AN INTRODUCTION TO THERAPEUTIC PLAY AND PLAY THERAPY For parents and carers Lara Kasza KAS 08987239

For Parents and Carers,Schools & Organisations

by Lara Kasza(Signs for Life:Play Therapy for Deaf children)

AN INTRODUCTION TO PLAY THERAPY

Contents:

Why do we need Play Therapy?

How do we know that Play Therapy works?

What are the benefits of Play Therapy?

Who is Play Therapy for?

What is Play Therapy?

The Play Therapy Toolkit

How can we use Play Therapy in your School or Organisation?

Safeguards

Contacts

Why do we need Play Therapy?

OUR GREATEST NATURAL RESOURCE IS THE MINDS OF OUR CHILDREN.

Walt Disney

YETof the 34,000 Deaf childrenin the UK40% will suffer from a mental health problemcompared to 25% of hearing children

(www.signcharity.org)

Statistics from Sign Charity and NDCS (National Deaf Childrens Society)5

How do we know that Play Therapy works?

This is a brief behavioural questionnaire commended by OFSTED

It measures total difficulties in terms ofEmotional symptomsConduct problemsHyperactivity/inattentionPeer relationship problems

as well as 5 strengths and pro-social behaviour

It is completed by the Referrer (usually the Teacher), the Parent/Carer and the Child before and after therapy. The score shows if there has been any improvement as well as our observation of the child.

Using Goodmans Strength & Difficulties Questionnaire (SDQ)From PTUK7

Teachers have identified the following as contributing tobetter academic results and more engaged learning: Good participation in group workCommunication with othersThe ability to take in informationThe ability to concentrate on work

They also want:A reduced number of exclusionsImproved attendance rates.

Do you agree? What would you like to see?

The aim of Play Therapy in schools is to help children increase their ability to learnby alleviating their social, behavioural and mental health problems.From PTUK research programme8Results based on the Teacher's Wish-list:PTUK has developed the largest research statistics of the effectiveness of Play Therapy, starting in 2004. In effect, between 74% and 83% of children receiving Play Therapy, delivered to PTUK/PTI standards, showed a positive change (Jeff Thomas, Research & Communications Director, August 2011). 9What do parents hope to see?

An increase in her self-confidenceHigher self-esteemHelp him improve his concentrationTo be happyTo be ok with her friendships going up and downTo be able to control his emotions specially his angerTo be better able to express herself

What would you like to see?You can discuss these with your childs therapist.

What are the benefits of Play Therapy?

It helps physical, emotional and social developmentIt fosters imagination and creativityIt encourages concentration and confidenceIt helps children to make friends and learn about their worldIt allows them to learn from their mistakesIt helps in forming relationshipsPlay builds new neural pathways by releasing chemicals in the brain- these anti-anxiety chemicals, opioids and oxytocin, increase a sense of well-being and modify the effects of trauma

IT IS OFTEN USED WHEN SIGNING/TALKING THERAPY DOES NOT WORK

From PTUK12

Who is Play Therapy for?

Play Therapy is for children:

Who are under performing: academically, socially, culturally or physically or showing signs of delayed development

Have behavioural problems

Have communication problems

Have been traumatised or abused

Are affected by bereavement or loss, separated or divorced parents

Are withdrawn or aggressive, have been bullied or are bullies

Have unauthorised school absences or been excluded

Are statemented or on a Child Protection Register and plan

Deaf-aware play therapy is tailored for children who are:

Profoundly Deaf, either pre or post-lingually, with either hearing or Deaf parents

Are deafened, hard of hearing, or have any hearing impairment

Are BSL or SSE users

Are predominantly oral Have a cochlear implant

Hearing children with BSL-using, Deaf parents or siblings.

What is Play Therapy? Play Therapy is a safe and containing therapeutic relationship between a therapist and a child in which the child is free to use a variety of play and creative arts techniques (called the 'Toolkit) to work through emotional, behavioural and social problems that are preventing the child from realising their potential.(PTUK)

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To sum up it is:

A method of helping children with behavioural and emotional problems to help themselves.

Play is a natural medium for the childs self-expression it is essential for development. Provides an opportunity to play out their feelings and problems.

It has a therapeutic objective of bringing a child through a process towards self-responsibility.

By providing a free atmosphere within safe boundaries the adult allows the child complete freedom to express themselves physically, verbally and with the play things.

It is non-directive, non-interpretative, child-centred and based on Axlines 8 principles.

From PTUK17

Warm and friendly relationshipAccepts child as isEstablishes a feeling of permissionReflects back so the child gains insightResponsibility to make choices is the childsChild leads Therapist followsDoes not hurry the therapyOnly a few limitations so that there is an anchor to reality and the child is aware of responsibilities

Virginia Axlines 8 Principles:

The Play Therapy Toolkit:

Includes:Sandtray and figurinesDolls House and cookerPuppetsArt and craft materialsClay, play doh and plasticineBoard games, activity gamesTherapeutic storytellingMusicDance & movementCreative visualisationsMasks

What happens in Play Therapy & how does the Toolkit benefit the different areas of a childs development?

Toolkit:Area developed:From PTUK20

How can we use Play Therapyin your School or Organisation?

As part of your ethos, commitment and policy of care for the children you support, Play Therapy:Responds to Every Child Matters offering children vital extra support to develop their full potential. Can provide the early intervention needed for at-risk children. Compliments your child-centred approach to the education and care of your pupils. Enables children to be more receptive to learning.Demonstrates your commitment to the SEAL(Social and Emotional Aspects of Learning) objectivesby addressing your pupils social and emotional needs.Addresses the principles of the National Curriculum inclusion statement by responding to pupils diverse learning needsCan reduce exclusions and increase school attendance.Fulfils the recommendation of Play Therapy required for some children as part of their Child Protection Plan. The work for Social services is paid by them directly and need not affect the school budget.

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Requirements needed for safe practice in schools, centres and organisations:

Safe play room (consistent)Assurance that sessions will not be interruptedTime for sessionsAssessment and post-therapy evaluations using SDQsAssured time-tablingAgreed scheduling/advance notification of changesAgreed communication protocolsParental consentParental involvementAssessment of all children at appropriate stages

From PTUK23

Integrating Play Therapy with your School or Organisation:

Boundaries in the classroom and the playroom are very differentCommunications between the play therapist and staff will respect childs confidentialityNeed for clear protocols can share progress but not details of the childs processCollaborative assessmentsFor play therapyFor measurement

From PTUK24

Safeguarding clinical work:

PTUKs Ethical FrameworkClinical SupervisionCRB and InsuranceReview Sessions with Teacher, Parents and ChildClinical GovernanceRegular ReportingPre and Post Outcome Measurements

From PTUK25

THANK YOU!