USING PLAY IN THE SCHOOL SETTING

Angie Sievert-Fernandez, PhD, RPsy, CCLS

OBJECTIVES OF THE WORKSHOP

to provide participants an introduction to play and play

therapy in the school setting,

to orient participants on basic principles and techniques

for conducting PT and

to learn experientially by undergoing a part of the process

themselves.
Today

•  Review PLAY concepts

•  What is Play Therapy?
•  Play Therapy in the School
Setting
 Why ?
“Toys are their words and
play is their language”
Dr. Garry Landreth
 freely
chosen

intrinsically non-
motivated literal

actively
engaged
by the
participant

pleasurable
What Does Play Do For Children?

allows children
to experience a is critical to
wide range of
how children’s
emotions and
through practice, brains
can learn how to develop.
manage these

helps children’s
muscles to develop
and can help to keep
them fit and healthy
What Does Play Do For Children?

way of
experimenting way of
with and releasing
exploring the stress and
world around
“letting off
them; develop
social skills and steam”
build friendships

influences a child’s ability to

be adaptable and resilient, to
cope with stressful events and
therefore enables them to
support their own well-being
 What the child has experienced

Play
Reactions to what was experienced
is the symbolic
language of
Feelings about what was experienced
self-expression
and can reveal:
What the child wishes, wants or needs

The child’s perception of self

Is defined as a dynamic interpersonal relationship between a
child (or a person of any age) and a therapist trained in play
therapy procedures who provides selected play materials and
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.

Therapy
 uses a variety of play and creative
is a counseling arts techniques to alleviate
method used to chronic, mild and moderate
help children psychological and emotional
communicate their conditions in children that are
causing behavioral problems and/
inner experiences or are preventing children from
through the use of realizing their potential.
toys and play

THERAPY
“Play is the child’s symbolic
language of self-expression, and
for children to “play out” their
experiences and feelings is the
most dynamic and self-healing
process in which they can engage.”
Erikson, 1940
 Play Therapy Approaches
Directive Non-Directive
—  Uses structure to create (or Child Centered PT - CCPT )
the play situation to lead —  Allows the child to lead
the child in directions the play
that are seen as
beneficial in therapy.
—  Is based on respect for
the child and confidence
—  Therapist is both director in his or her ability to
and facilitator of the direct his or her own
therapeutic process and process.
assumes the
responsibility for
choosing session topics
and activities.
 What Do Children Learn in CCPT?
to accept themselves

to respect themselves
to assume responsibility for
themselves
to be creative & resourceful in
confronting problems
self-control & self-direction

to make choices and to be

responsible for their choices.
 “Only when the child begins to feel safe, accepted, and
understood will the child begin to explore and express
those experiences that are most emotionally meaningful.”

Landreth (2002)
 The child and not the problem
is the point of focus.
When you focus on the problem,
you lose sight of the child.
We can use Directive Play Therapy when
child is older and needs developmentally
appropriate play.

younger child with pre‐verbal trauma and gaps in

sensorimotor level of development

when time or number of sessions is limited

there is a current crisis that needs problem‐

solving and child doesn’t have that skill

when there is stagnant post‐traumatic play

when child is stuck in “battle zone” of parents

separating and other abuse
 The main difference :

The role that the therapist takes on in

the process.
 ESTABLISHING THE
THERAPEUTIC RELATIONSHIP
Enter into children’s
play and you will find
the place
where their minds,
hearts and souls
meet.
Virginia Axline
Axline’s (1969) 8 basic principles
(1)  Develops a warm and caring relationship with the
child.

(2) Accepts the child as he is.

(3) Establishes a feeling of permission in the

relationship so that the child feels free to express his
feelings completely.

(4) Is alert to recognize the feelings the child is

expressing and reflects these feelings back in such a
manner that the child gains insight into his behavior.
(5) Maintains a deep respect for the child’s ability to solve
his problems and gives the child the opportunity to do so.

(6) Trusts the child’s inner direction, allows the child to

lead in all areas of the relationship and resists any urge
to direct the child’s play or conversation.

(7) Appreciates the gradual nature of the therapeutic

process and does not hurry the process along.

(8) Only establishes those limitations necessary to

anchor the therapy to the world of reality and to make the
child aware of his responsibility in the relationship.
Distinctive Qualities of
Therapeutic Responses
Non-verbal skills
physically showing keen
striving to be congruent
interest in the child
with the child’s expression
throughout session

should not only match the

level of affect displayed by
the child but should also
convey a sense of
genuineness
Verbal skills

Brief and Interactive

Reflecting Nonverbal Play Behavior: Tracking:

“You’re painting lots of colors on that”
“Now, you’re putting that one there”
That one just crashed right into the other one”
“Hmmm that just fell.”
Reflect Feelings:
“Hmm.. Wondering how that locks?”
“You feel frustrated when those keep falling.”
“You’re just so busy that you want me to get the paints for you.”
“That’s really funny to you.”

Reflect Content:
“What do you do with this?” – “In here you can decide”
“Hey, it’s a bomb!” – “Just blew that car up!”

Match Child’s Level of Affect

Build Self-Esteem:
“You know how to make that work.”
“You have something in mind.”
“Looks like you have a plan.”
“There you got it open.”
“You remembered where that was.”

Avoid asking Questions

Facilitate Decision Making and Return Responsibility:
“What color is the moon?” – “The moon can be any color you want it to be.”
“Will you take off my shoes?” – You can take off your shoes if you want them off.”
“What pictures do other children draw?” – Well, in here, the important thing is the
kind of picture you like to draw.”
“Show me what you want me to do?”

Avoid Labeling Toys

Non-evaluative. Do not Praise

All skills, verbal and nonverbal, are used
to communicate four healing messages
or attitudes to the child:
Therapeutic Limit Setting
How to Set Limits : ACT

Acknowledge the child's feelings,

wishes, and wants

Communicate the limit

Target acceptable alternatives

When limits are broken

—  Indicate the play item will be off limits for the rest
of the session.

—  Make the decision the child’s choice.

—  Deliver the choice without punishment or
rejection.

—  Follow through with the consequence immediately.

Practical Considerations for
Play Therapy in the Schools

—  A Place for Toys

—  Real-life toys
—  Acting out or aggressive
release toys
—  Toys for creative expression
and emotional release
 Real Life Toys Aggressive Toys

—  Doll house and —  Handcuffs

furniture with doll
family
—  Toy gun

—  Animals —  Rope

—  Transportation —  Soldiers

—  Pacifier —  Aggressive
puppets
—  Play dishes &
cups
—  Pounding bench

—  Two telephones —  Bop bag

 Toys for Creative Expression
—  Crayons
—  Play Doh
—  Craft Supplies
—  Paint and easel
—  Sand/ water table
—  Nerf ball
—  Masks
 Practical Considerations for
Play Therapy in the Schools

—  School Schedule
—  Format and Length of
Therapy
—  Gaining the Support of
Administrators, Teachers
and Parents
Starting to work with children
Referral

Initial
Contact

More
Sessions

Termination
Challenges of PT in School Setting

Lack of time Support of the

Lack of PT
(consistency of administration
training
sessions) and teachers

Availability of Counselors’
Availability of
resources of other roles and
room/ space
play equipment responsibilities
Children’s games are hardly games,
Children are never more serious
than when they play.
MONTAIGNE, Essays
 Contact Details
Pain Management & Wellness Center
Manila Doctors Hospital,
UN Avenue, Manila
02-5243011 loc 4525
09171225136

Pain Management Center

St. Lukes Medical Center,
Global City, Taguig
02- 7897700 loc 2093
09771397127

asievert.fernandez@kythe.org
Websites

Kidlutions.com

thehelpfulcounselor.com

The Key Jar