@PROFDOCDIGITALLIBRARIES
SOLUTION MANUAL
Essential Play Therapy Techniques: Time-Tested Approaches 1st Edition
ST
by Charles E. Schaefer
BA
N
KS
O
LU
TI
O
N
S
, Contents
PART I. TOY AND OBJECT PLAY TECHNIQUES
ST
1. Ball Play 3
2. Plush Doll Play 9
3. Medical Play 14
BA
4. Baby Doll Play 17
5. Baby Bottle Play 20
6. Toy Telephone Play 25
N
7. Magic Wand Play 28
KS
8. Bubble Play 32
9. Block Play 34
10. Balloon Play 38
O
11. Bop Bag Play 41
12. Sensory Play 47
LU
xi
TI
O
N
S
, @PROFDOCDIGITALLIBRARIES
xii Contents
PART II. METAPHORS AND STORYTELLING TECHNIQUES
13. Concrete Play Metaphors 53
14. Turtle Technique 56
ST
15. Emotion Thermometer 60
16. Storytelling 65
17. Externalization Play 72
BA
18. Bibliotherapy 76
PART III. ROLE-PLAY TECHNIQUES
19. Role Play 85
N
20. Costume Play 89
21. Mask Play 93
KS
22. Superhero Play 98
23. Puppet Play 104
O
PART IV. CREATIVE ARTS TECHNIQUES
24. Color Your Life 115
LU
25. Clay Play 118
26. Free Drawings 124
27. Trauma Drawings 129
TI
28. Mandala Drawings 133
29. Serial Drawings 138
O
30. Collage 142
31. Painting 146
N
32. Dance/Movement Play 150
S
, Contents xiii
33. Draw a Family 155
34. Family Sculpting 161
35. Musical Play 165
ST
PART V. IMAGERY AND FANTASY TECHNIQUES
36. Guided Imagery 173
37. The World Technique 179
BA
38. Dollhouse Play 183
39. Adaptive Doll Play 188
40. Rosebush Fantasy Technique 190
N
41. Family Relations Technique 194
42. Worry Dolls 197
KS
43. Tea Party Play 202
PART VI. GAME PLAY TECHNIQUES
O
44. Communication Games 207
45. Self-Control Games 210
LU
46. Strategy Games 214
47. Cooperative Games 220
48. Chance Games 224
TI
49. Squiggle Game 229
O
PART VII. OTHER TECHNIQUES
50. Desensitization Play 233
N
51. Laughter Play 237
S
, @PROFDOCDIGITALLIBRARIES
xiv contents
52. Stress Inoculation Play 241
53. Reenactment Play 244
54. Hide-and-Seek Play 248
ST
55. Magic Tricks 253
56. Feeling Faces 259
57. Suitcase Playroom 264
BA
58. Play Therapy Rituals 268
Index 275
N
KS
O
LU
TI
O
N
S
, Part One
TOY AND OBJECT
ST
PLAY TECHNIQUES
BA
N
KS
O
LU
TI
O
N
S
, @PROFDOCDIGITALLIBRARIES
1
ST
Ball Play
BA
BALL TOSS PLAY
N
Introduction
Ball toss play is one of the earliest and most enduring forms of human play. Prehis-
KS
toric man played throwing games with sticks, bones, and stones (Reid, 1993). Such
activities, which improved the speed and accuracy of throwing an object, were
beneficial to survival by primitive people who hunted their food. As early as 2050
B.C.E. playing ball was depicted on Egyptian hieroglyphics. All kinds of balls have
been created for this activity, including baseballs, footballs, koosh balls, and beach
O
balls. Since the physical act of throwing and catching a ball gives one kinesthetic,
tactile, and visual pleasure, we are hardwired to enjoy it. The goal of playing catch
is to have fun while cooperatively keeping a ball going back and forth between two
or more participants. In his book The Ball: Discovering the Object of the Game,
LU
Fox (2012) explains why throwing, catching, bouncing, and hitting a ball has,
from our earliest days, been such an integral part of the fun that makes us human.
He notes that there are few activities that feel as enjoyable and as deeply satisfying
as a good game of catch.
TI
Rationale
The therapeutic benefits of playing catch are numerous. Since it takes into account
O
the child’s natural need for activity and movement, it quickly elevates one’s mood
and strengthens a sense of competence. It can relieve pent-up frustrations and
internalized stress. An inherently social activity, it is a way to connect with others
N
through a reciprocal, cooperative action. Early in therapy, ball playing with a child
can be used to establish a relaxed, enjoyable atmosphere to develop rapport with
S
3
, 4 I. TOY AND OBJECT PLAY TECHNIQUES
a child and facilitate the child’s expression of feelings. Ball playing engages the
“whole child,” including the child’s emotions, attention, interests, and strengths.
Description
Ages
ST
Four years and up.
Materials
A number of colorful, soft balls (e.g., foam, Nerf, Koosh, or beach balls). Avoid all
BA
balls that could cause pain or damage if thrown hard.
Techniques
Ice-Breaker
N
Soft ball play can be an effective way to promote positive social interactions among
participants in group play therapy. The group therapist begins the activity by stat-
ing, “Raise your hand if you would like to play a game of catch. OK, in this game
KS
when you catch this ball you say something you like before throwing the ball on
to someone else with his/her hand up. Here we go: ‘I like chocolates, how about
you?’” (The therapist throws the ball to a group member.)
Cooperative Ball Play
O
As an ice-breaker in a small play therapy group, the therapist tells the group mem-
bers to try to keep two or more balls (or balloons) in motion together and see
how long they can keep the two balls in the air without touching the ground. The
LU
therapist times the interaction with a stopwatch. An alternate activity is to give the
group a number of “sock balls” to throw into a wastepaper basket. You can make
it more challenging by putting the basket on a chair or moving it around the room.
Catch That Feeling
TI
In group therapy, the children are asked to throw a ball back and forth to each
other. Each time a ball is caught, the child is directed to express a feeling about an
agreed-upon topic, such as what makes him/her happy. For example:
O
X: I’m happy we’re moving because I like our new house. (Throws the ball.)
Y: You’re happy because you like your new house. I’m happy because. . . .
N
The physical act of throwing a ball back and forth keeps the children focused
and the playful atmosphere eases inhibitions about expressing feelings.
S
, 1. Ball Play 5
Question Ball
This technique involves the use of a beach ball with questions marked on each
panel for the “catchee” to answer, such as “Say a nice thing about the person who
threw you the ball.”
ST
Empirical Findings
Salmon, Ball, Hume, Booth, and Crawford (2008) found that vigorous physical
activity, such as ball play, prevented excess weight gain in 10-year-old children.
BA
Applications
Since ball playing is such a familiar and enjoyable activity for children it can be
widely used to establish rapport in individual therapy and promote cohesion in
N
child group therapy.
KS
STRESS BALLS
Introduction
A stress ball is a soft ball that fits in the palm of your hand. It is usually 1–3 inches
in diameter and made of foam or soft gel. A stress ball could also be made of play
O
dough or modeling clay. The earliest stress balls were Chinese stress balls, which
date back to the Sung Dynasty (960–1279 C.E.). Adults would rotate a pair of balls
in their hand to help relieve stress and improve hand coordination. Today, Chinese
LU
stress balls are made of materials ranging from steel to jade.
Rationale
TI
Therapeutic benefits of stress balls include:
• Release of physical tension. Whenever you make a fist, regardless of whether
you have something in your hand, you create muscle tension. When you release
O
your grip, your muscles relax. This process can help relax chronically tense mus-
cles and relieve feelings of stress. Thus, providing a child with a stress ball to play
with during your intake interview can help relieve the child’s tension and anxiety.
N
• Mood enhancement. Squeezing soft stress balls results in pleasurable tac-
tile, kinesthetic, and visual sensations that can boost one’s mood.
S
, 6 I. TOY AND OBJECT PLAY TECHNIQUES
• Increased focus. A hand fidget object such as a stress ball can help children
to be less distracted and more focused on classroom instruction. Fidgety children
are able to release excess energy in a positive, relaxing way. Children can squeeze
the balls under their desks or in their pockets. This activity can help children with
attention-deficit disorder (ADD), attention-deficit/hyperactivity disorder (ADHD),
and children who are bored or restless focus better.
ST
Description
Ages
BA
Two years and up.
Techniques
Counter to Specific Stressors
N
Children facing stressful situations, such as a painful medical or dental procedure,
can be given a stress ball to help distract and comfort them. Children becoming
agitated and upset can also be given a stress ball to calm themselves.
KS
Progressive Muscle Relaxation—for Tweens, Teens, and Adults
Instruction: While slowly and rhythmically squeezing and releasing the stress ball,
focus on the physical sensation of muscle tension and relaxation. After a 3-minute
workout, switch to your other hand and repeat the exercise. Then tense and relax
O
the other muscle groups in your body, including your facial, shoulder, stomach,
thigh, and feet muscles.
LU
Mr. Ugly (Schmidt, 1997)
This technique involves the use of a rubber squeeze toy (i.e., the “Martian Popping
Thing”) whose eyes, ears, and nose pop out when he is squeezed hard. This is a
concrete metaphor for how one’s brain feels when it is stressed and overwhelmed.
The release of muscle tension from playing with this toy helps reduce one’s stress
TI
level. The silliness of Mr. Ugly’s expression when squeezed enhances the effect.
The child is given the toy and told to squeeze hard, release, and squeeze again
a number of times. While the child squeezes the toy, the therapist explains that
ugly thoughts or feelings that are located in the child’s mind will be squeezed out
O
of the mind and down the neck, across the shoulders, and into the belly of Mr.
Ugly. After squeezing to a count of 10, the child is instructed to stop, relax, and
take a deep breath. The Mr. Ugly popping toy is useful in group and individual
N
therapy for latency-age children who are under various forms of stress.
S
SOLUTION MANUAL
Essential Play Therapy Techniques: Time-Tested Approaches 1st Edition
ST
by Charles E. Schaefer
BA
N
KS
O
LU
TI
O
N
S
, Contents
PART I. TOY AND OBJECT PLAY TECHNIQUES
ST
1. Ball Play 3
2. Plush Doll Play 9
3. Medical Play 14
BA
4. Baby Doll Play 17
5. Baby Bottle Play 20
6. Toy Telephone Play 25
N
7. Magic Wand Play 28
KS
8. Bubble Play 32
9. Block Play 34
10. Balloon Play 38
O
11. Bop Bag Play 41
12. Sensory Play 47
LU
xi
TI
O
N
S
, @PROFDOCDIGITALLIBRARIES
xii Contents
PART II. METAPHORS AND STORYTELLING TECHNIQUES
13. Concrete Play Metaphors 53
14. Turtle Technique 56
ST
15. Emotion Thermometer 60
16. Storytelling 65
17. Externalization Play 72
BA
18. Bibliotherapy 76
PART III. ROLE-PLAY TECHNIQUES
19. Role Play 85
N
20. Costume Play 89
21. Mask Play 93
KS
22. Superhero Play 98
23. Puppet Play 104
O
PART IV. CREATIVE ARTS TECHNIQUES
24. Color Your Life 115
LU
25. Clay Play 118
26. Free Drawings 124
27. Trauma Drawings 129
TI
28. Mandala Drawings 133
29. Serial Drawings 138
O
30. Collage 142
31. Painting 146
N
32. Dance/Movement Play 150
S
, Contents xiii
33. Draw a Family 155
34. Family Sculpting 161
35. Musical Play 165
ST
PART V. IMAGERY AND FANTASY TECHNIQUES
36. Guided Imagery 173
37. The World Technique 179
BA
38. Dollhouse Play 183
39. Adaptive Doll Play 188
40. Rosebush Fantasy Technique 190
N
41. Family Relations Technique 194
42. Worry Dolls 197
KS
43. Tea Party Play 202
PART VI. GAME PLAY TECHNIQUES
O
44. Communication Games 207
45. Self-Control Games 210
LU
46. Strategy Games 214
47. Cooperative Games 220
48. Chance Games 224
TI
49. Squiggle Game 229
O
PART VII. OTHER TECHNIQUES
50. Desensitization Play 233
N
51. Laughter Play 237
S
, @PROFDOCDIGITALLIBRARIES
xiv contents
52. Stress Inoculation Play 241
53. Reenactment Play 244
54. Hide-and-Seek Play 248
ST
55. Magic Tricks 253
56. Feeling Faces 259
57. Suitcase Playroom 264
BA
58. Play Therapy Rituals 268
Index 275
N
KS
O
LU
TI
O
N
S
, Part One
TOY AND OBJECT
ST
PLAY TECHNIQUES
BA
N
KS
O
LU
TI
O
N
S
, @PROFDOCDIGITALLIBRARIES
1
ST
Ball Play
BA
BALL TOSS PLAY
N
Introduction
Ball toss play is one of the earliest and most enduring forms of human play. Prehis-
KS
toric man played throwing games with sticks, bones, and stones (Reid, 1993). Such
activities, which improved the speed and accuracy of throwing an object, were
beneficial to survival by primitive people who hunted their food. As early as 2050
B.C.E. playing ball was depicted on Egyptian hieroglyphics. All kinds of balls have
been created for this activity, including baseballs, footballs, koosh balls, and beach
O
balls. Since the physical act of throwing and catching a ball gives one kinesthetic,
tactile, and visual pleasure, we are hardwired to enjoy it. The goal of playing catch
is to have fun while cooperatively keeping a ball going back and forth between two
or more participants. In his book The Ball: Discovering the Object of the Game,
LU
Fox (2012) explains why throwing, catching, bouncing, and hitting a ball has,
from our earliest days, been such an integral part of the fun that makes us human.
He notes that there are few activities that feel as enjoyable and as deeply satisfying
as a good game of catch.
TI
Rationale
The therapeutic benefits of playing catch are numerous. Since it takes into account
O
the child’s natural need for activity and movement, it quickly elevates one’s mood
and strengthens a sense of competence. It can relieve pent-up frustrations and
internalized stress. An inherently social activity, it is a way to connect with others
N
through a reciprocal, cooperative action. Early in therapy, ball playing with a child
can be used to establish a relaxed, enjoyable atmosphere to develop rapport with
S
3
, 4 I. TOY AND OBJECT PLAY TECHNIQUES
a child and facilitate the child’s expression of feelings. Ball playing engages the
“whole child,” including the child’s emotions, attention, interests, and strengths.
Description
Ages
ST
Four years and up.
Materials
A number of colorful, soft balls (e.g., foam, Nerf, Koosh, or beach balls). Avoid all
BA
balls that could cause pain or damage if thrown hard.
Techniques
Ice-Breaker
N
Soft ball play can be an effective way to promote positive social interactions among
participants in group play therapy. The group therapist begins the activity by stat-
ing, “Raise your hand if you would like to play a game of catch. OK, in this game
KS
when you catch this ball you say something you like before throwing the ball on
to someone else with his/her hand up. Here we go: ‘I like chocolates, how about
you?’” (The therapist throws the ball to a group member.)
Cooperative Ball Play
O
As an ice-breaker in a small play therapy group, the therapist tells the group mem-
bers to try to keep two or more balls (or balloons) in motion together and see
how long they can keep the two balls in the air without touching the ground. The
LU
therapist times the interaction with a stopwatch. An alternate activity is to give the
group a number of “sock balls” to throw into a wastepaper basket. You can make
it more challenging by putting the basket on a chair or moving it around the room.
Catch That Feeling
TI
In group therapy, the children are asked to throw a ball back and forth to each
other. Each time a ball is caught, the child is directed to express a feeling about an
agreed-upon topic, such as what makes him/her happy. For example:
O
X: I’m happy we’re moving because I like our new house. (Throws the ball.)
Y: You’re happy because you like your new house. I’m happy because. . . .
N
The physical act of throwing a ball back and forth keeps the children focused
and the playful atmosphere eases inhibitions about expressing feelings.
S
, 1. Ball Play 5
Question Ball
This technique involves the use of a beach ball with questions marked on each
panel for the “catchee” to answer, such as “Say a nice thing about the person who
threw you the ball.”
ST
Empirical Findings
Salmon, Ball, Hume, Booth, and Crawford (2008) found that vigorous physical
activity, such as ball play, prevented excess weight gain in 10-year-old children.
BA
Applications
Since ball playing is such a familiar and enjoyable activity for children it can be
widely used to establish rapport in individual therapy and promote cohesion in
N
child group therapy.
KS
STRESS BALLS
Introduction
A stress ball is a soft ball that fits in the palm of your hand. It is usually 1–3 inches
in diameter and made of foam or soft gel. A stress ball could also be made of play
O
dough or modeling clay. The earliest stress balls were Chinese stress balls, which
date back to the Sung Dynasty (960–1279 C.E.). Adults would rotate a pair of balls
in their hand to help relieve stress and improve hand coordination. Today, Chinese
LU
stress balls are made of materials ranging from steel to jade.
Rationale
TI
Therapeutic benefits of stress balls include:
• Release of physical tension. Whenever you make a fist, regardless of whether
you have something in your hand, you create muscle tension. When you release
O
your grip, your muscles relax. This process can help relax chronically tense mus-
cles and relieve feelings of stress. Thus, providing a child with a stress ball to play
with during your intake interview can help relieve the child’s tension and anxiety.
N
• Mood enhancement. Squeezing soft stress balls results in pleasurable tac-
tile, kinesthetic, and visual sensations that can boost one’s mood.
S
, 6 I. TOY AND OBJECT PLAY TECHNIQUES
• Increased focus. A hand fidget object such as a stress ball can help children
to be less distracted and more focused on classroom instruction. Fidgety children
are able to release excess energy in a positive, relaxing way. Children can squeeze
the balls under their desks or in their pockets. This activity can help children with
attention-deficit disorder (ADD), attention-deficit/hyperactivity disorder (ADHD),
and children who are bored or restless focus better.
ST
Description
Ages
BA
Two years and up.
Techniques
Counter to Specific Stressors
N
Children facing stressful situations, such as a painful medical or dental procedure,
can be given a stress ball to help distract and comfort them. Children becoming
agitated and upset can also be given a stress ball to calm themselves.
KS
Progressive Muscle Relaxation—for Tweens, Teens, and Adults
Instruction: While slowly and rhythmically squeezing and releasing the stress ball,
focus on the physical sensation of muscle tension and relaxation. After a 3-minute
workout, switch to your other hand and repeat the exercise. Then tense and relax
O
the other muscle groups in your body, including your facial, shoulder, stomach,
thigh, and feet muscles.
LU
Mr. Ugly (Schmidt, 1997)
This technique involves the use of a rubber squeeze toy (i.e., the “Martian Popping
Thing”) whose eyes, ears, and nose pop out when he is squeezed hard. This is a
concrete metaphor for how one’s brain feels when it is stressed and overwhelmed.
The release of muscle tension from playing with this toy helps reduce one’s stress
TI
level. The silliness of Mr. Ugly’s expression when squeezed enhances the effect.
The child is given the toy and told to squeeze hard, release, and squeeze again
a number of times. While the child squeezes the toy, the therapist explains that
ugly thoughts or feelings that are located in the child’s mind will be squeezed out
O
of the mind and down the neck, across the shoulders, and into the belly of Mr.
Ugly. After squeezing to a count of 10, the child is instructed to stop, relax, and
take a deep breath. The Mr. Ugly popping toy is useful in group and individual
N
therapy for latency-age children who are under various forms of stress.
S
