Ethical Issues Concerning Children In Play Therapy

When I was 18, I was involved in a car accident that almost took my life, this caused me to fall into depressive state while I attended college. The depression was due to not knowing who I was as a person without football. Before the accident every aspect of my life revolved around the sport, and I was highly scouted to come the University of Mary Hardin-Baylor and play football. It was this whirlwind of emotions constantly plaguing my mind by being immersed in a place that reminded me of something that I could no longer experience. With the assistance of a counselor at the University of Mary Hardin-Baylor, I was able to begin healing. This was a turning point in my life, and it was these sessions that sparked my interest in the field of psychology.

Case studies have proven that therapist who counsel children and adolescents using play therapy experience counter-transference at alarming rates when compared to those who use psychotherapy to treat adults (Gil & Rubin, 2005). During therapy sessions with children and adolescents, the therapist may not be aware of his or her personal biases and unresolved emotional needs, which may result in inappropriate responses or behaviors by the therapist.

Play therapy is a form of therapy where children can’t act out their fantasies and express their feelings or experiences and are simply encouraged to do so through play, abetted by a therapist's interpretations.

The key to attain this solid foundation is through communicating effectively and clearly with the adults associated with the play setting. For example, it is important that parents and carers are aware of any issues that may have arisen during the session, any difficulties their child is encountering, or if their child has behaved or responded particularly well to a certain situation. Essentially, this involves being ‘updated’ on their child’s general behaviour and well-being. The importance of clear communication can be evidenced here. Being vague in ones communications can lead to problems such as misunderstanding, the child being reprimanded for something they didn’t do by parents, or by parents not grasping the full extent of the problem. Not only would this affect the support the child would receive, but many could argue that such misinterpretations or misunderstandings could result in conflict between play setting and parent.

As the client attends sporadically and has not displayed the reported behaviors in the play room, formal assessment was not deemed necessary. While formal assessments were not conducted, informal assessments including observations were conducted over six play therapy sessions of approximately 45 minutes each. The client presents to sessions with appropriate hygiene and dress. He is willing to participate and is engaged for the entire 45-minute play session.

Haslam, D., Harris, S. (2011). Integrating Play and Family Therapy Methods: A Survey of Play

In addition, children’s play holds significant therapeutic value in providing a safe, protective environment in a space where children can recreate themselves and self-cure” (Campbell et al., 2010). The strongest therapeutic tool used in this process is the child’s innate drive to self-actualize.

Developmental Therapy Developmental therapy is a profession that precisely looks at how children develop during the most substantial period of development from birth through 5 years (Health School Guide, 2016). Developmental therapists measure a child’s global development and identify specific areas of need and strength (Health School Guide, 2016). The aspects that developmental therapist look for in children include cognitive skills, language and communication, social-emotional skills and behavior, gross and fine motor skills, and self-help skills (Health School Guide, 2016). Furthermore, they develop play activities aimed to help a child overcome their encounters and improve the quality of their interactions in order to help them gain

Virginia Axline’s work in Child-Centered Play Therapy stemmed from the Person-Centered theoretical orientation of Carl Rogers. She shared the perspective in which the value of the therapeutic nature is derived from the recognition by the individual as a capable being and the realization of responsibility. A desired goal of therapy is understanding, which

10). According to Landreth (2012), “Play therapy… facilitates the development of a safe relationship for the child… to fully express and explore self (feelings, thoughts, experiences, and behaviors) through play, the child’s natural medium of communication, for optimal growth and development”

Play is a way for children to learn about their environment and how interaction occurs within. It is through trial and error that children are able to create options; follow their own interests and show “independence in thought and actions” using their knowledge and understanding (Moyles, 2005, p.3). Children develop resilience though play. However for a number of children can experience stressful occurrences during their lives and play can often be restricted. Therefore the play worker’s role in supporting children’s play is a crucial measure towards children's development. For those that work with children require the dexterity to prompt and contribute to children’s play, which can be seen as a principle aspect of therapeutic alliance.

Eventually, this behavior prompted my parents to enroll me in weekly play therapy sessions. I remember being excited each week to go play with the sand tray and be in the comforting presence of my counselor. As months went by, my parents noticed big changes. I gained independence, slept in my own bed for the first time, and navigated social situations with less distress. Reflecting on this transformative experience, I am grateful for the way play therapy enhanced the quality of my childhood As an adult, I've revisited therapy to continue my personal growth journey.

In the selected case study, The mode of therapeutic intervention will take the Gestalt Play Therapy focus. The interaction between Jacob and I will be an open dialogue with straightforward caring, warmth, acceptance, and self-responsibility that specifically focuses on inclusion, with me fully present in the experience of Jacob, where I will not judge, analyze, or interpret what is observed. My presence refers to expressing observations, preferences, feelings, personal experience, and thoughts to Jacob. Commitment to dialogue will present the opportunity to encourage a sense of connection between Jacob and me. Our dialogue will be active and nonverbal or verbal. It can be any modality that expresses and moves

Child- centered play therapy sees development as flowing, fluid, and maturing process of becoming. Within child-centered play therapy, personality structure is centered on three ideas: the person, the phenomenal field, and the self. The person of a child is everything that they are; behaviors, feelings, thoughts, and their physical beings. Simply stated that as a child goes through life they make organized changes, as one part is changed based on an experience other parts are also altered. Making a continuous dynamic intrapersonal interaction system within each child. A child’s phenomenal field is everything a child experiences; at the conscious or unconscious level. How a child perceives their own reality is what must be known in order to know and understand their behaviors. It is important to appreciate a child’s behaviors via viewing it through their own eye’s. It is important for a therapist to not be judgmental or to evaluate a child’s simple behaviors. The last construct of personality structure with this theory is the self. The self is a child’s total experiences or a child recognizing themselves while interacting with their world. Being able to recognize themselves is an important part of developing their own concepts of self, their environment and about their own self in affiliation to their environment (O’Connor & Braverman, 2009).

Ray, Bratton, Rhine, and Jones. (2001). The Effectiveness of Play Therapy: Resopnding to the Critics. International Journal of Play Therapy, 10(1), 85-108.