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Play therapy is a popular and important intervention for many children with psychological problems and traumatic life experiences. Written by a renowned expert in the field, Introduction to Play Therapy provides a basic grounding in play therapy intervention, answering questions such as: · Who can play therapy help? · What are the best settings for play therapy? · How should you train in play therapy? A variety of models of working with play are explored, and an evaluation of the meaning of childhood is discussed in clear language, illustrated with clinical examples. This book will help adults who communicate with children in any role, be they parents, teachers or therapists.
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Dramatherapy is being increasingly practised in a range of
therapeutic settings and is of growing interest to theatre
practitioners and teachers. The Handbook of Dramatherapy brings
together five authors who have considerable experience of clinical,
artistic and educational work to provide an easy-to-read
introduction to the major models of dramatherapy. The authors
explain the differences between dramatherapy and psychodrama,
discuss its relationship with theatre art, look at assessment and
evaluation techniques, and argue the need for more appropriate
methods of research for this increasingly popular form of
therapeutic treatment. The Handbook of Dramatherapy provides a
comprehensive basis for theory and practice and will be an
invaluable resource for all students of dramatherapy and theatre.
Dramatherapy is being increasingly practised in a range of therapeutic settings and is of growing interest to theatre practitioners and teachers. The Handbook of Dramatherapy brings together five authors who have considerable experience of clinical, artistic and educational work to provide an easy-to-read introduction to the major models of dramatherapy. The authors explain the differences between dramatherapy and psychodrama, discuss its relationship with theatre art, look at assessment and evaluation techniques, and argue the need for more appropriate methods of research for this increasingly popular form of therapeutic treatment. The Handbook of Dramatherapy provides a comprehensive basis for theory and practice and will be an invaluable resource for all students of dramatherapy and theatre.
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In the past twenty-five years, the practice of play therapy has
increased exponentially in America and throughout the world. This
handbook brings together an international group of scholars and
therapists to address a wide variety of topics relevant to the
rapidly expanding field of play therapy. The primary goal of the
handbook is to provide play therapists with practical information
they can put into immediate use in their clinical work with
children and adolescents. Thus the focus is on advances in
assessment, theory, research, and practice that have universal
appeal, rather than on adaptations of play therapy to specific
cultures. Play therapists and students from diverse cultures,
professional disciplines, and theoretical orientations will find
this book to be a comprehensive resource for keeping abreast of
innovations in the field.
Play is one of the most creative opportunities open to a child, and
is becoming of increasing interest to therapists and others in the
caring professions. This book examines how children develop skills
in play as a way of being creative, and how they can use play as a
therapeutic process by mirroring their own life experiences in
their games. Ann Cattanach outlines the theoretical basis and
provides guidelines for work in this area. She examines the role of
the therapist, and the different methods involved in therapy, such
as creative free play and task-based play. Also covered is the use
of play therapy in different work settings, such as the education
service, the social services, and hospitals. She discusses the
needs of the therapist, including the importance of supervision.
The book contains case studies and ideas for working with
emotionally disturbed children, abused children, and children
facing death. Also included are notes and stories for the
refreshment of the therapist.
While paediatric healthcare professionals view play as the
treatment tool of choice for children under school age, the theory
and practice underpinning play-based therapeutic approaches often
remain less clear to individual practitioners. Paediatric
intervention approaches are increasingly being questioned, and
individual practitioners constantly asked to provide evidence-based
practice. In response, a more coherent understanding and fresh
discussion on children's play and utilisation of play for
therapeutic purposes is needed, especially as societal expectations
and lifestyles change. Play as Therapy provides background theory
and practical applications of original research on play assessment
and interventions used in therapy. The book offers a solid
foundation for identifying and assessing play dysfunction,
understanding play in different cultural contexts and
considerations when intervening with play. The practical approach
is underpinned by theory, research and case vignettes to explain
how to utilise play as therapy with challenging children.
In the past twenty-five years, the practice of play therapy has
increased exponentially in America and throughout the world. This
handbook brings together an international group of scholars and
therapists to address a wide variety of topics relevant to the
rapidly expanding field of play therapy. The primary goal of the
handbook is to provide play therapists with practical information
they can put into immediate use in their clinical work with
children and adolescents. Thus the focus is on advances in
assessment, theory, research, and practice that have universal
appeal, rather than on adaptations of play therapy to specific
cultures. Play therapists and students from diverse cultures,
professional disciplines, and theoretical orientations will find
this book to be a comprehensive resource for keeping abreast of
innovations in the field.
Praise for the first edition: 'Ann Cattanach writes with enormous
empathy and warmth, and with a refreshing lack of sentimentality...
[This] is an unpretentious and optimistic book, and a very positive
addition to recent publications.' - British Association of Play
Therapists 'I would recommend the book to anyone working in this
field. This is a well presented, clear and easy-to-read book,
providing a balanced mixture of factual information and case
material.' - British Journal of Occupational Therapy 'What
impressed me so much about this work was Cattanach's knowledge of
children and their inherent strengths as well as their
vulnerabilities. This practical and easy to apply book is
recommended for anyone who works with abused children and would
like further insight as well as practical and informative advice on
healing the traumatized child.' - Trauma and Loss: Research and
Interventions 'Her accounts of the way in which play is used to
make sense of traumatic experiences are full of insight and often
moving. All aspects of the work are covered. This is an exceptional
volume - goes far beyond a mere text book.' - Therapy Weekly This
second edition of Ann Cattanach's highly commended book explores
the use of play therapy with abused children as a way of helping
them heal their distress and make sense of their experiences
through expanding their own creativity in play. The book provides
practical ways of starting play therapy with abused children and
explains how the child can use this process for healing. Models of
intervention are described with consideration given to the
particular needs of the child and the work setting of the
therapist. Suggestions include short and medium term interventions,
individual/group and sibling work. This edition provides new case
study material, up-to-date information on relevant legislation on
children's rights and welfare and recent developments in research
in the field. This book is essential reading for professionals
working with abused children, as well as those interested in the
use of creative therapies.
Narrative play is a way of communicating with children using
imaginative stories and narratives to share and make sense of life
events. This book describes using narrative play therapeutically
with children who have lived in multiple families, children who
have problems with social understanding and children who have
learning difficulties. Ann Cattanach explains how children's
stories and narratives, whether they are about real or imagined
events, can be interpreted as indicators of their experiences,
their ideas, and a dimension of who they are. She demonstrates this
with examples of children's stories from her clinical experience,
and provides narrative play techniques and sample scripts both for
therapists and for parents whose circumstances require a
therapeutic parenting approach. This book is essential reading for
play therapists, social workers and other professionals working
with children, as well as parents and carers of children who are
experiencing social and/or learning difficulties.
Identity is formed through the narration of experience, and
children who experience difficult life events may need help in
forming and expressing their own narratives. Play therapy can be an
appropriate way of facilitating this kind of expression. This
manual describes the work of nine play therapists through the
narratives of children - and some adults - whose stories emerge
during their play therapy sessions.;These stories are not direct
accounts of real happenings but are imaginative, metaphorical,
complex and multi-layered. The life events they relate include
fostering, long-term illness, and the traumatic death of a close
adult. One chapter examines attachment in families and another
describes the Biography Laboratory project exploring story creation
through action research.
Supervisors who wish to employ a more imaginative approach to their
work will find concepts such as 'aesthetic distancing' and
techniques derived from dramatherapy - the use of myths and
stories, dramatic play and roles - particularly useful. Supervision
and Dramatherapy explores the ways in which dramatherapy techniques
and concepts can be applied to supervision, and looks at how
supervisions are conducted within the field of dramatherapy. The
contributors, leading dramatherapists from Britain, Continental
Europe, the United States and Israel, have written on the
historical background of supervion in dramatherapy, the process of
dramatherapy supervision, the training of
supervisor-dramatherapists, taking a dramatherapy approach to
business supervisions, the supervision of crisis intervention teams
and dramatherapy research. They offer insights into the
relationships between supervisor, supervisee and client, and the
dramatic roles that unfold during the supervision process. Drawing
on their own experiences in clinical and non-clinical settings, and
richly illustrating their accounts with examples from practice,
they offer exciting and creative ways of effectively supervising
dramatherapists and non-dramatherapists alike.
Arts therapists are becoming increasingly interested in process as
it is manifested in their work. The multiplicity of levels at which
process operates is the theme of this new book. What happens during
a therapy session is examined, as are the client's response, which
is experienced through the medium of the art form itself, and the
evolution of the relationship between therapist and client.
Perspectives from across the arts therapy spectrum are included,
with contributions from practitioners in dramatherapy, play
therapy, art therapy, music therapy and dance movement therapy.
Re-evaluating the nature of the practice, Process in the Arts
Therapies expands and develops the theory.
This study explores the potential of using stories to communicate
with children in therapy. The natural resilience of the children
allows them to distance themselves from events and create another
"reality" in the stories where children can communicate emotionally
without directly involving their emotions. The author seeks to show
how through encouraging the stories and participating in them we
can nurture both the children and their recovery process, and
enable them to learn to live with their experiences.;Examples of
stories by both childrn and professional authors are spread
throughout the book to reinforce the argument that stories are a
vital part of understanding the emotional and mental state of a
child.
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