Being an improvisational play therapist

2019 ◽  
pp. 110-121
Author(s):  
Simon Kerr-Edwards
Keyword(s):  
Play Therapist

Neuroscience and Play Therapy: The Neurobiologically-Informed Play Therapist

2015 ◽  
pp. 583-597
Author(s):  
Edward F. Hudspeth ◽  
Kimberly Matthews
Keyword(s):  
Play Therapy ◽  
Play Therapist

Play Therapist: A Different Adult

TACD Journal ◽  
1981 ◽  
Vol 9 (1) ◽  
pp. 45-48
Author(s):  
Nancy Boddeker
Keyword(s):  
Play Therapist

Providing Mediated Learning Experiences Through Multidimensional Play Therapy

2005 ◽  
Vol 5 (2) ◽  
pp. 168-182
Author(s):  
Shyh Shin Wong
Keyword(s):  
Play Therapy ◽  
Learning Experience ◽  
Learning Experiences ◽  
Human Being ◽  
Mediated Learning ◽  
Systematic Application ◽  
Cognitive Education ◽  
Cognitive Modifiability ◽  
Mediated Learning Experience ◽  
Play Therapist

Multidimensional Play Therapy is an integrative, multidimensional metatheoretical approach to the use of play in working with clients’ different modalities, with specific focus on the provision of mediated learning experiences through play. It is an attempt to fill in the gap and act as a bridge to integrate different ideas and practices in the fields of cognitive education and play therapy. Specifically, Multidimensional Play Therapy expands the use of play therapy to include providing mediated learning experience, based on Feuerstein’s theory of structural cognitive modifiability and mediated learning experience. The use of play as mediation, proposed by Vygotsky, is integrated with Feuerstein’s systematic application of Vygotsky’s idea of a more competent human being (the play therapist) as mediator in the context of Multidimensional Play Therapy.

Becoming a neurobiologically-informed play therapist.

2016 ◽  
Vol 25 (1) ◽  
pp. 35-44 ◽  
Author(s):  
Rana Hong ◽  
Christie M. Mason
Keyword(s):  
Play Therapist

Sensory Reinforcement with Autistic Children

1985 ◽  
Vol 13 (4) ◽  
pp. 328-341 ◽  
Author(s):  
L. J. V. Baker ◽  
Yvonne Milner
Keyword(s):  
Task Performance ◽  
Motor Coordination ◽  
The Other ◽  
Multiple Baseline ◽  
Autistic Children ◽  
Sensory Reinforcement ◽  
Baseline Design ◽  
Observer Reliability ◽  
Sensory Activity ◽  
Play Therapist

Three non-verbal, autistic boys of 9, 12 and 16 years served as subjects in two experiments and a nurse play-therapist acted as the agent. The first experiment compared the effects upon a motor coordination task of each subject's preferred sensory reinforcer with those of the sensory reinforcer preferred by the other two subjects. On-task performances were maintained by prompting and by contingent presentation of each reinforcer in a multiple-baseline design across subjects. All subjects showed higher levels of on-task performance for their preferred sensory activity. In the second experiment a multielement-baseline design compared the effects of the preferred sensory reinforcer with those of a preferred edible reinforcer. All subjects showed higher levels of on-task performance for their preferred sensory activity. Inter-observer reliability remained above 90%. A role for sensory reinforcement in training autistic children is suggested.

The Uniqueness of the Play Therapist in a Child's Life

TACD Journal ◽  
1982 ◽  
Vol 10 (2) ◽  
pp. 77-81
Author(s):  
Garry L. Landreth ◽  
B. Hal Barkley
Keyword(s):  
Play Therapist

The Play Therapist in the Courtroom

2017 ◽  
pp. 345-366
Author(s):  
Jeffrey M. Sullivan ◽  
Sinem Akay
Keyword(s):  
Child Abuse ◽  
Best Practices ◽  
Professional Career ◽  
Client Relationship ◽  
Play Therapists ◽  
The Moment ◽  
Court Process ◽  
Play Therapist

This chapter addresses what is often the most anxiety inducing experience most play therapists will encounter in their professional career: appearing in court. Play therapists who work with cases of child abuse face a higher chance of appearing in court on behalf of their child client. The purpose this chapter is to detail some ways play therapists can best prepare for the court process, which often begins at the moment the client relationship is established, how to prepare for court once a subpoena is received, and best practices for testifying in court on behalf of the child client. Finally, this chapter discusses the effects of court on the child and how to best help children recover from courtroom experiences.

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