CALl FORNI A STATE UNI VERSITY, NORTHRIDGE CRITIQUE OF LITERATURE ON PLAY THERAPY A project submitted in partial satisfaction of the requirements for the degree of Master of Arts in Educational Psychology by Pamela Ann Phillips January 1986 The Project of Pamela Ann Phillips 1s approved: - Stan Charnofsky, Plt!l: EugenfiGig l io, P�. r Bernard N1senholz, Ph.D., Chair ( California State University, Northridge ii TABLE OF CONTENTS Page ABSTRACT ......................................................................................................................... iv Chapter I. INTRODUCTION ...................................................................................... Statement of the Problem Purpose of the Study Definitions of Terms Questions Significance of the Study Sources of Materia 1s Procedures for Collection of Data II. THEORISTS AND THEIR APPROACHES ............... .... ........... ......... 10 Psychoana 1yt i c Approach Structured Approach Re1 at i onsh i p Approach Nondirective Approach Limit-Setting Approach Summary Ill. RESEARCH RELEVANT TO MAJORAPPR OACHES ...................... 41 Studies Using Psychoanalytic Theory Studies Using Structured Theory Studies Using Relationship Theory Studies Using Nondirective Theory Studies Using Limit-Setting Theory Summary IV. SUMMARY AND CONCLUSIONS . .............. ......................... ............ ..... 60 Summary Cone 1 us ions BIBLIOGRAPHY . .. .... ... ...... .. ... .. .. .. .... .. ...... ... ............ .... .. .. .... .. ... .. ... .. .. ... .... .... 64 iii ABSTRACT CRITIQUE OF LITERATURE ON PLAY THERAPY by Pamela Ann Phillips Master of Arts in Educational Psychol ogy Literature in the area of play therapy was surveyed, summar1zed, and organized. The h1storical approach was used in the collection of data for this study. Materials were gathered through library services and therapists in the field. The material found was divided into theory, approach, and research. Theory and approach were organized into Chapter II. Material on research was organized into Chapter Ill. After an extensive search of the literature, it was found that material iv was scattered throughout books and journals. Much of the hterature dealt with either theory or practice or both, but did not include research. If research was presented, it was often not accompanied by theory. This study provides a summary of the theory behind each of the major psychodynamic approaches, and discusses the theory and approach of the major theorists published in each area. A thorough review and summary of the research found relating to the major theories is presented. A summary and conclusions, including research needs on outcome and process, are included in Chapter IV. An extensive bibliography is presented at the end to aide the professional, the student, and the researcher in using this study as an important reference source. v Chapter 1 I NTROOUCT ION Play therapy has been described as the opportunity by which a child can experience growth by using his most natural medium of expression, play (Axllne, 1947b). Even as early as Aristotle, play was believed to have its beneficial uses. He belleved that play was an emotional outlet for anxieties (Mitchell, 1948). In the writings of Rousseau, it can be found that he believed play to be helpful in understanding and educating children. He stressed that children were different from adults, and that they could be understood better by teachers if only the teachers would become children themselves (Lebo, 1955a). In the early stages of child development, Piaget believed that the child must begin at the concrete level of experience before he could develop to the abstract level. Play is the medium by which the child can concretize 1 2 his emotions and then generalize them to the abstract (Piaget, 1962). Piaget, along with Sigmund Freud, believed that the principle function of play was adaptive, in that it allowed the child to assimilate and master unique and unpleasant experiences (Schaefer, 1976). From these early bellefs, the beginnings of play as a therapeutic technique began to emerge. The earliest uses were those of Anna Freud and Melanie Klein, who embraced the psychoanalytic approach. From these discoveries of the therapeutic use of play, and the realization of the uniqueness of the therapeutic needs of children, professionals have adapted play into their own practices as a learning-expressive modality (Axline, 1947b; Freud, 1954, 1951; Klein, 1955; Solomon, 1938). Adults verbalize, whereas children express themselves through feelings and explorations. Play therapy permits the child to release his feelings and to explore his environment and relationships (Allen, 1942; Axline, 1947b; Dorfman, 1965; Erikson, 1 963; Freud, 1954; Ginott, 1 961 ). Statement of the Problem . Although counsel ors of children will usually agree that play is an acceptable form of therapy for children, the literature found on the 3 subject is scattered and time consuming to piece together. It is difficult to find material, especially on theory and practice. which is not outdated. More recently, there has been more research conducted, but in the literature. it is usually isolated from theory and practice. The material deallng with theory. practice and research, ranging from books (Allen. 1942; Axline. 1947b; Freud. 1954, 1951; Ginott, 1961) to articles (Dorfman, 1965; Klein, 1955; Lebo. 1955a. 1953; Solomon. 1938) has been summarized and catagorized in this study. Purpose of the Study The purpose of this study is to summarize and complle the literature concerning the basic psychodynamic theories of play therapy, their practical applications in the field. and the research done, into a comprehensive summary. Most material on play therapy deals with either theory, practice and recently more research. but there have not been any clearly organized studies done to present the major theories and to correlate these with their actual use by therapists in the field. Also. the current research has not been tied together to support these theories. or to produce evidence to support new findings related to these theories. The purpose of my study is 4 @ ' to organize the literature on playtherapy into useable material, that is, material which is tied together in one study to be used by students, professors, professionals or others interested in the theory, practice and research of p 1 ay therapy. My intent is to present a chapter which includes a discussion of the major psychodynamic theories, and the various practical approaches used by authorities in the field. I will cite references and major contributors in each field. The next chapter will deal with research. This will be organized into sections of research dealing with the different theories, and studies done to promote new findings in the area of play therapy. My last chapter wil l provide a summary, conclusions, and a look at future uses of and developments in the field of play therapy. A thorough bibliography wil l be presented at the conclusion of the study. Definitions of Terms The term childtherapy 1s used to describe all therapeutic work done with children, no matter what theory or practice is used. Play therapy is defined as the therapeutic use of play in an equipped play therapy room with a play therapist present. The play room is defined as a room equipped with a variety of specially 5 selected apparatuses, toys and materials which the child can use as a medium of expression. The term individual playt herapy is used to describe therapy which occurs in the play room with one child in the presence of a play therapist. The term group playtherapy is used to describe therapy which occurs in the play room with more than one child in the presence of one or more play therapists. Areas of emphasis are the facets of the play experience which influence process and outcome. The areas explored in this study are: a. Theoretical position of the play therapist b. Specific techniques used by each play therapist c. Process 1. Stages of the play process 2. limits set during play 3. Key elements used (modeling, mirroring, etc.) 4. Equipment 5. Famfly interactions 6. Setting d. Types of children treated e. Duration of therapy f. Termination and outcome 6 Questions Similar areas of emphasis are generally used by therapists and writers in addressing the field of play therapy. In analyzing the information gathered, the important questions considered were: 1. What are the major published theories and how do the major therapists tn each area differ in their own approaches to each of the areas of emphasis defined above? 2. What research has been done to substantiate each of these theories and support the practice of therapists in each area of emphasis? Significance of the Study Play therapy is recognized as a form of therapy for treating emotionally and /or socially malajusted children (Axline, 1947b), but little has been done to compile the diverse array of literature in this area. Theory, practice and research are rarely tied together to form a comprehensive, indepth look at the significance of the field. Usually, theory and practice are tied together, but research is not included to support it, or research will be disclosed and tied in with practice without attempting to integrate this with theory. More and more literature is 7 being produced and research conducted without any attempt to provide a clear, comprehensive picture of this vast, expanding field. The professional or student attempting to do research, or any party interested in the field, has