Play Therapy

December/January Play Therapy Wrap-Up

Gary — Wed, 01 Feb 2012 21:51:20 GMT

Hope everyone had a great holiday season. Mine was quite busy and I didn't get around to posting a wrap-up for December, but here I have some notable dispatches from the world of play therapy over the last two months.

-Part of a play therapists job is selling the process itself as the unique and effective form of therapy that it is. The person writing into this advice column is a good example of a parent who is uncertain about whether or not their child needs therapy. Many, if not most, clients won't be especially familiar with play therapy and it's important to give them a feeling of confidence in it's healing powers. Here's a clip from a seminar about engaging parents and professionals. Also, here's a list of articles on the fundamentals of play therapy.

-Legos have been recognized for their educational and skill-building benefits for children, but studies are finding that the systematic nature of the toy is particularly appealing to individuals with Autism Spectrum Disorder. Check out the ASD Aid website to learn more about Lego Therapy. You might also be interested in checking out Autism Speaks' new video glossary. And here's a great article on why Autism diagnoses often change.

-The Journal of Sandplay therapy has a nice recap of the first Sandplay Therapists of America assembly this past October. And here's a great article on the instructive power of sandplay.

-ADHD is one of the most frequently diagnosed childhood disorders, and it's important for child clinicians and educators to know the facts. Here's a great resource from the Arizona Office for Americans with Disabilities.

-It wouldn't be a proper monthly recap without a great new article from Liana Lowenstein's website: Creative Interventions to Assess Children and Families.

-Speaking of getting creative, Creative Counseling 101 challenges all play therapists to make the most of what you've got with The Mystery Counseling Session.

-In the November wrap-up I mentioned David Crenshaw's website as a great resource for play therapists. I've been searching around on the site a little more, and found that in addition to the many great articles (such as this one on animal-assisted therapy), there are also some great youtube videos available.

-Here's an interesting article on the effectiveness of theory-based interventions. And here's more on the science front: some research is suggesting a new kind of praise to help children succeed in school.

-Family Psychological Services is offering some interesting webinars this year at affordable prices.

Don't forget, you can go to myplaytherapypage.com for more news articles, upcoming play therapy events and workshops, and more.

Hope everyone has a great February. I'll leave you with this classic Sesame Street clip in which Bert and Ernie play the Feelings Game.

No sand tray? No problem!

Gary — Thu, 15 Dec 2011 19:30:48 GMT

One of our readers has submitted this great idea for creating a sand tray alternative. Thanks, Lisa! Submit your own ideas or play therapy articles to receive gift certificates at ChildTherapyToys.

One thing therapists can do, even with the help of their child clients, is make colored rice for a rice bin instead of a sand tray by using white rice, vinegar, and food coloring. The kid can help "make" the colored rice in session (make sure ziploc bag is sealed well). Combine all colors in a bin, and use as alternative to sand. Easier to sweep or vacuum up than sand is! Kids love it!

-1 tsp vinegar

-1 cup raw white rice

-5 (or more) drops of desired food coloring

Place in baggie, shake so that color spreads, allow to dry for 48 hours or bake in the oven for 45 mins at 200 degrees.

Hope other therapists can use this! I LOVE it, as do my clients!

November Play Therapy Wrap-Up

Gary — Sat, 10 Dec 2011 18:25:31 GMT

Another interesting month in the world of Play Therapy. Get all the November news here. Here's some highlights:

-This article provides many useful Q&A resources for counselors and other child-therapy practitioners. The sites deal with grief, social/emotional issues, and general counseling. Very bookmark-worthy!

-When a therapist becomes involved in a divorce case, he or she must be very mindful of the process and of the decision-making rights of the parents when it comes to case notes. Here's a brief but important article on how to avoid mishandling the situation.

-Linda Lowenstein is always adding great articles to her website. The two most recent great reads include an article on stress management and one on the effects of addiction on families.

-Congratulations to Dr. Robert D. Nolan of Florida for being named the 2011 David Lawrence Jr. Champion for Children. Here's an impressive article about his contributions to the field of play therapy.

-Sandplay Voices is an excellent resource for articles, power point presentations, training opportunities and more. It's also a great resource for finding other great resources, such as the Center for Practical Play Therapy Techniques website run by Dr. David A. Crenshaw, which is full of valuable play therapy information.

-For those of us who didn't attend the 21st International Congress for Sandplay Therapy this August. The event was held in Switzerland (the homeland of Sandplay pioneers Dora Kalff and C.G. Jung) and appears to have been a very enriching experience. Here's a write-up in the Journal of Sandplay Therapy.

-A horse is a horse of course of course but they also have a capacity to heal. I've been seeing more and more articles about animal therapy in the past year.

-Bop bags and board games will always be great tools to use in play therapy, but there are also ways to utilize newer technology in the therapeutic process. Here's a very cool video about using digital technology in play therapy with children.

-Here's a great three-part article on Filial Therapy by Rise Van Fleet. Find lots of other articles and information at the Family Enhancement & Play Therapy website.

-Having just wrapped up another great conference in Sacramento, the APT is already gearing up for the 2012 conference in Cleveland. Aside from the big show, there are lots of other play therapy events upcoming in 2012. But not all play therapy learning has to involve travel and expense. For example, you could attend a virtual conference just by watching this series of videos on youtube. Another great way to expand your therapy repertoire from home is through the Colorado School for Family Therapy's distance learning classes. Aside from Play Therapy courses, they offer certification programs in Marriage and Family Therapy, Sandplay Therapy, Art Therapy, and more.

Check out our resources page for our full list of upcoming events.

Happy Holidays!

Eleven Warning Signs of Mental Illness in Children & Adolescents

Gary — Thu, 10 Nov 2011 18:39:00 GMT

The “Action Signs” Project is a new tool kit to help identify children with mental health disorders. Approximately fifty percent of serious mental health conditions manifest themselves by the age of fourteen and as many as one in ten youngsters has a serious mental health condition that impairs their functioning in either home or school or in the community. Family practice doctors and pediatricians are in an ideal position to identify these children, and the eleven signs identified in The “Action Signs” Project can be extremely useful.

The “Action Signs” Project tool kit that was recently released by the REACH institute and was funded by The Substance Abuse and Mental Health Services Administration. The authors of the tool kit spent the last ten years sifting through studies and interviewed more than 6,000 families and children in an effort to identify the most efficient and simplest method for identifying the most serious mental health disorders.

The researchers identified eleven signs that require immediate action. They include severe mood swings that cause problems in relationships, intense worries or fears that get in the way of daily activities, sadness that lasts more than two weeks, or sudden and overwhelming fear brought on for no apparent reason.

Dr. Peter Jensen, a Mayo professor of psychiatry, was the principal investigator on this study. He noted that there is frequently a disconnect that occurs between what a child says and how a parent interprets that message. For example, four to five percent of parents respond “yes” when asked if their child has “ever talked about wanting to kill himself or made a plan to do so?” But then, when a follow up question is asked, “Has he seen anyone for that,' they'll say ‘no’ two out of three times," Jensen said in an interview with Minnesota Public Radio. Jensen said part of the problem is that parents don't always recognize when the threats or behaviors their children display aren't normal.

The 11 action steps listed in The “Action Signs” Project are designed to make these situations very clear. For example a child who has severe Attention Deficit/Hyperactivity Disorder is described in these 17 words: "extreme difficulty in concentrating or staying still that puts you in physical danger or causes school failure".

It should be noted that that the eleven action signs won't be able to identify every child with a mental health problem. The developers of the tool kit suggest the tool kit will identify at least half of the children who are currently undiagnosed.

These are the eleven signs:

Feeling very sad or withdrawn for more than two weeks.
Seriously trying to harm or kill yourself, or making plans to do so.
Sudden overwhelming fear for no reason, sometimes with a racing heart or fast breathing.
Involvement in many fights, using a weapon, or wanting to badly hurt others.
Severe out-of-control behavior that can hurt yourself or others.
Not eating, throwing up, or using laxatives to make yourself lose weight.
Intense worries or fears that get in the way of your daily activities.
Extreme difficulty in concentrating or staying still that puts you in physical danger or causes school failure.
Repeated use of drugs or alcohol.
Severe mood swings that cause problems in relationships.

The full report can be found at : www.thereachinstitute.org/files/documents/action-signs-toolkit-final.pdf

October Play Therapy Wrap-Up

Gary — Sat, 29 Oct 2011 17:11:42 GMT

Here's some highlights from all of the articles and resources I've gathered this month for MyPlayTherapyPage.com.

-Perhaps the biggest news is the recently-released results of a ten year study of the overall impact of play therapy, about which I posted a blog earlier this month. You can read a short summary here, but the full report is a must-read for any play therapist.

-"A weed will grow anywhere," Hankin said, "but if you're an orchid, you're probably more reactive and responsive to your environment. If you have a really negative, punishing environment, you're probably not going to grow up to be a beautiful orchid." This is a very interesting article on nature vs nurture.

-The Calgary Herald had two eye-opening articles about the treatment of mental health issues in Canadian schools. The first reveals that only one in four children receive proper treatment, and the second looks at the complicated-but-significant relationship between family income and children's mental health.

-Helping children deal with the grief of losing a loved one can be very difficult from a therapeutic standpoint. This is a moving article about one school counselor's experience at a camp for children dealing with grief.

-Logical fallacies are easy to fall for and important to avoid as a psychologist. Here are 22 types of logical fallacies in psychology, a very handy reference that might take you back to your college days. It also might be helpful to you as the election season heats up.

-The effects of bullying on children has been in the news for a while now, and this CNN study takes an interesting look at the reasons children bully their peers, suggesting that it's not so simple as the big preying on the small, but has much more to do with vying for social status. I also came across this straightforward and useful article about how to recognize and manage aggression in children.

-This is a touching story about a disrupted adoption, abandonment issues, and the ways a child copes. Find more adoption articles here.

-There hasn't been much sand play therapy news lately, but here's a review of Grace Hong's book Sandplay Therapy Research and Practice, and another for Working With Children to Heal Interpersonal Trauma: The Power of Play edited by Eliana Gil. Read more book reviews here.

For all of this month's Play Therapy news click here. And don't forget to check out upcoming play therapy workshops and conferences.

Hope everyone has a great November!

Fishing for Feelings Card Game

Gary — Sat, 29 Oct 2011 16:15:57 GMT

Here's another great therapy idea from one of our readers. Thank you to Robin Whisnant for submitting. Submit your own ideas or play therapy articles to receive gift certificates at ChildTherapyToys.

Fishing for Feelings Card Game

Materials needed:
-Children's fishing pole (available at department store) or pole with string attached
-magnet (available from a craft store)
-Feelings Cards (available from ChildTherapyToys.com)

Assembly:
-Attach magnet to the end of the fishing line, and paper clips to the Feelings Cards.

The object of the game is to pick up as many feelings as you can with the fishing pole. The client removes each feeling caught and talks about a time they had that feeling. Therapists can play and model for the client. This is an especially fun game for groups. Group members can form teams and work together. This game promotes sharing, healthy competition, team work, appropriate expression of affect, and development of a feelings vocabulary. Fishing for Feelings is suitable for kids and teens, in individual sessions or in group. Fishing is a great family activity, and there are many children who have never been fishing before. This idea can be shared with parents who might be inspired to take their child fishing!

Feelings Jenga

Gary — Sat, 22 Oct 2011 15:43:19 GMT

We received another great therapy intervention that I wanted to share with our readers. Submit your own for a chance to get free stuff at ChildTherapyToys.com. Learn more here.

A great use of an inexpensive store-game is as follows:
Use a Jenga or generic Jenga set (Big Lots sells one for $6.99). On each of the blocks, write the name of an emotion with a Sharpee pen. As each player pulls out a block, they must tell the other players in three sentences about a situation that caused that emotion, what thoughts surrounded the emotions, and what they did in response to that emotion. Example: a child pulls the block labeled "fear" and tells the other players "Two years ago my daddy went to jail. I was afraid that he would never come back home. I did not talk to anyone for a week." It is a good ice breaker for new clients and as a tool to get both children and adolescents to open up.

Thanks to Lauren Fera for submitting. Children who enjoy this game might also enjoy Totika, where players answer questions to promote personal growth, self-esteem and life skills while trying to keep the stack from falling over. The game comes with five decks of question cards allowing you to expand the game to cover a wide variety of domains and issues.

Quantifying the Success of Play Therapy Intervention

Gary — Sun, 09 Oct 2011 15:51:16 GMT

Play Therapy UK recently released the results of a ten-year research program aimed at an estimate of the effectiveness of play therapy intervention. The report is called 'An Effective Way of Alleviating Children's Emotional, Behaviour and Mental Health Problems - the Latest Research' and it's comprehensive approach and important results make it well-worth mentioning in a blog post. With useful charts and uncomplicated language, the report sheds light on the impact play therapy intervention is having on the lives of individuals receiving the therapy, as well as society as a whole. As you will read, the results are encouraging, showing a 74-83% positive change in children referred for the therapy. It also considers such factors as age, gender, length of treatment, type of treatment (group, sand tray, puppets, etc.), and nationality. It even does a cost-benefit analysis of play therapy, analyzing the money put into play therapy programs and the return received by society. This is a must-read for any practitioner. What do you think of the results? Share your opinions in the comments section.

My Conflict and Solution Book

Gary — Sun, 09 Oct 2011 15:01:52 GMT

A couple months ago we announced an opportunity for readers to submit their own play therapy ideas, interventions, or articles to the blog. Those chosen will be posted to the blog and the author will receive a $25 gift certificate to ChildTherapyToys.com. They will also be eligible for a $100 gift certificate for the public agency or program of their choice. (Read more here.)

Without further ado, here is a very useful activity submitted by Mayra Arreola, a Bilingual School Psychologist:

My Conflict and Solution Book
Activity Goal: Assist children to develop the skills necessary to identify a conflict, think of solutions, and select the best solution to the conflict.

As an introduction to each counseling/therapy session, the child is asked to share a conflict they encountered and brainstorm about solutions. Once the best solution is selected, the child is asked to fold a sheet of paper in half. On one half they draw the conflict and on the other half the solution to the conflict. They write a sentence about the problem and a sentence about the solution under each drawing. Once there are 10-20 drawings/sheets, a book cover can be made with construction paper, and a book can be created by stapling or using yarn to bond the drawings together inside the cover. The child learns the skills and acquires a sense of accomplishment by creating their own book.

Thanks, Mayra.

All entries are only accepted by email. Send to gary@childtherapytoys.com.

September Play Therapy Wrap-Up

Gary — Sat, 01 Oct 2011 17:14:05 GMT

Hello everyone. I found more great news articles and resources this month that I wanted to share. Here is a smattering of highlights. For all of September's Play Therapy news, go to our news section at MyPlayTherapyPage.com.

-This newsletter from the New England APT includes a great short article by Laurel Hemmer, a recap of a presentation by Linda Lowenstein, and more. Speaking of Linda Lowenstein, as usual she has posted more great articles to her site this month. The first takes a thorough look at Oppositional Defiant Disorder, and the second deals with child abuse.

-This article, posted a day after the 10th anniversary of 9/11, takes a look at our nation's collective post-traumatic reactions to the tragedy, and suggests ways to continue the healing process. This September has seen it's share of traumatic events, as well. Namely with the devastating wildfires spreading across the South Central regions of Texas. Though the devastation has abated, this article provides some excellent advice on how to talk to your children in such intense and terrifying events.

-This article provides 20 of the best resources and search engines for high school counselors.

-Play therapy with autistic children takes many different approaches.This video provides an interesting look at a play therapy session in which the practitioner takes a less restrictive approach in order to encourage a longer attention span. I also came across this very moving essay excerpted from Tom Fields-Meyer's book "Following Ezra: What One Father Learned About Gumby, Otters, Autism, and Love From His Extraordinary Son". Great title.

-When it comes to parenting, setting some ground rules is important. But it's also important to acknowledge that every child is unique and your parenting style must be tailored to their specific personality. A recent study suggests that doing so can have profound effects on symptoms of depression and anxiety in children.

-This article is a bit dated, but clearly there has not been a decrease in exposure to movie violence.

-Results from a study performed in 2008 have shown that the neural development of children of low socioeconomic status can be different than that of their more privileged peers. In fact, their brain functioning tends to resemble that of stroke victims. This is one of the most interesting articles I've read in weeks.

-Yoga has been on the rise for years and it looks like it's finally making it's way into the world of play therapy in New Jersey.

-This article is a useful resource for diagnosing and treating mood disorders in children and adolescents.

-Congratulations to the Child Advocacy and Play Therapy Institute at the University of Mississippi for being named an Approved Center of Play Therapy Education by the APT!

-This article isn't new, but it's definitely worth a read. Two Harvard staffers discuss play-based vs. skills-based curricula and suggest that play-based learning teaches empathy, as well as an openness to learning, both of which are crucial to academic and social-emotional success.

-Looking for a practical reason to make a trip to Italy? Perhaps you should attend the Play Therapy Institute in Tuscany next March. I must admit the description is tempting:

"An international play therapy study institute set in a picturesque 14th century villa on a mountainside in Tuscany. Learn about play therapy from American and Italian mental health professionals. Visit ancient Italian cities on day trips including Florence, Pisa, Assisi, Siena, and Lucca. Meet other graduate students and mental health professionals from throughout the United States and Italy."

Visit our articles and resources site for our full list of upcoming play therapy events.

Have a brisk and beautiful October!

August Play Therapy Wrap-Up

Gary — Fri, 02 Sep 2011 16:44:02 GMT

-The month started out on a sad note with news of the passing away of Hanna Segal, British psychoanalyst and pioneer of play therapy. The New York Times published a this profile of her life and accomplishments in the field.

-One of the toughest things about parenting is trying to enforce a certain amount of discipline without restricting the autonomy of your child. This is an interesting article on the dangers of being the "cool parent."
It is indeed hard to strike a balance, but this article posted to Linda Lowenstein's website provides some simple and effective suggestions.

-Here is an interesting, in-depth article about the writer's discovery of and initial experiences with sand tray therapy. And here's another article on the healing power of sand. And, lastly, a video testimonial by a mother whose daughter was able to express her feelings through sand tray therapy.

-It's always interesting and inspiring to hear about a new way Play Therapy is being used to help those in need. At the University of Tennessee a researcher is using Play Therapy to address speech and language difficulties in children with cleft palates.

-This article emphasizes how important it is for us to keep educating our clients about the benefits of medication and helping the monitor it.

-The practice of using pets and animals in therapeutic interventions is becoming more and more common. For those who are curious, this audio blog with a discussion between Rise Van Fleet PhD, Keri Davis, and Frank Ferrante is worth a listen. If you're interested in learning more about Dr. Van Fleet and her organization visit playfulpooch.org. She's also holding a 4-day conference next June. And, sure, playing with pets can help people, but can the animals get anything out of it? Psychology Today blogger Lee Charles Kelley looks at the human-canine bond as more of a reciprocity in this article about dogs with PTSD.

-With childhood obesity on the rise, many parents are faced with the difficult task of approaching the subject with their children without hurting feelings or risking development of an eating disorder. This is an issue that therapists are going to be dealing with more and more.

-This is a very helpful resource for parents of children with ADHD. I highly recommend signing up for the ADDitude newsletter.

-Here's a well-written summary of Adlerian Play Therapy and how this technique can be used to improve communication among families with ADHD children.

-The debate over the influence of violent video games has been going on for years, but a recent study suggests it's not so much the content of the games that causes aggression, but the competitiveness they arouse between the players.

-An article in the Journal of Developmental & Behavioral Pediatrics suggests using the 10th anniversary of the September 11th attacks as an opportunity to increase the national dialogue on how child clinicians treat children for grief and loss.

For a full list of August Play Therapy news, click here.

Anyone attend any great conferences or workshops lately? There are plenty coming up this fall including the 2011 APT Conference in Sacramento. Check out our resources page for a thorough list of upcoming events.

Best wishes for a happy September!

Family Portrait Intervention Technique

Gary — Sat, 27 Aug 2011 19:25:29 GMT

Liana Lowenstein's website (www.lianalowenstein.com) is full of great articles, resources, and other useful information for play therapists. She recently posted a new featured technique called Themed Family Portraits in which each family member is asked to create a picture of their family and come up with a theme for the picture. Then each member shares their picture with the rest of the family, encouraging discussion and communicating the perspective and thoughts of each individual family member.

I highly recommend subscribing to Lowenstein's newsletter, and also (if you haven't already) including her invaluable books in your office library. Here's a list of what she's published, all available at ChildTherapyToys.com.

Creative Interventions for Troubled Children & Youth - This best-selling collection is filled with creative assessment and treatment interventions to help clients identify feelings, learn coping strategies, enhance social skills, and elevate self-esteem. A wealth of practical tools. For ages 4-16 in individual, group, and family therapy.

MORE Creative Interventions for Troubled Children & Youth - Presents MORE creative interventions to engage children, youth, and families in counseling and help them address treatment issues such as feelings identification, anger management, social skills, and self-esteem. Includes techniques to manage challenging client behavior. A great sequel to Liana Lowenstein’s last best-selling book. For ages 4-16 in individual, group, and family therapy.

Creative Interventions for Bereaved Children - A uniquely creative compilation of therapeutic games, art activities, and stories to help bereaved children express feelings of grief, learn basic concepts of death, diffuse traumatic reminders, address self-blame, commemorate the deceased, and learn coping strategies. Includes special activities for cancer, suicide, and homicide, and tips for caregivers and school personnel.

Creative Interventions for Children of Divorce - An innovative collection of therapeutic games, art techniques, and stories to help children of divorce express feelings, understand marriage and divorce, deal with loyalty binds, parental conflict, and reunification fantasies, address self-blame, and learn coping strategies. Includes tips for parents, and a ten-week group counseling curriculum. For ages 7-12 in individual, group, and family therapy.

Assessment and Treatment Activities for Children, Adolescents, & Families - In this comprehensive resource, Liana Lowenstein has compiled an impressive collection of techniques from experienced practitioners. Interventions are outlined for engaging, assessing, and treating children of all ages and their families. Activities address a range of issues including, Feelings Expression, Social Skills, Self-Esteem, and Termination. A “must have” for mental health professionals seeking to add creative interventions to their repertoire.

Creative Family Therapy Techniques: Play, Art, & Expressive Activities - Edited by best-selling author Liana Lowenstein, this books presents a unique collection of family assessment and treatment interventions. This practical resource illustrates how play, art, drama, and other approaches can effectively engage families in therapy and help them resolve complex problems. An exceptional tool for the seasoned family therapist, as well as the newly licensed practitioner. this book contains innovative ideas that can be readily and quickly implemented for involving children in family therapy sessions.

Assessment and Treatment Activities for Children, Adolescents, and Families: Volume Two - In this second volume, highly acclaimed author Liana Lowenstein has compiled an impressive collection of techniques from experienced practitioners. Interventions are outlined for engaging, assessing, and treating children of all ages and their families. Activities address a range of issues including, Feelings Expression, Social Skills, Self-Esteem, and Termination. A “must have” for mental health professionals seeking to add creative interventions to their repertoire.

June/July Play Therapy Wrap-Up

Gary — Sun, 31 Jul 2011 16:16:56 GMT

It's been a while since I posted a monthly wrap-up of all the stuff I've found while gathering articles and resources for MyPlayTherapyPage.com, but I'm going to try to start doing it at the end of every month. Be sure to check in! Here are some highlights for the past couple of months, but stop by MyPlayTherapyPage.com for more:

-Over the past two months I've posted suggestions and guidelines for several different play therapy interventions such as Hangman, Pick-Up Sticks, and my own personal therapeautic tweakings of classics like Candyland and The Cootie Game. Here's a list of a few other engaging activities for children from the Australian Institute of Professional Counselors.

-A reader of our blog sent us this very comprehensive ADHD resource with links to articles on everything from diagnosis to diet.

-Among the greatest tragedies of the devastating earthquake and tsunami in Japan this past March are the many children who lost their parents in the disaster. To help these children cope, the Japan Comimittee for UNICEF and the Japan Association for Play Therapy are instructing nursery school teachers on ways to heal these children in their bereavement.

-Jill Weadick continues her Sandtray Building Adventure on YouTube. I'm enjoying her insights and observations on the more spiritual aspects of sandtray therapy.

-Could roughhousing be beneficial for children? Two doctors think so, and they've written an illustrated guide to health horseplay.

-Therapists at Sydney University recently did some research on ADHD children and their ability to pick up on social cues.

-Here's a humorous piece by an American Literature professor in which he applies the diagnostic model to classic literary characters. Could Gatsby's narcissism be curable?

-Earlier this year I posted an interesting article about phototherapy, an intervention in which personal snapshots and family photos are used "as catalysts for therapeutic communication." I like the idea of utilizing the strange power of a captured image to bring about the expression of feelings. The Sexual Assault Resource & Counseling Center in Pennsylvania is adding an element of art therapy to this idea with its Through Your Lens Project in which sex abuse victims use the camera as a means of expression, discussion, and healing.

-It appears that eating disorders among young children are on the rise, possibly in response to constant media coverage of the childhood obesity problem. Here's an interesting and alarming report from the American Psychological Association.

-I seem to be seeing more and more anxious children and adolescents in my practice, so I found this article particularly insightful.

-It's hard to believe we're still debating corporal punishment in this country despite the staggering amount of evidence of it's negative effects. Sadly, there are still school districts and private schools in Texas that allow it.

Find a comprehensive list of June/July news stories here.

Looking for training opportunities? Check out our resource page for a list of upcoming events across the country.

Have you liked ChildTherapyToys on facebook yet? We've been posting great articles like the ones above and, even better, daily specials and other great discount opportunities. You can follow us on twitter as well (@childtherapytoy).

Please let me know if there's any news, events, or resources that might have slipped by me. And for information on parenting or special education, check out our sister sites MyParentingPage.com and MySpecialEd-504Page.com.

Have a cool August, everyone!

Contribute to Our Blog and Get Free Stuff!

Gary — Sat, 23 Jul 2011 16:54:54 GMT

This blog was created as a place for practitioners, or anyone interested in play therapy, to come for news and information relevant to this unique therapeutic method. I also envisioned it as providing a forum for play therapists to share their knowledge, ideas, and experiences. It is with this in mind that I've decided to start thanking you for your contributions by offering free stuff from ChildTherapyToys.com!

Send us an idea or intervention that you have developed or used in the play room, and if we publish it to the blog, we'll send you a $25 gift certificate for ChildTherapyToys.com. In addition, once a month we'll draw a name from all the monthly submissions, and the winner will receive a $100 gift certificate for the public agency or program of their choice.

ALSO...perhaps you have an old college or grad school paper that you think would be relevant and interesting to our readers. Or maybe you just feel like writing something. Either way, send it in! Authors of articles we decide to publish will be receive a $100 gift certificate for their own personal use PLUS another $100 gift certificate given to the public agency or program of their choice. Articles can be of any length, but please keep in mind that they must be related to child therapy. We are especially interested in articles that cover techniques, strategies, or that address an important concept in child psychotherapy.

All entries are only accepted by email. Send to gary@childtherapytoys.com.

The Shaping Game

Gary — Mon, 11 Jul 2011 19:11:36 GMT

Source: Strayhorn, Joseph (1988). The Competent Child. New York, The Guilford Press.

The Shaping Game is a cooperative game that teaches children how to listen for positives and follow directions, models positive talk which the child can use to guide their internal dialogue, and teaches parents the concept of “catching their child being good.”

In the shaping game there are two players, a Shaper and a Shapee. The Shaper (the therapist is the first Shaper) writes a target behavior on a piece of paper and shows it to the parent, or anyone else in the room. The Shapee (client) doesn’t get to see what is written on the paper. The object of the game is for the Shapee to guess what is on the paper.

The Shapee is guided by feedback they receive from the Shaper. Success is dependent on the Shaper giving good clues and the Shapee doing a good job of listening and trying out lots of different movements and behaviors in the room. Therefore, this is a partnership, both win or both lose. It is important when starting this game to start with a really simple behavior that will ensure success. When outlining the rules and the object of the game, it is important to stress that the Shapee has to keep moving. The therapist should get up and model moving around the room, touching things, picking things up, opening and closing the door, and flicking the light switch off and on.

The Shaper is limited to positive comments, and can’t use words like "hot", "cold", or "you’re close". Positive comments include: “I like the way you’re ______,” “Thank you for _____,” “I really like the way you’re getting close to _____,” “You’re doing a good job of _____,” “I appreciate you touching _____,” and so on. The Shaper can be very specific about the behavior that they like.

The Shapee must keep moving and trying different things. If the Shappee doesn’t do anything the Shaper won’t be able to provide any positive feedback. The Shaper may only comment on a behavior that has actually been carried out. For example, the Shaper can’t say, “It would be really nice if you’d touch that box.” No corrective or negative comments are allowed.

This is a fun game to play with parents. However, it is important for the therapist and client to have had clear success with the game before parents become the Shaper. Many parents, even after viewing the game several times, have difficulty resisting the urge to give corrective responses or make negative comments. Others have difficulty generating positive statements. The Shapee is allowed to be a Shaper when they have demonstrated success at being a Shapee. For example, performing a very complex activity, or performing the target behavior 6 or 7 times. Make sure the child understands they need to choose a behavior that is both doable and simple the first time they are the Shaper.

EXAMPLE OF THE SHAPING GAME
The therapist writes “pick up the tissues” on a piece of paper and hands the paper to the parent. The tissues are located on an end table about six feet from the child.

Therapist: Are you ready.
Client: Yes.
Therapist: OK, so you’re going to keep moving around and trying different things, and listen carefully to my clues.
Client: Yes
Therapist: OK, let’s begin (T. looks expectantly at the child and waits, child stands up). Thanks for standing up. I’m really pleased you did that (child looks around the room and hesitantly begins to walk). You’re doing a good job of walking. I really like it when you walk around (child walks away from the end table where the tissues are located. The therapist is silent until the child turns around). I’m very pleased you turned around (child walks in the direction of the end table). Thank you so much for walking toward the table. You’re doing a nice job of getting close to the table (child arrives at the table, and looks at it). You’re the best. I am happy you’re next to the table, and you’re doing a good job of looking at things on the table (child touches clock, and then the tissues. Therapist and parent begin cheering and clapping their hands). What do you think was written on the paper?
Client: Pick up the Kleenex?
Therapist: Check it out. Look and see what it says.
Client: “Pick up the tissues.”
Therapist: Great job. That was really easy for you. Do you want to do it again?
Client: Give me a hard one!
Therapist: Ok, I’ll give you one that’s harder (The next item should be only marginally more difficult, as the therapist still needs to ensure the child is successful. Ideally, the level of difficulty will keep pace with the child’s growing skill at the game, and they will always be able to perform the behavior requested.)

Capella University Play Therapy Program APT-Approved

Gary — Sat, 09 Jul 2011 15:30:04 GMT

Capella University's Center for the study of Play Therapy was recently deemed an Approved Center of Play Therapy Education by the Association for Play Therapy, making it one of the few online universities to claim this unique status. Read more about it here, and check out our resources page for more info on upcoming workshops and other Play Therapy training opportunities.

Emotes: Teaching children how to explore and express emotions

Gary — Thu, 07 Jul 2011 19:02:05 GMT

I just came across this sponsored blog post about Emotes on The Eastsider LA website. These dolls, puppets, and books are excellent for the playroom, and they're are all available at ChildTherapyToys.com.

Emotes, a series of children’s books and comics co-authored by Silver Lake’s licensed psychotherapist, Matt Casper, are designed to help kids understand and talk about their emotions and feelings.

Each of the twenty-four Emotes characters represents a different emotion, and therefore becomes a mirror of a child’s own emotions. Characters range from Boom “the angry” and Joi “the excited” to Mixy “the confused” and Bubba “the happy.” Emotes – which also includes toys – show children that feelings are nothing to be ashamed of and that feelings are always changing. Through interaction with a wide range of Emotes books and play therapy toys, children are able to externalize and literally interact with their emotions, helping them to learn about themselves, and discover how to express and channel their emotions in healthy and constructive ways.

The Emotes program consists of fifteen picture books as well as a new series of chapter books for early readers covering topics such as anxiety, death and loss as well as bullying and self-esteem. The books cover a wide spectrum of topics, and include concrete methods to help kids and parents find constructive ways to positively channel and manage a wide array of feelings.

The Emotes products have already won numerous awards including gold medals from the Mom’s Choice Awards, Dr. Toy’s “Best Products of The Year” as well as endorsements from the Anti-Defamation League, Autism Speaks and School Library Journal. Currently involved in a study with Loyola Marymount University, the data has already shown statistically significant improvement in social-emotional vocabulary after using the Emotes program curriculum that was also created by Matt Casper.

Matt has appeared on panels and given presentations at a wide range of conventions and conferences across the country, including The National Association of School Psychologists and ComicCon in San Diego and New York. Through grassroots methods, the Emotes message of emotional health continues to spread, and Emotes are now being used by schools such as the Mayfield School in Pasadena as part of their curriculum. In addition, five Emotes books have already been translated into Spanish and Chinese, with a recent release of the titles by a university in Hong Kong.

“Emotes teach children that bringing emotions into the light of awareness is far healthier than trying to hide them in the dark,” says Casper.

Dr. Gary’s Therapeutic Cootie Game

Gary — Mon, 27 Jun 2011 13:34:08 GMT

Over 50 million copies of the Cootie game have been sold since it was introduced in 1949. The Cootie game is a great preschool game that consists of a picture board depicting all the game parts, Cootie body parts (body, head, antennae, proboscis, eyes, 6 legs), and a die.

This modified version of the Cootie game introduces a therapeutic element. The versions described below focus on social skills and depression, but any story can be written to work with any number of issues and challenges.

The Basics: The object of the game is for each of the players to construct their own “Cootie”. The first player to do so wins the game. In the therapeutic version, it is not necessary to have a winner; the goal is to complete the story.

Game Play: Each part of the body is identified by a number as follows: 1-Body, 2-Head, 3-Antennae, 4-Eye, 5-Proboscis, and 6-Legs. There are two ways to begin the game. Each player rolls the Die once and the high score starts the game, or the youngest (visitor) may go first.

Each player tries to get the body of the Cootie by rolling a "one" spot. If he succeeds, he gets a free roll of the Die to try for the head. The body and the head must be obtained in the order named, before any other parts of the Cootie can be attached. The legs, eyes, antennae, and proboscis can be acquired in any order; all are eligible after the body and head are obtained. The player loses the Die when he fails to roll the number for an eligible part that they have not yet acquired. For example, if the player rolls a 4 and already has the eyes, then the die gets passed to the next player. If they roll a 4 and don’t yet have the eyes, they pick them up and roll again.

One body, one head, eyes, two antennae, one proboscis, and six legs are required to make a complete Cootie.

As mentioned, in regular game play, once the body and head are acquired all the other body parts can be acquired in any order. In the therapeutic version of the game, however, parts are acquired but must be added to the Cootie in order, so that a story can be told that makes sense. If a part is acquired out of order—for example a leg before Cootie has a proboscis—the part is picked up and set aside until it can be added.

Social Skills Story
When a one is rolled and the body is acquired each player says: “Cootie wants to play.” When a two is rolled and the head is acquired each play says: “Cootie wants to play with ____________ (choose the fellow player, a peer, or a sibling).” Players are now eligible to acquire body parts in any order, but they are added to Cootie in the order listed below.

When the eyes are acquired each player says: “Cootie is going to look at __________when Cootie speaks. Cootie is going to look at _________ when ___________ talks” and the player attaches the eyes to Cootie. If the player has already acquired the antennae, they can now be added.

When the antennae are acquired and added each player says: “Cootie is going to listen carefully when __________ talks” as they attach the antennae to the head.

When the proboscis is acquired each player says: “Cootie is going to keep his/her tongue, feet, and hands to herself when she plays” as they add the proboscis to Cootie.

Each leg represents a skill or affirmation, depending on the child’s needs. Here are some examples:

• Leg 1: Cootie says, “Do you want to play with me.”
• Leg 2: Cootie tells himself: “I won’t get mad if someone says no, I’ll find someone else to play with.”
• Leg 3: Cootie says: “You’re the guest. What do you want to play?”
• Leg 4: Cootie tells himself: “Make sure your friend is having fun.”
• Leg 5: Cootie says: “Thanks for playing with me. I had fun!”
• Leg 6: Cooties tells himself: “I did a good job taking turns and sharing today.”

After each Cootie is completed, the story is retold, repeating each statement as the appropriate body part is pointed to.

Alternative version for a depressed child
When a one is rolled and the body is acquired each player says: “Cootie doesn’t want to be sad and bored today.”

When a two is rolled and the head is acquired each play says: “Cootie is going to think of three things he can do today.” The therapist can prompt the child, or make suggestions.

When the eyes are acquired each player says: “Cootie looks for Mom (Dad, teacher, sibling) and gives them a hug” and the player attaches the eyes to Cootie. If the player has already acquired the antennae, then they can now be added.

When the antennae are acquired and added each player says: “Cootie tells himself one thing he likes about his life” as they attach the antennae to the head (the therapist can ask the child to identify that one thing, or make a suggestion).

When the proboscis is acquired each player says: “Cootie enjoys tasty food. The tastiest food I had this week is __________” as they add the proboscis to Cootie.

Again, each leg represents a skill or affirmation, depending on the child’s needs. Here are some examples:

• Leg 1: Cootie says, “I don’t have to be bored. I can find something to do.”
• Leg 2: Cootie tells himself: “I don’t have to be sad all the time. I can be happy when _____________.”
• Leg 3: Cootie says: “Two things I like about my life are __________ and __________.”
• Leg 4: Cootie tells himself: “The person who can help me when I’m sad is ___________.”
• Leg 5: Cootie says: “I am beautiful.” And then Cootie says it again really loud, “I AM BEAUTIFUL.”
• Leg 6: Cootie tells himself: “I am good at ________________.”

Again, after each Cootie is completed, the story is retold, repeating each statement as the
appropriate body part is pointed to.

Space Saving Ideas

Gary — Sun, 26 Jun 2011 01:49:00 GMT

Need to save space? Here are two great ideas for shoe storage bags. I use one on the inside of my closet to display sand play miniatures and Pam Dyson uses a shoe storage bag to display her puppets.

To help organize my shelves I use kitchen organizer shelves to make my miniatures more visible, as well as maximizing space. Both the shoe storage bag and shelf organizer are available at major department stores. Click here to see a video of the puppet display.

Storytelling

Gary — Mon, 20 Jun 2011 19:38:25 GMT

The goal in any storytelling game is to produce a story. Most storytelling games do not involve winning or losing, and there isn’t any competition. Storytelling games are really only games in a very loose sense and referred to as such by the clinician to encourage a playful attitude. There are some exceptions and some storytelling activities do adhere to a more game like structure. For example, Gardner’s Pick and Tell Games involve pawns, a board, chips, and dice. He has also created the Storytelling Card Game, which involves a spinner, die, collection of pictures and human figures. The Think-ets Storytelling Game was produced for the consumer market, but can easily be adapted for use in therapy. The Think-ets Storytelling Game includes a pouch filled with trinkets that can be used as prompts for creation of stories.

How to introduce storytelling
I approach storytelling in the same way I approach non-competitive games. I enthusiastically state, we’re going to play The Storytelling Game, and then outline the rules of the “game” for the child. I introduce storytelling the same way, regardless of the technique or storytelling tool being used. I simply say “we’re going to play a storytelling game.” As we begin I explain the story should have a beginning, a middle, and an end. Then I add, “tell me what the people are doing, feeling, and thinking.” When the story is over I ask the child what the moral or lesson of the story is. If the child can’t think of a moral or lesson I ask them to make up a title. Storytelling techniques are quite effective with children who are “stuck” or resistant to other forms of intervention, but can be used will all children.

Some children will view storytelling as work and other children may experience performance anxiety. In these situations it will be important to provide support and encouragement. It is helpful to provide prompts such as, “How does a good story usually begin?” or “What would you like to name the people in your story?” It may be necessary to start the story: “Once upon a time, in a far off land, over the mountains, and past the trees, there lived a …” followed by pointing expectantly to the child. Creating a story in therapy is not a language arts task, all stories are good stories. It is also important to ask questions and make sure you understand the story. As children become more comfortable they will produce more elaborate stories that will provide insight into their issues and feelings. As children make progress in therapy their stories will start to have more adaptive and healthier responses.

While there are dozens of strategies for creating stories in therapy, I am only going to cover two here. For more examples see the edited texts by Kaduson and Schaefer (2004).

The Mutual Storytelling Technique was developed by child psychiatrist Richard Gardner in the 60’s and is outlined in a variety of publications including Play Therapy Techniques, 2nd edition, edited by Charles Schaefer and Donna Cangelossi. Storytelling, like play, communicates with children on multiple levels. Stories serve as models, teach values and skills, and can provide insight on both a conscious and unconscious level. Therapists can gain insight into a child’s inner conflicts, frustrations, and defenses by listening to their stories. The Mutual Storytelling technique uses the child’s language to introduce mature responses and healthier resolutions to the child’s difficulties, as they are communicated in the child’s spontaneously produced stories.

Variations of techniques using the Mutual Story Telling Technique include Bag of Objects, Bag of Words, and Bag of Feelings. All three of these techniques are combined in the Pick and Tell Game, but can be used individually and made at home. There is a more extensive discussion of the Mutual Storytelling Technique and these other strategies in Gardner (1975).

In the Mutual Storytelling Technique the child first tells a story, the therapist analyzes the psychodynamic meaning of the story, and then tells one of his own. The therapist’s story contains the same characters and a similar setting, but healthier adaptions and resolutions of conflicts. The story then becomes an indirect way of communicating with a child and may overcome resistance and lack of interest in a more therapeutic dialogue. Dr. Gardner proposed using a tape player and a script to introduce the child to the “Dr. Gardner’s Make-Up-A-Story Radio Program.” Children are encouraged to make a story, not tell a story they’ve heard before, and add a moral or lesson to the end of their story. Usually a warm-up activity is involved, which gets the child involved. For example, holding the mike up and asking the child’s name, school, age, and grade. Some children need additional support to get started on their story, and it is OK to ask for clarification as the story is told.

Fundamentals of Story Analysis:
• Which figures in the story stand for the child, & which figures stand for significant others
• Ambience of the story? Pleasant, horrifying, neutral, anxious?
• Select the most salient theme for the child at this time, based on the stories moral and child’s history.

Next the therapist constructs a similar story, with a slightly different ending.

Example
Client: Once there was a squirrel…. (client pauses)
Therapist: Where did the squirrel live?
Client: He lived by the woods …..
Therapist: This sounds like a good story. Who did the squirrel live with?
Client: He lived with his mom, dad, and sister. He didn’t like his sister. He had to play with her all the time. He’s a squirrel, so he might eat her ….
Therapist: What happened then?
Client: They were playing in the woods, playing hide and seek, and something bad happened …. A bear came, and chased the squirrel and his sister. They ran really fast. The bear almost got the squirrel, but he got away and got home in his tree. And the bear couldn’t reach him.
Therapist: So the squirrel got away. What happened to his sister?
Client: She got away too.
Therapist: Well, that’s a very good story. Now, good stories usually have a moral or lesson, something we can learn from them. What’s the moral of your story?
Client: He could trip his sister, and the bear would get her and he could get away.
Therapist: OK, so we have good story and a lesson. He could trip his sister, and the bear would get her instead of him, and he could get away. Is that right?
Client: Yeah.
Therapist: So the main thing is to get away from the bear? We’re not worried about the sister right now.
Client: Yeah.

Which figures in the story stand for the child, and which figures stand for significant others? In this story, I would view the main character to be representative of the child, the bear to be the father, and of course the mother is the mother squirrel. For now, I’d ignore the issue with the sister.

Ambience of the story? Pleasant, horrifying, neutral, anxious? The story is a little scary, but has a happy ending. Home with mother is a place of safety.

Select the most salient theme for the child at this time, based on the stories moral and child’s history. Based on this child’s family history, I would view safety issues to be the most salient theme that needs to be addressed. Dad has both an anger problem and a drinking problem, and this has caused both the child and mother distress. While there has not been any physical abuse, there has been some verbal abuse. The child has not stated that the father scares him. However, the child has said the father is “mean” because he “yells.”

Therapist: OK, here’s my story. Once upon a time there was a squirrel family, a boy, a girl, a Mom, and a Dad. And they lived in a tree by the woods. The boy and girl squirrel liked to play hide and seek in the woods, but it wasn’t always safe because there was a bear that lived there. Sometimes the bear was really nice and played with the squirrels, and sometimes it was scary and the squirrels wanted to get away. The scary bear mostly came out at night. The squirrels knew when the bear wasn’t in a good mood, because it would harrumph and growl and complain and talk in a mean voice. So they learned to stay away from the bear when it harrumphed, growled, and complained. They would go to their own holes in the tree, or sometimes they would just spend time with momma squirrel. The also learned that they could call Mr. Lion who was the cop in the woods, or tell Mr. Owl who was their teacher if the bear ever hurt them. So the moral of the story is, stay away from bears when they are harrumphing, and growling, and talking in a mean voice!

Types of Therapist Stories

Claman (1993) identifies three types of stories the therapist can develop: the mirror story, the suggestive-directive story, and the indirect-interpretive story.

Mirror Story: In the mirror story the therapist simply reflects back the story created by the child, with minor alterations. This technique is useful when the child has created a story that reflects satisfactory adaption, or the meaning of the story is unclear. Outcomes can be slightly altered. The primary purpose is to support the child’s self-expression and competence.

Suggestive-Directive Story: This type of story encourages the child to begin to think differently about themselves and their problems, and to develop a sense that they can master them. Claman identifies six major themes that can be covered in this type of story: Trust, being assertive, persisting, peer-relationships, value of talking, and value of exploring.

Indirect-Interpretive Story: This type of story focuses on current problems. For example, a child with authority issues can be told a story about an animal in the jungle who learns to get along with the Lion, who is King of the jungle. The story above is an example of an indirect-interpretive story.

Modeling Stories: Another storytelling technique is outlined in Joseph Strayhorn’s book, The Competent Child. Dr. Strayhorn’s technique involves identifying specific skills and telling a story about that skill. For example, if a child is working on “listening the first time” all the stories will be about that skill.

Strayhorn Identifies Nine Major Groups of Skills

Closeness, trusting, and relationship building—Examples of these skills include engaging in social conversation, listening and empathizing, and being kind and helpful.
Handling separation and independence—Examples of these skills includes handling rejection, tolerating separation from close others, and dealing with disapproval or criticism.
Handling joint decisions and interpersonal conflicts—Examples of these skills include joint problem solving, conciliation and conceding, assertion and dominance, and forgiving other people.
Dealing with frustration and unfavorable events—Examples of these skills include handling frustration, feeling appropriate fear, feeling appropriate guilt, and tolerating thoughts and impulses that should not be acted on.
Celebrating good things and feeling pleasure—Examples of these skills include handling approval and compliments, feeling pleasure from doing kind and loving acts, and enjoying physical affection.
Working for delayed gratification—Examples of this skill include denying present gratification for future gain, obeying reasonable authority, and developing competence that brings approval.
Relaxing, playing—Examples of this skill include relaxing, playing, and enjoying humor.
Cognitive processing through words, symbols, and images—Using words to conceptualize the world, recognizing and being able to verbalize feelings, and letting thoughts mediate between words and action.
An adaptive sense of direction and purpose—Examples of this skill include aiming to make circumstances better and assigning an activity a meaning or purpose.

The purpose of the story is to address a skill that the child is working on. For example, Listening the First Time, Cooperating and Sharing, Handling Frustration, etc. A simple way to identify a skill is to first identify the problem behavior and then identify the behavior you’d like the child to display. So, non-compliant children need to learn to listen the first time, angry children often need to learn to handle frustration, and bossy children need to learn to cooperate and share. Anxious children need to practice being brave, and depressed children need to practice having fun and taking pleasure in activities.

A collection of random pictures are spread face down in front of the child and therapist. Since this is a modeling technique, one of the rules is that the therapist goes first (at least until the child gets the hang of it). A picture is drawn from the pile (I use about ten pictures cut at random from magazines and pasted on construction paper) and a story about the skill is spontaneously created. If the therapist or child doesn’t like the first picture they draw, a second picture is picked. The story should have a beginning, middle, and an end. In addition there should be a lesson or moral at the end of the story. Try to say what the people are doing, feeling and thinking.

This technique is ideal for behavior therapy when a parent is involved, but can also be used one-on-one. When a parent is present it is best to model appropriate storytelling and then give the child several opportunities to tell a story before the parent tells a story. You don’t want to get put in the position of the parent telling a real awful or punitive story. It is important that they have begun to buy into the concept of modeling appropriate behavior and using positive consequences to shape behavior.

References
Claman, Lawrence (1993) The Squiggle-Drawing Game. In Charles E. Schaefer & Donna M.
Cangelosi (Eds.) Play Therapy Techniques, (177-189). Northvale, NJ, Jason Aronson Inc.

Gardner, Richard A. (1993) Psychotherapy with Children. Northvale, NJ. Jason Aronson Inc.

Gardner, Richard A. (1993) Mutual Storytelling. In Charles E. Schaefer & Donna M. Cangelosi
(Eds.) Play Therapy Techniques, (177-189). Northvale, NJ, Jason Aronson, Inc.

Kaduson, Heidi Gerard & Schaefer (Eds.) (2004) 101 Favorite Play Therapy Techniques.
Lanham, MD, Rowman & Littlefield Publishers, Inc.

Kaduson, Heidi Gerard & Schaefer, Charles E. (Eds.) (2004) 101 More Favorite Play Therapy
Techniques. Lanham, MD, Rowman & Littlefield Publishers, Inc.

Kaduson, Heidi Gerard & Schaefer, Charles E. (Eds.) (2004) 101 Favorite Play Therapy
Techniques Volume III. Lanham, MD, Rowman & Littlefield Publishers, Inc.

Strayhorn, Joseph (1988). The Competent Child. New York, The Guilford Press.