Equipment used for sandplay therapy.

Play therapy can be divided into two basic types: nondirective and directive. Nondirective play therapy is a non-intrusive method in which children are encouraged to work toward their own solutions to problems through play. It is typically classified as a psychodynamic therapy. In contrast, directive play therapy is a method that includes more structure and guidance by the therapist as children work through emotional and behavioral difficulties through play. It often contains a behavioral component and the process includes more prompting by the therapist. Directive play therapy is more likely to be classified as a type of cognitive behavioral therapy.[1] Both types of play therapy have received at least some empirical support.[2] On average, play therapy treatment groups when compared to control groups improve by .8 standard deviations.[2]

[edit] Nondirective Play Therapy

Nondirective play therapy, also called client-centered and unstructured play therapy, is guided by the notion that if given the chance to speak and play freely under optimal therapeutic conditions, troubled children and young people will be able to resolve their own problems and work toward their own solutions. In other words, nondirective play therapy is regarded as non-intrusive.[3] The hallmark of nondirective play therapy is that it has few boundary conditions and thus can be used at any age.[4] This therapy originates from Carl Rogers's non-directive psychotherapy and in his characterization of the optimal therapeutic conditions. Virginia Axline adapted Carl Rogers's theories to child therapy in 1946 and is widely considered the founder of this therapy.[5] Different techniques have since been established that fall under the realm of nondirective play therapy, including traditional sandplay therapy, family therapy, and play therapy with the use of toys. Each of these forms is covered briefly below. Dora M. Kalff developed the technique based on the theories of Erich Neumann. It is a Jungian method. Traditional sandplay therapy and its development are attributed to Margaret Lowenfeld, who established this technique in 1929. As in traditional nondirective play

therapy, the notion is that allowing an individual to freely play with the sand and accompanying objects inside the sandtray will facilitate the healing process and be therapeutic to the unconscious. When constructing the sandtray, little instruction is provided and little to no "talk" therapy on the part of the therapist is given. This protocol emphasizes the importance of the non-verbal free play in this therapy. Upon its completion, the patient may talk about his or her creation, and the therapist, without the use of directives and without touching the sandtray, may provide guidance. After a number of sessions, the therapist may provide interpretations.[6] This is also often used during family therapy. The limitations presented by the boundaries of the sandtray can serve as physical and symbolic limitations to families in which boundary distinctions are an issue. Also observance by the therapist of a family working together on a sandtray may show evidence of unhealthy alliances, depending on who works with who, which objects are selected to be incorporated into the sandtray, and who chooses which objects. A therapist may assess these choices and intervene in an effort to guide the formation of healthier relationships.[7] Parents may sometimes conduct this nondirective play therapy with their children while a therapist observes. Research shows that therapy conducted by a parent produces a larger treatment effect than play therapy conducted by a therapist.[2] Using toys in nondirective play therapy with children is another common method therapists employ, a method which was derived from the creative toys used in Freud's theoretical orientations.[8] The idea behind this method is that children will be better able to express their feelings toward themselves and their environment through play with toys than through verbalization of their feelings. Through these actions, then, children may be able to experience catharsis, gain more or better insight into their consciousness, thoughts, and emotions, and test their own reality.[9] Popular toys used during therapy are animals, dolls, hand puppets, crayons, and cars. Therapists have deemed toys such as these more likely to encourage dramatic play or creative associations, both of which are important in expression.[8]

[edit] Efficacy of Nondirective Play Therapy

Play therapy has been considered to be an established and popular mode of therapy for children for over sixty years.[10] Critics of play therapy have questioned the effectiveness of the technique for use with children and have suggested using other interventions with greater empirical support such as cognitive behavioral therapy.[1] They also argue that therapists focus more on the institution of play rather than the empirical literature when conducting therapy [11] Classically, Lebo argued against the efficacy of play therapy in 1953, and Phillips reiterated his argument again in 1985. Both claimed that play therapy lacks in several areas of hard research. Many studies included small sample sizes, which limits the generalizeability, and many studies also only compared the effects of play therapy to a control group. Without a comparison to other therapies, it is difficult to determine if play therapy really is the most effective treatment.[12][13] Recent play therapy researchers have worked to conduct more experimental studies with larger sample sizes, specific definitions and measures of treatment, and more direct comparisons.[11] Research is lacking on the overall effectiveness of using toys in nondirective play therapy. Dell Lebo found that out of a sample of over 4,000 children, those who played with recommended toys vs. non-recommended or no toys during nondirective play therapy were not more likely to verbally express themselves to the therapist. Examples of recommended toys would be dolls or crayons, while example of non-recommended toys would be marbles

or a checker game.[8] There is also ongoing controversy in choosing toys for use in nondirective play therapy, with choices being largely made through intuition rather than through research.[9] However, other research shows that following specific criteria when choosing toys in nondirective play therapy can make treatment more efficacious. Criteria for a desirable treatment toy include a toy that facilitates contact with the child, encourages catharsis, and lead to play that can be easily interpreted by a therapist.[9] Several meta analyses have shown promising results toward the efficacy of nondirective play therapy. Meta analysis by authors LeBlanc and Ritchie, 2001, found an effect size of 0.66 for nondirective play therapy.[3] This finding is comparable to the effect size of 0.71 found for psychotherapy used with children,[14] indicating that both nondirective play and non-play therapies are almost equally effective in treating children with emotional difficulties. Meta analysis by authors Ray, Bratton, Rhine and Jones, 2001, found an even larger effect size for nondirective play therapy, with children performing at 0.93 standard deviations better than non-treatment groups.[1] These results are stronger than previous meta-analytic results, which reported effect sizes of 0.71,[14] 0.71,[15] and 0.66.[3] Meta analysis by authors Bratton, Ray, Rhine, and Jones, 2005, also found a large effect size of 0.92 for children being treated with nondirective play therapy.[2] Results from all meta-analyses indicate that nondirective play therapy has been shown to be just as effective as psychotherapy used with children and even generates higher effect sizes in some studies.[1][2] There are several predictors that may also influence the effectiveness of play therapy with children. Number of sessions is a significant predictor in post-test outcomes, with more sessions being indicative of higher effect sizes.[1] Although positive effects can be seen with the average 16 sessions,[5] there is a peak effect when a child can complete 35-40 sessions.[3] An exception to this finding is children undergoing play therapy in critical-incident settings, such as hospitals and domestic violence shelters. Results from studies that looked at these children indicated a large positive effect size after only 7 sessions, which provides the implication that children in crisis may respond more readily to treatment [2] Parental involvement is also a significant predictor of positive play therapy results. This involvement generally entails participation in each session with the therapist and the child.[16] Parental involvement in play therapy sessions has also been shown to diminish stress in the parentchild relationship when kids are exhibiting both internal and external behavior problems.[17] Despite these predictors which have been shown to increase effect sizes, play therapy has been shown to be equally effective across age, gender, and individual vs. group settings.[1][2]

[edit] Directive Play Therapy

Directive play therapy is guided by the notion that using directives to guide the child through play will cause a faster change than is generated by nondirective play therapy. The therapist plays a much bigger role in directive play therapy. Therapists may use several techniques to engage the child, such as engaging in play with the child themselves or suggesting new topics instead of letting the child direct the conversation himself.[18] Stories read by directive therapists are more likely to have an underlying purpose, and therapists are more likely to create interpretations of stories that children tell. In directive therapy games are generally chosen for the child, and children are given themes and character profiles when engaging in doll or puppet activities.[19] This therapy still leaves room for free expression by the child, but it is more structured than nondirective play therapy. There are also different established techniques that are used in directive play therapy, including directed sandtray therapy and cognitive behavioral play therapy.[18]

Directed sandtray therapy is more commonly used with trauma victims and involves the "talk" therapy to a much greater extent. Because trauma is often debilitating, directed sandplay therapy works to create change in the present, without the lengthy healing process often required in traditional sandplay therapy.[6] This is why the role of the therapist is important in this approach. Therapists may ask clients questions about their sandtray, suggest them to change the sandtray, ask them to elaborate on why they chose particular objects to put in the tray, and on rare occasions, change the sandtray themselves. Use of directives by the therapist is very common. While traditional sandplay therapy is thought to work best in helping clients access troubling memories, directed sandtray therapy is used to help people manage their memories and the impact it has had on their lives.[6] Roger Phillips, in the early 1980s, was one of the first to suggest that combining aspects of cognitive behavioral therapy with play interventions would be a good theory to investigate.[12] Cognitive behavioral play therapy was then developed to be used with very young children between two and six years of age. It incorporates aspects of Beck's cognitive therapy with play therapy because children may not have the developed cognitive abilities necessary for participation in straight cognitive therapy.[20] In this therapy, specific toys such as dolls and stuffed animals may be used to model particular cognitive strategies, such as effective coping mechanisms and problem-solving skills. Little emphasis is placed on the children's verbalizations in these interactions but rather on their actions and their play.[19] Creating stories with the dolls and stuffed animals is a common method used by cognitive behavioral play therapists in order to change children's maladaptive thinking.

[edit] Efficacy of Directive Play Therapy

The efficacy of directive play therapy has been less established than that of nondirective play therapy, yet the numbers still indicate that this mode of play therapy is also effective. In 2001 meta analysis by authors Ray, Bratton, Rhine, and Jones, direct play therapy was found to have an effect size of .73 compared to the .93 effect size that nondirective play therapy was found to have.[1] Similarly in 2005 meta analysis by authors Bratton, Ray, Rhine, and Jones, directive therapy had an effect size of 0.71, while nondirective play therapy had an effect size of 0.92.[2] Although the effect sizes of directive therapy are statistically significantly lower than those of nondirective play therapy, they are still comparable to the effect sizes for psychotherapy used with children, demonstrated by Casey,[14] Weisz,[15] and LeBlanc.[3] A potential reason for the difference in the effect size may be due to the amount of studies that have been done on nondirective vs. directive play therapy. Approximately 73 studies in each meta analysis examined nondirective play therapy, while there were only 12 studies that looked at directive play therapy. Once more research is done on directive play therapy, there is potential that effect sizes between nondirective and directive play therapy will be more comparable.[1][2]

[edit] See also

Charles E. Schaefer Child life specialist Therapy Theraplay The P.L.A.Y. Project

[edit] References
This article includes a list of references, but its sources remain unclear because it has insufficient inline citations. Please help to improve this article by introducing more precise citations. (March 2008)
1. ^ a b c d e f g h Ray, D., Bratton, S., Rhine, T., & Jones, L. (2001). The effectiveness of play therapy: Responding to the critics. International Journal of Play Therapy, 10(1), 85-108. 2. ^ a b c d e f g h i Bratton, S., Ray, D., Rhine, T., & Jones, L. (2005). The efficacy of play therapy with children: A meta-analytic review of treatment outcomes. Professional Psychology: Research and Practice, 36(4), 376-390. doi: 10.1037/0735-7028.36.4.376. 3. ^ a b c d e LeBlanc, M. & Ritchie M. (2001). A meta-analysis of play therapy outcomes. Counselling Psychology Quarterly, 14(2), 149-163. 4. ^ Lebo, D. (1958). A theoretical framework for nondirective play therapy: Concepts from psychoanalysis and learning theory. Journal of Consulting Psychology, 22(4), 275-279. 5. ^ a b Kendrick, P., Wilson, K., & Ryan, V. (1992) Play Therapy: A Nondirective Approach for Children and Adolescents. North Yorkshire, UK: Elsevier Science Limited. 6. ^ a b c Tennessen, J. & Strand, D. (1998). A comparative analysis of directed sandplay therapy and principles of Ericksonian psychology. The Arts in Psychotherapy, 25(2), 109-114. 7. ^ Hale, R. A. (2000). Review: Sandplay therapy with children and families. The Arts in Psychotherapy, 27(1), 75-76. 8. ^ a b c Lebo, D. (1955). The expressive value of toys recommended for nondirective play therapy. Journal of Clinical Psychology, 11(2), 144-148. 9. ^ a b c Ginott, H. G. (1960). A rationale for selecting toys in play therapy. Journal of Consulting Psychology, 24(3), 243-246. 10. ^ Hall, D., Kaduson, H., & Schaefer, C.E. (2002). Fifteen effective play therapy techniques. Professional Psychology: Research and Practice, 33(6), 515-522 11. ^ a b Bratton, S. & Ray, D. (2000). What the research shows about play therapy. International Journal of Play Therapy, 9(1) 47-88. 12. ^ a b Phillips, R. (1985). Whistling in the dark?: A review of play therapy research. Psychotherapy, 22(4), 752-760. 13. ^ Lebo, D. (1953). The present status of research on nondirective play therapy. Journal of Consulting Psychology, 17(3), 177-183. 14. ^ a b c Casey, R.J. & Berman, J.S. (1985). The outcome of psychotherapy with children. Psychological Bulletin, 98(2), 388-400. 15. ^ a b Weisz, J.R., Weiss, B., Han, S.S., Granger, D.A., & Morton, T. (1995). Effects of psychotherapy with children and adolescents revisited: A meta-analysis of treatment outcomes. Psychological Bulletin, 117(3), 450-468. 16. ^ LeBlanc, M. & Ritchie, M. (1999) Predictors of play therapy outcomes. International Journal of Play Therapy, 8(2), 19-34. 17. ^ Ray, D.C. (2008) Impact of play therapy on parent-child relationship stress at a mental health training setting. British Journal of Guidance and Counseling, 36(2), 165-187. 18. ^ a b Harter, S. (1977). A cognitive-developmental approach to children's expression of conflicting feelings and a technique to facilitate such expression in play therapy. Journal of Consulting and Clinical Psychology, 45(3), 417-432. 19. ^ a b Knell, S. M. (1998). Cognitive-behavioral play therapy. Journal of Clinical Child Psychology, 27(1), 28-33. 20. ^ Kazdin, A.E. (1991). Effectiveness of psychotherapy with children and adolescents. Journal of Consulting and Clinical Psychology, 59(6), 785-798.

[edit] Bibliography

This article contains embedded lists that may be poorly defined, unverified or indiscriminate. Please help to clean it up to meet Wikipedia's quality standards. Where appropriate, incorporate items into the main body of the article. (May 2010)

Andronico, M. (1996). Filial therapy: A group for parents of children with emotional problem. In M. Rosenbaum (Ed.), Handbook of short-term therapy groups (pp. 321). New Jersey: Jason Aronson. Abidin, Richard R. (2002). Parenting Stress Index. Psychological Assessment Resources, Inc. American Psychological Association. (1982). Report of the Task Force on the Evaluation of Education, Training, and Service in Psychology (Washington, DC: American Psychological Association). Alexander, E. (1964). School centered play-therapy program. Personnel and Guidance Journal, 43, 256-261. Allen, F. (1934). Therapeutic work with children. American Journal of Orthopsychiatry, 4(2), 193-202. Axline, V. (1947). Nondirective therapy for poor readers. Journal of Consulting Psychology, 11, 61-69 . Axline, V. (1950). Entering the child's world via play experiences. Progressive Education, 27, 68-75. Berger, S. N., & Tyler, J. L. (1994). The color-emotive brain: Gone a long journey. International Journal of Play Therapy, 3(1), 57-70. Barnett, L. (1984). Research note: Young children's resolution of distress through play. Journal of Child Psychology and Psychiatry, 25, 477-483. Barrett, C. Hampe, T.E. & Miller, L. (1978). Research on child psychotherapy. In Garfield, S. & Bergin, A. (Eds.). Handbook of Psychotherapy and Behavior Change. New York: Wiley. Bornsterin, M. H., & Tamis-LeMonda, C. S. (1995). Parent- child symbolic play: Three theories in search of an effect. Developmental Review, 15, 382-400. Bracken, Bruce A., and Keith, Lori K. (2004) Clinical Assessment of Behavior: Parent Extended Rating Form. Psychological Assessment Resources, Inc., Burroughs, M., Wagner, W., Johnson, J.T. (1997). Treatment with children of divorce: A comparison of two types of therapy. Journal of Divorce & Remarriage, 27, 83-99. Cangelosi, D. M. (1997). Play therapy for children from divorced and separated families. In H. G. Kaduson, D. Cangelosi, & C. Schaefer (Eds.), The playing cure: Individualized play therapy for specific childhood problems (pp. 119142). Northvale, NJ: Jason Aronson. Crow, J. (1990). Play therapy with low achievers in reading (Doctoral dissertation, University of North Texas, 1989). Dissertation Abstract International, 50, 2789 DeGangi, G., Wietlisbach, S., Goodin, M., & Scheiner, N. (1993). A comparison of structured sensorimotor therapy and child-centered activity in the treatment of preschool children with sensorimotor problems. The American Journal of Occupational Therapy, 47, 777-786. Dogra, A., Veeraraghavan, V. (1994). A study of psychological Intervention of children with aggressive conduct disorder. Journal of Clinical Psychology, 21, 28-32. Duff, S. (1996). A study of the effects of group family play on family relations. International Journal of Play Therapy, 5(2), 81-93.

Fall, M. (1997). From stages to categories: A study of children's play in play therapy sessions. International Journal of Play Therapy, 6(1), 1-21. Freud, A. (1946). The psycho-analytic treatment of children. London: Imago. Freud, A. (1965). The psych-analytical treatment of children. New York: International Universities Press. Freud, S. (1909). The case of Little Hans and the Rat Man. London: Hogarth Press. Froebel (1903). The education of man. New York: D. Appleton. Guerney, B., Guerney, L., & Andronico, M. (1976). The therapeutic use of children's play. New York: Jason Aronson. Guldner, C.A., O'Connor, T. (1991). The ALF group: A model of group therapy with children. Journal of Group Psychotherapy, Psychodrama & Sociometry, 43 (4). Hambridge, G. (1955). Structured play therapy. American Journal of Orthopsychiatry, 25, 601- 617. Harris, Z. L., & Landreth, G. (1997). Filial therapy with incarcerated mothers: A five week model. International Journal of Play Therapy, 6(2), 53-73. Hug-Hellmuth, H. (1921). On the technique of child-analysis. International Journal of Psycho-Analysis, 2, 287-305. Johnson, L., McLeod, E. H., & Fall, M. (1997). Play therapy with labeled children in the schools. Professional School Counseling, 1(1), 31-34. Jones, K. D., Casado, M., & Robinson, III. E. H./ (2003). Structured play therapy: A model for choosing topics and activities. International Journal for Play Therapy, 12(1), 31-47. Kaduson, H., & Finnerty, K. (1995). Self-control game intervention for AttentionDeficit Hyperactivity Disorder. International Journal of Play Therapy, 4, 15-19. Kaduson, H. (1997). Play therapy for children with Attention-Deficit Hyperactivity Disorder. In H. G. Kaduson, D. Cangelosi, & C. Schaefer (Eds.), The playing cure: Individualized play therapy for specific childhood problems (pp. 197227). Northvale, NJ: Jason Aronson. Kaniuga, N. (1990). The development and use of a locus-of-control board game for 7 through 11-year old children (Doctoral dissertation, Western Michigan University, 1990). Dissertation Abstracts International, 51, 2625. Kazdin, A. E. (1991). Effectiveness of psychotherapy with children and adolescents. Journal of Consulting and Clinical Psychology, 59, 785-798. Kernberg, P., Chazan, S. E., & Normandin, L. (1998). The children's play therapy instrument (CPTI). Journal of Psychotherapy and Research, 7(3), 196-205. Kendall-Tackett, K. (1992). Beyond anatomical dolls: Professionals' use of other play therapy techniques. Child-Abuse and Neglect, 16(1), 139-142. Kot, S., Landreth, G., & Giordano, M. (1998). Intensive child-centered play therapy with child witnesses of domestic violence. International Journal of Play Therapy, 7(2), 17-36. Landreth, G., Allen, L., & Jacquot, W. (1969). A team approach to learning disabilities. Journal of Learning Disabilities, 2(2), 82-87. Landreth, G. (1972). Why play therapy? Texas Personnel and Guidance Association Guidelines, 21, 1. Landreth, G. (1991). Play therapy: The art of the relationship. Muncie, IN: Accelerated Development Press. Landreth, G. L. (2002). Play therapy: The art of the relationship. (2nd ed.). New York: Brunner-Routledge.

Leblanc, M., & Ritchie, M. (2001). A meta-analysis of play therapy outcomes. Counseling Psychology Quarterly, 14(2), 149-163. Lebo, D. (1953). The present status of research on nondirective play therapy. Journal of Consulting Psychology, 17(3), 177-183. Lowenfield, M. (1939). The world pictures of children: A method of recording and studying them. British Journal of Medical Psychology, 18, 65-101 Levy, D. (1938). Release therapy in young children. Psychiatry, 1, 387-389. Milos, M., & Reiss, S. (1982). Effects of three play conditions on separation anxiety in young children. Journal of Consulting and Clinical Psychology, 50(3),389-395. Morrison, T., & Newcomer, B. (1975). Effects of directive vs. nondirective play therapy with institutionalized mentally retarded children. American Journal of Mental Deficiency, 79, 666-669. Muro, J. (1968). Play media in counseling: A brief report of experiences and some opinions. Elementary School Guidance and Counseling, 3(2), 104-110. Myrick, R., & Haldin, W. (1971). A study of play process in counseling. Elementary School Guidance and Counseling, 5(4), 256-265. Nelson, R. (1966). Elementary school counseling with unstructured play media. Personnel & Guidance Journal, 45(1), 24-27. Phillips, R., & Landreth, G. (1998). Play therapists on play therapy (Part 2): Clinical issues in play therapy. International Journal of Play Therapy, 6(2), 1-24. Phillips, E., & Mullen, J. (1999). Client-centered play therapy techniques for elementary school counselors: Building the supportive relationship. The Journal for the Professional Counselor, 14(1), 25-36. Porter B. M. (1954). Measurement of parental acceptance of children. Journal of Home Economics, 46(3), 176-182. Ray, D., Bratton, S., Rhine, T., & Jones, L. (2001). The effectiveness of play therapy: Responding to the critics. International Journal of Play Therapy, 10(1), 85-108. Reade, S., Hunter, H., & McMillan, I. R. (1999). Just playing...is it time wasted? British Journal of Occupational Therapy, 62(4), 157-162. Reams, R., & Friedrich, W. (1994). The efficacy of time-limited play therapy with maltreated preschoolers. Journal of Clinical Psychology, 50, 889-899. Rogers, C. (1942). Counseling and psychotherapy. Boston: Houghton. Rogers, C. (1951). Client-centered therapy. Boston: Houghton- Mifflin. Russ, S.W. (1995). Play psychotherapy research. In Ollendick, T.H. & Prinz, R.J. (Eds.). Advances in Clinical Child Psychology, Volume 17. New York: Plenum Press. Shelby, J. S. (1995). Crisis intervention with children following Hurricane Andrew: A comparison of two treatment approaches (Doctoral dissertation, University of Miami, Coral Gables, FL, 1994). Dissertation Abstracts International, B 56(02), 11-21. Schaefer, C. (1993). The therapeutic powers of play. New Jersey: Jason Aronson. Schmidtchen, S., Hennies, S., & Acke, H. (1993). To kill 2 birds with one stone: Evaluating the hypothesis of a twofold effectiveness of client-centered play therapy. Psychologie in Erziehung und Unterricht, 40, 34-42. Springer, J. F., Phillips, J. L., Phillips, L., Cannady, L.P., & Kerst-Harris, E. (1992). CODA: A creative therapy program for children in families affected by abuse of alcohol or other drugs. Journal of Community Psychology, 20, 55-74. Tyndall-Lind, A. (1999). Revictimization of children from violent families: Childcentered theoretical formulation and play therapy treatment implications. International Journal of Play Therapy, 8(1), 9-25. Utay, J. (1991). Effectiveness of a cognitive-behavioral group play therapy intervention on selected aspects of social skills of third through sixth-grade students

with learning disabilities. (Doctoral dissertation, East Texas State University, 1991). Dissertation Abstracts International, 52, 2826. Waterland, J. (1970). Actions instead of words: Play therapy for the young child. Elementary School Guidance and Counseling, 4(3), 180-187. Wilde, L. (1994). The effects of the Lets Get Rational board game on rational thinking, depression, and self-acceptance in adolescents. Journal of Rational-Emotive and Cognitive-Behavior Therapy, 12, 189-196. Wong, S., Morgan, C., Crowley, R., & Baker, J. (1996). Using table game to teach social skills to adolescent psychiatric inpatients: Do the skills generalize? Child & Family Behavior Therapy, 18, 1-17.

[edit] Further reading

Play Therapy by Virginia Axline (original print 1947). ISBN 0-345-30335-0. Houfton Mifflin Company. Play Therapy: The Art of the Relationship by Garry Landreth (Second Edition 2002). ISBN 1-58391-327-0. Brunner-Routledge. Play Therapy Theory and Practice: A Comparative Presentation by Kevin O'Connor & Lisa Braverman (1996). ISBN 0-471-10638-0. Wiley.books

[edit] External links

Canadian Association of Play Therapy Association of Play Therapy Play Therapy International The Play Therapy Institute Play Therapy. ERIC Digest. Sandtray Therapy Play Therapy Australia Arquetipo Ludi (Spanish) British Association of Clinical Play Therapists British Association of Play Therapists [show]

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