What is Play Therapy?

Play therapy is an effective therapy that helps children modify their behaviours, clarify their self-concept, understand  their emotions and build healthy relationships. In Play therapy, children enter into a dynamic relationship with  the therapist that enables them to explore, express and make sense of  their difficult or painful experiences. It helps children find healthier ways of communicating, develop fulfilling relationships, increase resiliency and facilitate emotional literacy.

Children use play as a form of communication, play is their natural form of expression. Often children referred to Play Therapy have limited words to describe their thoughts, feelings and perceptions of their internal and external

world.

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Who could it benefit? 

Play Therapy is mostly used with children in primary schools and some adolescents. A child could be referred for any of the following reasons:

 

• Not achieving their full potential; academically or socially

• Low confidence/self-esteem

• Suffered bereavement or loss

• Parental separation, divorce or conflict

• Trauma

• Behavioural problems

• Social exclusion/ issues with social interaction

• Bullying

• Nightmares or disturbed sleep

• Neglect/Abuse

• At risk of being/is excluded from school

• Communication problems

• Selective mutism

• Attention Deficit Disorder

• Autism

• Anxiety, stress or phobias

• Witnessed domestic violence

• Fostered or adopted

• Difficulty to concentrate

• Displaying inappropriate behaviour

• Doesn’t play

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How Play Therapy works in Schools?

 Play Therapy generally follows a standard procedure. This includes:

1. Referral from a teacher, learning support assistant , other professional or parent/ carer;

2. Referral discussion and liaison;

3. Consultation with parent/carer

4. Assessment of the child;

5. Play Therapy;

6. Review sessions with parent/carer;

7. Regular review sessions with teaching staff

8. Endings

9. Discussion with teaching staff to pass on strategies to help the child in class.

 

Play Therapy needs both teaching staff and parents/carers to be involved in the Play Therapy process. It is important to note that ending Play Therapy needs to be done sensitively over several weeks. Premature or unplanned endings are detrimental for the child.

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How does Play Therapy work?

Rather than having to explain what is troubling them, as adult therapy usually expects, children use play to communicate at their own level and at their own pace, without feeling interrogated or threatened.

The therapist will have a large selection of play materials from which the child may choose. These may include art and craft materials, dressing up props, sand  and water, clay, small figures and animals, musical instruments, puppets and books.  The Play Therapist will enable the child to use these resources to express him or her- self without having to provide verbal explanations.

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How do we know it works?

Clinical Governance. When a child is referred, the referrer will complete a questionnaire about the child’s behaviour. This may be a teacher, parent or both. The data on the forms is confidential and kept by the therapist following GDPR guidelines. Review meetings will discuss child’s  progress observed by parents/carers and teaching staff. On completion of Play Therapy sessions referrers will each complete follow-up questionnaires. Pre-and Post therapy details are then analysed to determine any changes, thus monitoring effectiveness of Play Therapy intervention.

Play Therapy in School is effective because…

• It is a familiar and safe environment for  both  children  and their parents/carers and it is accessible to all children

• It provides consistency and reliability

• School staff often have an unique perspective on children in their care and can identify difficulties and changes early on. They interact closely with children in their care  and therefore can help to support their development, learning and behaviour.

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A child, through play therapy, may:

• gain greater self-awareness

• increase responsibility for themselves and their actions

• increase self-acceptance and recognition of their feelings

• develop greater self-control

• increase decision-making and problem solving skills

• explore resolutions

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The Five Essential ‘C’s of Play Therapy

It is important for school staff to be familiarised with the five essential C’s of Play Therapy:

 Confidentiality—Play Therapy has to be private to allow the child to feel safe enough   to   explore difficult   and   painful

experiences.

Consistency—Play Therapy takes place at the same time, in the same place each week. It is important that no changes of attendance   occur,   even   when   the   child is disruptive or challenging.

Commitment— The Pay Therapist, teaching staff and parents/carers are committed to helping the child. This requires patience, trust and dedication to the Play Therapy process.

Consent—Before the Play Therapy  can start, the parent/carer must give a written consent  to  Play Therapy.  The child must also give a verbal consent before starting.

Child Protection—Play Therapist adhere to the School’s Child Protection procedures,  The  Children  Act  (2004)  and  Local Authority Child Protection procedures.

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