Play Therapy

Play Therapy Makes a Difference!

Why Play?

In recent years a growing number of noted mental health professionals have observed that play is as important to human happiness and well being as love and work (Schaefer, 1993).  Some of the greatest thinkers of all time, including Aristotle and Plato, have reflected on why play is so fundamental in our lives.  The following are some of the many benefits of play that have been described by play theorists.

Play is a fun, enjoyable activity that elevates our spirits and brightens our outlook on life.  It expands self-expression, self-knowledge, self-actualization and self-efficacy.  Play relieves feelings of stress and boredom, connects us to people in a positive way, stimulates creative thinking and exploration, regulates our emotions, and boosts our ego (Landreth, 2002).  In addition, play allows us to practice skills and roles needed for survival.  Learning and development are best fostered through play (Russ, 2004).

Why Play in Therapy?

Play therapy is a structured, theoretically based approach to therapy that builds on the normal communicative and learning processes of children (Carmichael, 2006; Landreth, 2002; O'Connor & Schaefer, 1983).  The curative powers inherent in play are used in many ways.  Therapists strategically utilize play therapy to help children express what is troubling them when they do not have the verbal language to express their thoughts and feelings (Gil, 1991).  In play therapy, toys are like the child's words and play is the child's language (Landreth, 2002).  Through play, therapists may help children learn more adaptive behaviors when there are emotional or social skills deficits (Pedro-Carroll & Reddy, 2005).  The positive relationship that develops between therapist and child during play therapy sessions provides a corrective emotional experience necessary for healing (Moustakas, 1997).  Play therapy may also be used to promote cognitive development and provide insight about and resolution of inner conflicts or dysfunctional thinking in the child (O'Connor & Schaefer, 1983; Reddy, Files-Hall & Schaefer, 2005).

What is Play Therapy?

Initially developed in the turn of the 20th century, today play therapy refers to a large number of treatment methods, all applying the therapeutic benefits of play.  Play therapy differs from regular play in that the therapist helps children to address and resolve their own problems.  Play therapy builds on the natural way that children learn about themselves and their relationships in the world around them (Axline, 1947; Carmichael, 2006; Landreth, 2002).  Through play therapy, children learn to communicate with others, express feelings, modify behavior, develop problem-solving skills, and learn a variety of ways of relating to others.  Play provides a safe psychological distance from their problems and allows expression of thoughts and feelings appropriate to their development.

Excerpts from the Association of Play Therapy www.a4pt.org

Why does Grand Prairie have a Play Therapist?

Grand Prairie has a therapeutic disciplinary alternative education program (DAEP) for elementary school.  When a student is sent to DAEP we believe that we can help that child learn to make better choices at school and at home.  The  day for the student is 50% of their time on academics and 50% of their time doing counseling and or character activities.

Tara works with each student in individual counseling as well as group counseling.  Games, toys, expressive arts, and sandtray therapy are used while working with each student.  A meeting with the parent is scheduled to learn about the child's behaviors at home and offer support and information to the parent to help the parent work with their child.

Tara also is involved with the student's transition back to their home campus after the time at DAEP is completed.  In advocating for the student's success, Tara works with the student's home campus school counselor, principal, assistant principal, and teacher so that upon the student's return post-DAEP, his/her arrival is openly received, conveying to the student that they have a fresh new start.  This embracing school environment fosters confidence and encouragement within the returning student to believe they are fully capable.  After the student has returned, Tara provides follow up services and works with the school counselor.  The student is to feel supported and motivated because others believe in their greatness and potential to continually succeed.

Occassionally the Play Therapist will work with students before they are placed at DAEP.  If a student is struggling in the classroom, the school can refer them to the pre-referral program.  The teacher, other school staff, and Ms. Cavanaugh all work together to come up with behavior plans that can help meet the needs of the student's negative behavior in a positive way.

Tara Cavanaugh and Lacy Hensley are the Handprint on Hearts Coordinators for the District.  Become a Mentor!

Tara Cavanaugh
Play Therapist
972-343-4565