ChildCenteredPlayTherapy以儿童为中心的游戏疗法
游戏疗法：用玩具治愈孩子受伤的心灵
verbal agreement口头协定
14.elicit
英[iˈlɪsɪt]美[iˈlɪsɪt]
vt.探出（某种信息），引出（某种反应）
拓展:
That question didn’t elicit anything.
那个问题啥也没套出来。
v.记述，记录（to give a spoken or written account of something）
9.engage somebody in something
让某人参与到……
拓展:
You tried to engage the new colleague in the conversation.
迪伊·雷是北得克萨斯州大学游戏疗法中心的负责人，她也常在中小学工作，她会从教室隔出一块100平方英尺的正方形区域，在那里摆满玩具。
Play therapists encourage children to express their thoughts and feelings through playing rather than by talking about what's happening in their lives.
古德伊尔2018年在TEDx演讲中表示，这类孩子大多有“不可言说”的经历，所以仅用语言开导难以让他们打开内心。有些孩子在还不太会说话时就经历了创伤，所以即便受到鼓励，他们也很难用语言把经历讲述出来。
【内容拓展】
①提高阅读效率的方法分享：
在正式阅读之前，学会提问题，问题类型可以是What/Who/How/Why类。
玩游戏本身就非常治愈，正是这种信念让他们聚在了一起。玩具、乐器或美术用品不是用来让孩子在谈心时有东西可玩，或故意让他们分心，相反，玩游戏会让孩子产生一种掌控感。
自闭症儿童的游戏治疗(Play therapy for children with autism)
自闭症儿童的游戏治疗（Play therapy for children with autism）Play therapy for children with autismTime: 2009-04-09 09:46 source: East China Normal University Department of special education Author: Huang Yan Click: 356One, autism and autistic children's game L. autism definition, childhood autism, also known as children's autism, is a serious impact on the growth of children with developmental disorders, usually before the age of 3. It is a lifelong developmental disorder that affects the social interaction of people with autism. The most obvious barriers to autistic children are three social disorders, verbal communication disorders, and narrow interestsFirst, autism and autistic children's gameL. definition of autismChildhood autism, also known as childhood autism, is a developmental disorder that severely affects children's development, usually before the age of 3. It is a lifelong developmental disorder that affects the social interaction of people with autism. The most obvious barriers to autistic children are three social disorders, verbal communication disorders, narrow interests, and behavioral stereotypes. Therefore, these three barriers are also recognized as the core obstacle of autistic children, and the diagnostic evaluation of autistic children is mainly based on the three barriers.2. games and games for children with autismThe game allows children to learn and practice new skills in a safe and supportive environment, including language skills, activity skills, and social interaction skills. In addition, the game is widely believed to be children's own unique expression way of communication, especially in the expression of some children cannot tell the emotional experience and inner thoughts. The game is enjoyable, so children can enjoy a lot of fun in the game and promote the development of children physically and mentally.The game behavior of children with autism is often limited to simple operation, non autistic children with the same age as compared to lower their quality of the game, and the lack of (spontaneous) * * * or the symbol of impaired ability.In addition, some autistic children also show that they do not want to play with other children, but rather prefer to play by themselves. There are also some autistic children who want to play games with others, but they have great difficulties in expressing that desire, such as lack of language or other communication skills.Two, game therapy for children with autism1. definition and development of game therapySince twentieth Century, pediatric psychologists and clinical psychologists have begun to recognize the therapeutic role of games and have been trying game therapy throughout the course of their clinical treatment. Game therapy is a therapy thattherapists use games as the main communication medium to correct children's psychological and behavioral disorders. In 1982, the International Association for game therapy was established, which marked the approval of game therapy as an independent psychological therapy. After 1990s, game therapy continued to grow and be widely used.From the perspective of history, game therapy has gone through three stages of development: psychoanalytic orientation, game therapy, structuralist game therapy, and humanistic game therapy.In 1920s, A.Freud and M.Klein began to systematically organize how to use games for child psychoanalysis and therapy, and opened game therapy as a prelude to psychotherapy. In psychoanalytic game therapy, therapists emphasize the importance of language. They think that only when the children's language development to a certain extent, can help children from the game, so in the game for children aged 5 years and older in general. But it is particularly important to analysis of the spirit of play therapists thought that the game itself has no treatment, they just put the game as a necessary medium of children's psychological analysis, it is through the game to analyze the content of children's children's subconscious.Later, structured game therapy was developed from psychoanalysis. The game analysis of structured treatment method does not emphasize the subconscious, but according to the specific circumstances of the child therapist, active design games, let the children out of energy and release pentup emotions in a certain structure of the game, in order to solve the psychological problems of children's treatment goal.The next humanistic game therapy was proposed by Rogers. Rogers believes that everyone has a positive drive forward, but in a real social life it is difficult to get the unconditional positive respect of others. Only when individuals are in an environment of unconditional respect can they truly express themselves. Therefore, humanistic play therapy attaches great importance to creating a warm and friendly treatment environment for children. [nextpage]2. theoretical foundations of game therapy for children with autismAlthough researchers have done a lot of work, the exact cause of autism remains unclear.Therefore, researchers have proposed various theoretical hypotheses to explain the causes of autism. Among them, Baron-Cohen, Leslie and the lack of psychological theory hypothesis proposed by Frith, they found in the study, with performance on false belief task in patients with significant difference in patients with Down syndrome and normal children, children with autism show that individuals can not understand themselves and others mental state. Kleinman and other studies show that they can't recognize their mental states by voice, tone, or people's eye photographs. These findings strongly demonstrate the lack of psychological theory in autistic children. Because of the lack of psychological theory, autistic children have difficulty understanding people's intentions andpsychological states when they are communicating with people. Therefore, in the complex, difficult to coordinate the social environment, autistic children can not predict and explain the behavior of others, it is difficult to ignore the complex social interaction rules, and cannot maintain reciprocal behavior in social interaction, such as based on common experiences, thoughts and feelings and to care and trust others need to understand the psychological state of the. This largely explains the barriers to social interaction among autistic children.The lack of psychological theory also explains the game characteristics of autistic children. As mentioned above, autistic children lack spontaneous pretend play and social imitation games during their game development, and their ability to symbolize * * * is very poor. It is possible that autistic children lack the theory of mind and that it is difficult to understand the mental state of other people in real life, and therefore it is difficult to use such skills in games. In turn, autistic children are less able to develop the same ability to understand and imitate the game as other children do because of the lack of symbolism. Therefore, some researchers put forward development through training method for children with autism symbol * * * ability to promote the ability of various aspects, including language, social intercourse, that can be carried out by a symbol of * * * skills training for children with autism, to help them learn and practice to imitate behavior; through the role of the exchange, let play they can learn to stand in the perspective of others, others may experience mental state, help them develop the ability to understand others' expectations and thoughts.Game therapy itself has its advantages. Compared to other training methods, games are more acceptable for children and more conducive to communication between therapists and autistic children with language communication disorders. This makes it easier for game therapy to go into the lives of autistic children and for long periods of time.Three, the practice of game therapy for children with autismAt the level of application practice, some researchers abroad have adopted the game method to treat autistic children.Researchers have summarized the overseas literature in this area, mainly Bromfield (1989) of children with high functioning autism treatment, Lowery (1985) and Lanyado (1987) Nehama, a case study for autistic children with Baum (1986) introduced the family therapy in the treatment of people with autism, as well as Wolfberg and Schuler (1993). The treatment of autistic children in group play therapy, the treatment has some effect.Liu Minna and others suggested that children's center game therapy is more suitable for children who are 3-12 years old and have certain verbal expression and motor function, including autistic children. There are also surveys found that in the family practice of autistic children, parents mainly based on game therapy. In addition, a number of researchers have conducted case studies of game therapy for children with autism. For example, Qiu Xueqing (2001) for a 3 year old children with autism lack of play therapy for more than three months after the treatment, the child's language, action games, socialinteraction and peer development has made significant progress. Kou Yan also studied the case of sandplay therapy for children with autism. The results showed that after the treatment of autistic children's self feeling of energy enhancement; imaginary component of the game is increasing; separate from the game gradually to simple cooperative game development.Although researchers have conducted these studies, but the game is not much systematic research treatment for children with autism, and in the treatment of children with autism, play therapy also did not form a method of independent and mature. Moreover, the study of the traditional game therapy is very difficult because the research of related aspects is almost in the form of case study.Four, summaryAutistic children have unique game features. The lack of symbolic personality reflects not only the lack of the psychological theory of autistic children, but also the imagination and thinking of the researchers on the treatment of children with autism. Game therapy has its unique advantages,It is easy to be accepted by children and is conducive to communication with children. Therefore, there is a certain theoretical basis for game therapy for autistic children. Some researchers use game therapy to train autistic children and get some therapeutic effects. But in general, the study of game therapy for autistic children is not systematic, and researchers have challenged this approach. Therefore, moreempirical studies are needed to investigate the effectiveness and limitations of game therapy for children with autism。
自闭症康复的游戏治疗
醒目仔特殊儿童康复中心编制自闭症康复的游戏治疗一，游戏治疗的定义从出生到六岁以前，小孩子几乎一张开眼睛就开始玩，从个人的身体一直玩到各种玩具。
游戏治疗则是给儿童游戏的机会，让他们用玩具来说或表达他们口语能力所无法描述清楚的感受。
孩子们在一岁半左右，即可做互动式的游戏，这时就可以开始进行游戏治疗。
游戏疗法(play therapy)是基于心因论的一种心理治疗方式。
对于儿童无法完全明确的使用语言表达及理解的情况下，治疗者用儿童能够以身体机能表达心理面的游戏，取代语言作为沟通的方法。
在游戏的过程中，儿童可了解人我之分离，并学习人际社交技巧，培养社会适应力。
游戏治疗的目的就是藉游戏的特质，发挥儿童本身的自我治愈力，以抒发内在的情结，使人格得以正常发展。
二，游戏治疗的功能游戏是儿童们最自然的一种自我表现方式。
游戏治疗就是根据此事实给儿童机会，让他们表现出自己的感觉和问题。
游戏治疗是很独特的，因为他是使用玩具，玩偶，游戏比赛或其他游戏媒体，以引发儿童普遍性的兴趣进而参与活动。
一旦孩童开始游戏，存在于治疗辅导者和小孩间的紧张就减少。
又一旦治疗性反应建立后，鼓励孩童利用想像游戏，表达感觉和行为，藉以降低焦虑，进而改善问题。
游戏对儿童有吸引力。
因为游戏具有随意活动性质，能令人振奋且于紧张生活中提供片刻休息。
儿童在游戏中能免于成人的评价与判断，且被准许犯错而不必害怕失败或遭成人讽刺。
游戏鼓励幻想和应用关系，在假想的世界中，儿童能免于竞争，并能满足控制他人的需求。
儿童常经验到注意力无法长久且被勉强参与低兴趣，低吸引力的活动，游戏能增进兴趣并引发参与，鼓励身体和心智自我的发展。
心理康复专家认为游戏治疗有以下几项功能(一)游戏是一项很好的运动，可以促进儿童四肢功能的发展，(二)从游戏中教儿童许多社会规则，(三)儿童可经由游戏中学到如何交朋友，怎样和他人愉快相处，和朋友有共同的话题，共同的经验，所以对儿童语言能力发展的帮助也很大，(四)游戏等于是各种角色的扮演，常有很深的家庭，社会意义，(五)游戏是一种身心的纾解。
第七章 以儿童为中心的游戏治疗
四、实施心理治疗——阶段
• 预热阶段（对限制进行试探、精力不够集中、从事试验
性的游戏治疗活动以及对心理治疗师逐渐增强的信任感。）
• 攻击阶段（儿童来访者表现出某种程度的攻击行为） • 退行阶段（攻击行为减少或消失，儿童还表现出儿童期
的一些行为，儿童集中精神从事反映依赖、依恋、养育问 题的游戏活动。）
• 强调应对游戏治疗使用的玩具进行仔细选择，而 不只是随便找一些玩具给儿童来访者使用。 • 将游戏室里使用玩具分为三个基本类别：现实生 活中的玩具、表现攻击性行为的玩具、进行创作 性表达和情感释放的玩具。 • 便携式玩具包游戏室。包括：蜡笔、纸张、未开 刃的剪刀、橡皮小刀、娃娃、橡皮泥、标枪、手 铐、玩具士兵、盘子和杯子、勺子、小飞机、小 汽车、黑色面具、海绵球、工艺棒、管道清洗器、 棉绳、电话、带有可伸入手指的手动攻击性木偶、 娃娃全家福、玩具房子与家具、透明胶条、道具 珠宝等。
四、实施心理治疗——原则
• 由儿童来访者来引导心理治疗的进程，而不需要 心理治疗师，儿童来访者自己有责任安排心理治 疗过程中的一系列活动。 • 不针对儿童来访者身上某个具体的问题或症状。 • 接纳儿童来访者对现实的看法。 • 不能在心理治疗过程中部分采用CCPT，要想实 施成功，就需要全面展开。 • 如果心理治疗师对CCPT失去信心，且治疗进程 缓慢的情况下，引入了其他心理治疗方法， CCPT的效果将会失去。
• 儿童来访者流露出的恐惧是否现实并与年 龄相符合？ • 刚刚处于新环境的时候，儿童来访者是否 不再那么困惑而是比较有信心？ • 儿童来访者是否具有与人合作的意识而不 是一味顺从？ • 儿童来访者是否变得更快乐、能够进行自 我引导、并且有胜任能力？ 注：CCPT理论的主要宗旨是：如果为儿童来 访者提供一个温暖、接纳、安全的环境， 儿童就能自然而然地趋向良好的心理状态 和能力发展水平。
社会工作—游戏治疗
三、接纳儿童来访者对现实的看法，即不去将儿 童的看法纠正为“正确的认识”。 四、不能只在治疗过程中的一部分采取儿童为中心 游戏治疗，要想实施成功就需要从始至终。 五、如果社工对儿童为中心治疗模式丧失了信心， 而在治疗过程进展缓慢的情况下引入了其他的 心理治疗方法，那么儿童中心模式的效果将失 去。
父母的参与
⊙玩具的选择 玩具是帮助儿童将自己的内外 部世界与关心自己、耐心倾听的成 人实现全面沟通的辅助材料，在玩 玩具的过程中儿童可以体验爱、愤 怒、悲伤、恐惧、愉快等各种情感。 因此，社工应该为儿童来访者提供 玩具，让儿童来访者能以游戏的形 式来表现现实生活。
1.是否具有多种有创意的情绪表达功 能； 2.能否引起儿童来访者的兴趣，有助于 儿童进行表达性和探索性游戏； 3.是否不需要儿童的言语描述就能显示 其象征意义； 4.能否以多种方式使用，而不是仅限定 于某一种游戏形式或只能表示某一种 含义； 5.是否坚固耐用，能够在游戏室中被频 繁使用。
⊙加里-兰德维斯的游戏室玩具分类
1.现实生活中的玩具：木偶、玩具交 通工具、玩具房子、化妆用具等； 2.表现攻击性行为的玩具：沙袋、玩 具士兵、玩具枪、刀、剑等； 3.进行创作性表达和情感释放的玩具： 水、沙子、砖块、艺术创作工具等。
⊙社会工作者的任务
兰德维斯指出，社会工作者与儿童来访者之间 的关系是切实的，在儿童为中心游戏治疗中， 社工的任务是以某种形式存在于心理治疗过程 之中，而不是去实施治疗。社工要为儿童来访 者营造出温暖的氛围，让儿童感到被接纳，并 要告诉儿童，社工重视、关心儿童来访者，即 使儿童有不恰当的行为获得的尊重和重视也是 不变的。值得注意的是，社工要避免对儿童作 出判断性评价，既包括负面评价也包括正面评 价。
奥克兰德从儿童父母处获取信息的时候不会让儿 童坐在等候室等待，她觉得儿童父母所说的一切内容 都可以在儿童面前讲。在交流的过程中，奥克兰德可 以对儿童进行观察，并观察儿童对父母所说的担心的 反应。另外，还可以观察儿童与父母之间的互动关系。 儿童在场有助于建立起他们对社会工作者的信任关系， 儿童会发现，社工是公平的，将自己视为独立的来访 者，对自己很尊重。
游戏治疗的模式
浅谈游戏治疗的干预问题姓名：王玉霞学号：2007111111020323【摘要】游戏疗法从其产生到现在已有数十面年的历史，游戏治疗现在的影响已经越来越大，人们对于游戏疗法的功效，现在已经达成共识。
但是对于该疗法人们还是存在一定的争议，本文游戏疗法的干预问题进行简单论述，以期待给人们以启示。
【关键词】游戏疗法精神分析关系模式结构化模式游戏治疗( Play therapy) 在西方国家已有数十年的历史。
1986年, 国际儿童游戏治疗学会成立, 游戏治疗在许多国家迅速发展。
游戏治疗是治疗师以游戏为手段来矫正儿童心理行为障碍的一种治疗方法，它通过譬喻、象征、玩具和游戏等方式，使儿童自然地进行心理投射或升华，释放紧张情绪，体验现实生活中所不允许的幻想。
其基本理论认为, 游戏活动是儿童认识世界和自己的重要途径。
由于孩子们不能准确地用语言表达自己, 游戏因此成为他们表达内心感受、疏导内心困惑、悲愤、抑郁等心理问题的方式。
人们对于游戏疗法的功效，现在已经达成共识。
但是对于治疗过程中的一些问题却一直存在争议。
今天我们就其中的一个争议—治疗过程中是否干预与计划患者的活动，在此做些探讨。
对于治疗过程中是否干预与计划患者的活动，人们已经形成不同的看法：倡导精神分析的学者主张只为儿童提供玩具但不要规定应当用它玩什么和怎么玩，在玩的过程中治疗者应该做好观察，事后对其进行“阐释”。
这种消极的游戏治疗疗法的精神分析色彩在以后逐渐淡化，到40-50年代演化变为今天的非指导性治疗法或关系疗法。
但是，仍然还有一些心理学家倡导积极的游戏治疗，主张治疗者应当预先了解儿童的问题，然后选择恰当的治疗方法。
治疗者应为儿童提供某些特别的玩具，并为游戏活动提供建议。
这种积极的游戏治疗法演化为今天的结构化模式。
一、精神分析模式精神分析的游戏治疗技术来源于精神分析学派的游戏理论与临床实践。
它以弗洛伊德的人格理论作为基础,从人格结构的三个成分:本我、自我和超我三者之间如何寻找适当客体以消耗心理性能量的角度来解释心理不适的原因。
儿童心理健康的游戏疗法简介
儿童心理健康的游戏疗法简介儿童心理健康一直是家庭和社会关注的焦点。
在现代社会中，儿童面临着越来越多的压力和挑战，如学业压力、社交问题、家庭关系等。
为了帮助儿童更好地应对这些问题，游戏疗法被广泛应用于儿童心理健康领域。
本文将简要介绍儿童心理健康的游戏疗法，以及其在儿童心理健康中的应用。
游戏疗法是一种通过游戏和娱乐活动来促进儿童心理健康的治疗方法。
它通过创造一个安全、放松和愉快的环境，帮助儿童表达和处理他们的情感、思维和行为问题。
游戏疗法的目标是帮助儿童建立积极的自我形象、增强自信心、培养社交技能、提高解决问题的能力，并增强情绪管理和应对压力的能力。
游戏疗法的核心是游戏。
游戏可以是角色扮演、棋盘游戏、艺术创作、运动等形式。
通过参与游戏，儿童可以在自由的环境中表达自己的情感和想法，探索解决问题的方法，并通过与治疗师或其他儿童的互动来建立信任和合作关系。
在游戏过程中，治疗师会观察儿童的行为、情绪和思维模式，并提供支持、指导和反馈。
游戏疗法的一个重要原则是“玩中学”。
在游戏中，儿童可以通过模仿和角色扮演来学习和练习各种技能。
例如，他们可以扮演不同的角色，学习如何与他人合作、解决冲突和表达情感。
通过游戏，儿童可以在安全的环境中尝试新的行为和思维方式，并逐渐将其应用到现实生活中。
游戏疗法还可以通过创造性的艺术活动来帮助儿童表达和处理情感。
绘画、手工制作、音乐和舞蹈等艺术形式可以成为儿童表达内心世界的媒介。
通过艺术创作，儿童可以将复杂的情感和体验转化为可视化的形式，并与治疗师一起探索和理解这些作品背后的意义。
除了个体治疗，游戏疗法还可以在小组设置中进行。
小组游戏可以帮助儿童学习如何与他人建立良好的关系、分享和合作。
在小组中，儿童可以通过游戏和互动来学习倾听他人、尊重他人的观点和感受，并共同解决问题。
小组游戏还可以提供一种支持和鼓励的环境，让儿童感受到归属感和团队合作的乐趣。
尽管游戏疗法在儿童心理健康中具有广泛的应用，但它并不是适用于所有儿童的治疗方法。
“以儿童为中心游戏治疗”对促进幼儿心理健康的启示
“以儿童为中心游戏治疗”对促进幼儿心理健康的启示作者：王丽燕来源：《早期教育(教师版)》2011年第12期在流派纷呈的游戏治疗领域，以亚瑟兰(Axline)创立的以儿童为中心的游戏治疗(children-centered play therapy，以下简称CCPT)最为著名。
亚瑟兰的要义可以概括为“完整地接纳孩子，和孩子共情：让孩子处理他自己的问题；巧妙地设定限制”。
在欧美以及港台地区，CCPT不仅由专业的辅导人员用来干预治疗有某些心理、行为问题的儿童，而且家长及其他儿童工作者，例如教师，也已普遍把CCPT应用到幼儿园和小学。
而运用这种疗法的效果，同样得到研究结果的肯定(Chau＆Landreth，1997；Guerney，1964；Guerney＆Flumen，1970；Wall，1979)。
当前我国因心灵受创伤而需要情感支持的儿童越来越多，可是我国目前专业的儿童心理咨询人士非常匮乏，向儿童开放的心理咨询场所少之又少，这使得有心理困扰的孩子大多数得不到有效的游戏心理辅导与治疗。
那么，我们是否可以借鉴CCPT，用来帮助有特殊需要的儿童呢?如果受时间所限，不能对儿童进行专门的课外心理辅导，教师是否可以把CCPT的理念，例如儿童观及与儿童相处的技巧与原则等，融入到教育教学活动中去呢?本文试图从这些方面找到一些突破口，谈谈CCPT促进幼儿心理健康的启示。
一、从CCPT反思游戏本身对儿童心理、情绪健康的重要性目前不管是从法律法规的角度还是教育理论都在大力宣扬游戏对儿童发展的作用，但是在教育教学实践中，我们成人并没有从内心深处认同游戏的作用，尤其是对情绪情感的积极作用。
究其原因有学者认为是“游戏理论和教育经验上的总结不足以震撼父母、教师甚至教育界的一些专家”，成人根深蒂固地受到“业精于勤荒于嬉”这类思想的影响，宁愿花更多的时间促进孩子认知方面的发展，而不是着力于儿童的健康快乐成长。
前不久，朋友的孩子报名入一所南京市名小学，该小学以素质教育作为自己的“卖点”，然而正是这样的小学，他们要求小学一年级要认识2000个汉字。
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Experiential Activity with Tracking and Reflectirom the client’s play?
Who is using Play Therapy
• In 2005, 105 counseling graduate programs in the US offered at least one course in play therapy
• In 2005, 978 school counselors from ACA and APT were surveyed about their theoretical background and 66.6% responded child-centered with cognitive behavioral in second at 9.2%
Techniques: Cognitive Behavioral Play
Therapy
• The emphasis is on developing new, more adaptive thoughts and behaviors
• The counselor uses techniques to guide student in using more helpful coping strategies to deal with problems
• What themes can you draw from it?
• What would you write in notes about the child?
Directive Play Therapy
• Directive = Counselor leads or guides session • Creative activities are used to guide counseling
• Middle and high school students may even long for a modality of expression other than spoken language
• Direct questions do not always produce direct responses
• Play, art, story-telling, and music can be integrated with multiple theoretical approaches
• Play can be used as a medium within a counseling session to bring ease to any aged child
• Pairs concrete examples with abstract ideas and emotions
Experiential Activity: Weights and Balloons
• How did the activity help explain the thoughtfeeling connection?
• For which developmental levels is this appropriate?
• How can this activity help the counselor/student with goal setting?
Applying play into your Counseling
"the systematic use of a theoretical model to establish an interpersonal process wherein trained play therapists use the therapeutic powers of play to help clients prevent or resolve psychosocial difficulties and achieve optimal growth and development."
• Emphasis on the child and the natural way that a child can work out an issue
Techniques: Tracking
• The counselor is an observer
• The counselor restates what the child is doing without adding negative or positive statements
sessions in order to gauge the thoughts, feelings, and behaviors of the client • Goal oriented • Allows for specific evidence of change and growth in the child
What is Child-Centered Play Therapy
• Restate what the child says (if anything)
• Reflect feeling and content
• Set limits in the playroom that prohibit the student from hurting self, you, or materials
Play Therapy
It’s place in the Counseling Office
History of Play Therapy
• Sigmund Freud first used PT in 1909 • Carl Rogers introduced person-centered theory • Virginia Axline-created non-directive play therapy • Current definition (Association of Play Therapy, 2008)