The play therapy room

How to Design and Equip a Mentalization-Based Play Therapy Room

Psychodynamic Psychiatry ◽

10.1521/pdps.2018.46.2.240 ◽

2018 ◽

Vol 46 (2) ◽

pp. 240-251

Author(s):

Ulrich Rüth ◽

Astrid Holch

Keyword(s):

Play Therapy ◽

Therapy Room

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Penerapan Konsep A.B.L.E. Pada Ruang Terapi Anak Berkebutuhan Khusus Cerebral Palsy

Arsitektura ◽

10.20961/arst.v18i2.43680 ◽

2020 ◽

Vol 18 (2) ◽

pp. 315

Author(s):

Andreas Dwiputro Handoyo ◽

Widyanesti Liritantri ◽

Mutiara Dhya Ulhaq Pramesi ◽

Allicia Sandra Meirissa

Keyword(s):

Cerebral Palsy ◽

Special Needs ◽

Play Therapy ◽

Analytical Methods ◽

Therapeutic Approach ◽

Design Concept ◽

Physical Effort ◽

Children With Cerebral Palsy ◽

Therapy Room ◽

Qualitative Descriptive

<p class="Abstract"><em>Cerebral Palsy is a condition characterized by poor muscle control, stiffness, paralysis, to other nerve disorders. These children are at the highest level of priority among children with special needs. Helping children with Cerebral Palsy can be realized through the design of a special therapy centre for children with Cerebral Palsy. The design of this therapy centre will be specified in the design concept of the play therapy room because in this case, the playground works as well as therapeutic method for children. This study was conducted using qualitative descriptive analytical methods in Risantya facility which applies play as a therapeutic approach. The observation focused on the activities of the children in the playground. It was found that four factors play an important role in the therapy area. A.B.L.E. has meaning, namely A for Attractive Colours, B for Bump, Bruise, and Pain-Free, L for Low Physical Effort, and E for Engaged positively with movement. The concept is described to therapy centre, especially in the play therapy room, where this concept aims to provide a sense of ease, safety, and comfort to children when doing activities.</em></p>

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Building a Calm/Safe Place in the Play Therapy Room With the Fort Tent

EMDR With Children in the Play Therapy Room ◽

10.1891/9780826175939.0010 ◽

2020 ◽

Author(s):

Alice Stricklin

Keyword(s):

Play Therapy ◽

Safe Place ◽

Therapy Room

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EMDR With Children in the Play Therapy Room

10.1891/9780826175939 ◽

2020 ◽

Author(s):

Ann Beckley-Forest ◽

Annie Monaco

Keyword(s):

Play Therapy ◽

Therapy Room

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Why Speech-Language Clinicians Should Be in the Classroom

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.2204.277 ◽

1991 ◽

Vol 22 (4) ◽

pp. 277-277 ◽

Cited By ~ 3

Author(s):

Sharon L. Wadle

Keyword(s):

Individual Differences ◽

Task Analysis ◽

Regular Classroom ◽

Classroom Setting ◽

Therapy Room

Lack of training is only an excuse for not collaborating outside of the therapy room. With our present training, speech-language clinicians have many skills to share in the regular classroom setting. This training has provided skills in task analysis, a language focus, an appreciation and awareness of individual differences in learning, and motivational techniques.

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Communicative Performance of Adolescents with Severe Speech Impairment

Journal of Speech and Hearing Disorders ◽

10.1044/jshd.5403.403 ◽

1989 ◽

Vol 54 (3) ◽

pp. 403-421 ◽

Cited By ~ 7

Author(s):

Beth M. Dalton ◽

Jan L. Bedrosian

Keyword(s):

Data Analysis ◽

Peer Interactions ◽

Consistent Pattern ◽

Clinical Implications ◽

Speech Impairment ◽

Communication Mode ◽

Mode Function ◽

Communicative Performance ◽

Therapy Room ◽

Communication Board

The communicative performance of 4 preoperational-level adolescents, using limited speech, gestures, and communication board techniques, was examined in a two-part investigation. In Part 1, each subject participated in an academic interaction with a teacher in a therapy room. Data were transcribed and coded for communication mode, function, and role. Two subjects were found to predominantly use the speech mode, while the remaining 2 predominantly used board and one other mode. The majority of productions consisted of responses to requests, and the initiator role was infrequently occupied. These findings were similar to those reported in previous investigations conducted in classroom settings. In Part 2, another examination of the communicative performance of these subjects was conducted in spontaneous interactions involving speaking and nonspeaking peers in a therapy room. Using the same data analysis procedures, gesture and speech modes predominated for 3 of the subjects in the nonspeaking peer interactions. The remaining subject exhibited minimal interaction. No consistent pattern of mode usage was exhibited across the speaking peer interactions. In the nonspeaking peer interactions, requests predominated. In contrast, a variety of communication functions was exhibited in the speaking peer interactions. Both the initiator and the maintainer roles were occupied in the majority of interactions. Pertinent variables and clinical implications are discussed.

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