2. Facilitate the 7 essentials
Look as if they have been
Expression of a wide range of
played with
feelings
Are durable Exploration of real-life experiences
Are plain (without characters, Reality testing of limits
design) Development of positive self-
image
Are not
Development of self understanding
electronic/mechanical
Opportunity to develop self-
Are organized
control
3. A r R
g e e
g l a
r e l
e a -
s s l
s e i
i f
v e
e
C e
r x
e p •There should be private space where the child
a r
can “escape”
t e
i s
•Toys must be kept in good repair or discarded
v s
e i •The room should be designed to facilitate the 8
o
n principles of play therapy
4. 8 Principles 7 Structured responses
Warm, friendly rapport
Track behavior
Child is accepted as is Reflect content
Permissiveness is established Reflect feeling
Alertness to child’s feelings
Facilitate decision-making
Child’s ability to problem-solve
is respected Facilitate creativity
Child directs his own words and Esteem-building
play
Facilitate the relationship
Child sets the pace
Limits are set sparingly
5. “Permissiveness Guidelines for Limits
Believe that children will choose positive
in the child
cooperative behavior, if given enough chance
centered play Establish total limits (not open to interpretation, or
argument)
therapy
Emphasis is on the object and behavior, not the
approach does individuals (I, you, and we)
Look at the limits on your card
not mean the
Have confidence that the child will follow the limit
acceptance of
Have a logical consequence ready for if s/he
all behaviors” doesn’t
(Landreth,
6. Developmentally Adding a therapeutic element to the play
Appropriate
Practice #10: helps to strengthen the bond between teacher
Play is an
and child
important
vehicle for “A child who loves you, will do anything for you”
developing self-
regulation, and Model uses encouragement with tracking,
promoting
logical consequences, and limit setting
language,
cognition, and Recognize the goal behind behavior and
social
competence increase acceptance
“Rather than Note: Training is recommended before
detracting from
academic implementing this model into a classroom
learning, play Many school counselors can offer this training
appears to
support the
abilities that
underlie such
7. Landreth, G. L. (2002). Play therapy: The art of the
relationship, second ed. New York, NY
Axline, V. (1969). Play therapy. New York, NY
Kaduson, H., Schaefer, C. (Eds). (1997). 101 Favorite play
therapy techniques. Lanham, MD
Magnuson, S. (2003) Play as therapy: Counselors and
social studies educators collaborating to help children.
Int J Soc Educ. 18 (1), 59-66
White, J, Flynt, M, & Draper, K (1997). Kinder therapy:
Teachers as therapeutic agents. Journal of Play Therapy,
6 (2), 33-49
