Play Scripts

These are the stories that children produce during the play. Pretend play is strongly linked to narrative language, and the development of pretend play and narrative language is closely intertwined. This play skill taps into narrative.

Role Play

Role play is one of the most complex play skills. It is the child taking on the role or character of another during the play. To play a role, a child has to pretend to be someone else. They need to understand what that person says, does, who they play with, what they play with, what they believe and what motivates them.

Sequences of Play Actions

In order to play, children combine different play actions logically together. The longer, more logical and sequential the play actions, the longer and more complex the play of the child. Sequences of play are fundamental to children’s ability to engage in pretend play. Sequencing play actions is a thinking play skill.

Social Interaction

As play becomes more complex it can also become more social. There is solitary pretend play and social pretend play. An assessment done by myself allows for observation of both solitary pretend play (can a child play by themselves) and social pretend play (can a child play with others?).

Object Substitution

This is pretending an object is something else. For example, a box is used as a car, a shoe is used as a phone, a cloth is put over a chair and used as a cave. Object substitution is using symbols in play. This is a cognitive skill; a thinking play skill. This skill is strongly linked to language and social competence.

Doll/teddy Play

Playing with a doll, or teddy, or character outside of self, shows a child’s ability to impose meaning on another. By 2 years a child believes that dolls and teddies are alive. The child imposes thoughts and actions on these characters and these thoughts and actions are imposed on toys or play materials (such as a teddy) outside of the self.

Humanistic

This approach is a one-on-one, non-directive method that is entirely led by the child. It enables children to express themselves, process trauma, understand their emotions and feelings, and learn resilience and coping skills for daily life.

Throughout the therapy intervention, children attend play therapy at the same time each week. Upon arrival, the playroom is set up identically, with a variety of toys appropriate for different stages of child development. The most crucial element in the room is the relationship between the therapist and the child. The child leads the play throughout the session, while the therapist employs specific skills to ensure the child feels seen, heard, and safe to express themselves. In humanistic play therapy, play is considered the child's natural language, with toys serving as their words. The selection of toys includes miniatures, a sand tray, puppets, arts and crafts, blocks, dolls, swords, and dress-up costumes.

The required number of sessions varies greatly, depending on the reason for referral. Some children may need only 12-24 sessions, but cases involving complex trauma may require long-term intervention.

Humanistic play therapy is a confidential practice, ensuring children feel free to play and express themselves without concern that the therapist will divulge information to parents or teachers. While challenging for parents eager to understand their child's progress, it is common for therapists to meet with parents every five sessions to discuss general observations. Specific details of a child’s play are not shared, but 'play themes' observed in the playroom are discussed. These themes, which align with categories of psychosocial development, help track the child's progress in therapy and are used during consultations with parents. Erik Erickson's theories are a pivotal reference for understanding these themes.

For further reading on Erik Erikson or to find out more about the stages, here are some links:

• https://www.ncbi.nlm.nih.gov/books/NBK556096/

• https://youtu.be/aYCBdZLCDBQ?si=v84MXFovv4FuYcBi

Filial Therapy

This therapeutic approach involves the whole family and concentrates on enhancing the parent-child relationship to prevent issues or to ease family problems (Van Fleet, 2012). Filial therapy requires significant parental involvement, as it aims for therapists to equip parents with therapeutic skills and orchestrate 'special play times' with their children. Filial therapists believe that parents/carers can learn the necessary skills to become the key agents of change for their children.

Following an observation and assessment of the family, the therapist provides a 3-hour training for the parents, teaching them four essential play session skills. While families often focus on one child, the therapy is more effective when all family members participate. Parents engage in weekly play sessions with each child individually, fostering a distinct and strong bond with each one (Van Fleet, 2012).

Typically, this intervention is scheduled to span 12 weeks, with a one-hour session each week. However, this is flexible and is catered to the families needs and desires. Part of this process can also be done over zoom, if weekly face to face sessions aren’t practical.

Filial therapy can help families whose children are experiencing:

• Oppositional behaviours

• Aggression

• Trauma

• ADHD

• Anxiety

• Attachment issues

• Children who are in the foster care system or going through adoption

• Withdrawal due to mental health concerns