (no electronic games) o No competitive board games o Do not accumulate toys for accumulation’s sake o Toys are selected To accomplish the objectives of play therapy To follow the rationale for play therapy

 Seven essentials in play therapy o Establishment of a positive relationship with the child (e.g., dolls) o Expression of a wide range of feelings (e.g., puppets) o Exploration of real-life experiences (e.g., medical kit) o Reality testing of limits (e.g., dart gun) o Development of a positive self-image (e.g., play-doh, crayons, blocks) o Development of self-understanding (e.g., bop bag, dolls) o Opportunity to develop self-control (e.g., sand)

 Three categories of toys o Real-life toys (e.g., doll family, doll house, puppets) o Acting-out aggressive-release toys (e.g., unrealistic-looking gun, bop bag, toy soldiers, alligator puppet, rubber knife) o Toys for creative expression and emotional release (e.g., sand, water, blocks, easel paints)  Tote bag playroom o Size o Portability

 Special considerations o Toys with lots of pieces are to be avoided Pieces get lost Pieces are difficult to pick up o Story books are to be avoided Distraction Therapist in lead if asked to read o No food – distraction o No broken toys o Keep paints and play-doh fresh o Place to hide o Keep playroom organized