Play Therapy


Sarah Balint, LPC-I

Play Therapist

(972) 522-7240

 

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.

Sarah Balint works with each student in individual counseling as well as group counseling.  Games, toys, and expressive arts 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.

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. Balint 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.

 

 

Animal Assisted Therapy

The children that come to DAEP also participate in Animal Assisted Therapy (AAT) once a week.  Ms. Balint has a trained therapy dog, named Molly.  Molly and Sarah have gone through extensive training and qualification tests for them to be a "Pet-Partner".  Molly comes to school once a week to work with the students.

It is a big day for Molly to get to come to school and it all starts the night before, as Molly has to have a bath 24 hours before coming.  She gladly hops in the bathtub, as she knows what that means for her the next day.  Molly comes into school with her vest on which signifies that she is a therapy dog and she must have her badge with her at all times.  When Molly is at school, she works with Sarah in individual and group sessions with the students.

Sometimes Molly helps to teach the students specific skills such as being assertive, using self-control, caring for someone and many other skills that students need to learn, but sometimes she is just there to help a student feel safe and comfortable.

The students love to work with Molly and look forward to the days when she is at school.  At the end of each group they get to give Molly a treat.  Students also get an opportunity to fill out a letter to Molly to tell how Molly helped them or made them feel in counseling.  The students know that this is not a confidential letter and that it is shared with others.  The students are explained that a lot of people ask, "How does Molly help in counseling?" and that their letters show first hand how Molly helps them feel.

Excerpts on What Students Have Said:

"...she just licks my shoe and makes me laugh and feel happy..."

"Molly is a great counseling dog!  She calms everybody down.  She helped me get through the rest of the day.  She is happy to see us and is obedient.  I copy off of her and be obedient..."

"Molly helps me to think good, when Molly is there she makes me feel comfortable."

"Molly is fun and she licks your hand, she listens to you even when you say Stop!"

"...she helps me when I am mad or sad...she wants to be loved and rubbed.   Molly helps a lot.  She'll make you very happy."

"She helps me concentrate, behave and listen."

"Molly makes me feel comfortable and relaxed.  I am safe when I am around her."