So that you are ready to do filial play therapy, you will create a manual, which is a generic treatment plan, to guide you through the whole intervention, including each of the sessions.
Throughout the course, you will work on elements of this manual, most specifically in relation to your case scenario family. The project involves putting together a detailed outline of the treatment plan in outline form.
• The manual details each session, including activities, sequencing, handouts, media pieces, and other resources.
• The manual becomes part of your therapy toolkit, a tangible guide that you can show others when you are explaining how you proceed with filial play therapy.
• You add to the manual and modify it as you use it in therapy.
• The chapters in the Bratton and Landreth text, Child Parent Relationship Therapy (CPRT): A 10-Session Filial Therapy Model, and VanFleet’s parent and caregiver manual, A Parent’s Handbook of Filial Play Therapy: Building Strong Families with Play, provide the starting point for the outline.
Sample Session Sequence
Session 1: Introduces the caregiver to the goals of filial therapy and sets goals for caregiver and child.
Session 2: Introduce emotional development and practice basic skills.
Session 3: Prepare the caregiver for the special play times with the child.
Session 4: The therapist observes the first play session between caregiver and child.
Session 5: Therapist and caregiver review and process the first play session.
Sessions 6–10: Play sessions in the play room with a review of recordings or observations shortly after.
At any time during the rest of the course, you can hand in pieces of the manual as a draft, and your instructor will provide feedback.
Your completed project is due in final form in Unit 10.
To successfully complete this project, you will be expected to:
1. Develop a personal guide to conducting filial play therapy.
2. State a rationale for using filial therapy as an intervention with families.
3. List the elements included in developing a treatment plan incorporating filial therapy.
4. Identify the elements of parent training needed in a ten-week filial play therapy intervention.
5. Incorporate compatible approaches from others into a personal approach for conducting filial play therapy.
6. Communicate in a scholarly and professional manner.
To achieve a successful project experience and outcome, you are expected to meet the following requirements.
• Written communication: Written communication is free of errors that detract from the overall message.
• APA formatting: Resources and citations are formatted according to APA (6th Edition) style and formatting.
• Length of paper: Approximately 50 typed double-spaced pages, mostly in outline format.
• Font and font size: Arial, 10 point.
Criteria Non-performance Basic Proficient Distinguished
State a rationale for using filial therapy as an intervention with families.
10% Does not address using filial therapy as an intervention with families. Provides ideas about using filial therapy as an intervention with families, but does not state a rationale for doing so. States a rationale for using filial therapy as an intervention with families. States and explains a rationale for using filial therapy as an intervention with families.
Develop a plan for an intake interview, including a rationale for using filial therapy.
17% Does not develop a plan for an intake interview or a rationale for using filial therapy. Develops a plan for an intake interview or a rationale for using filial therapy, but not both. Develops a plan for an intake interview, including a rationale for using filial therapy. Develops and explains a plan for an intake interview, including a rationale for using filial therapy.
State legal and ethical considerations in the development of the treatment plan and intake interview.
10% Does not address legal and ethical considerations in the development of the treatment plan and intake interview. States legal or ethical considerations, but not both, in the development of the treatment plan and intake interview. States legal and ethical considerations in the development of the treatment plan and intake interview. States and explains legal and ethical considerations in the development of the treatment plan and intake interview.
Describe ways to use goal selection as part of the intake or first session and include a list of potential goals.
17% Does not describe ways to use goal selection as part of the intake or first session or include a list of potential goals. Describes ways to use goal selection as part of the intake or first session or includes a list of potential goals, but not both. Describes ways to use goal selection as part of the intake or first session and includes a list of potential goals. Describes ways to use goal selection as part of the intake or first session and includes a list of potential goals, along with examples of behaviors which demonstrate achievement of those goals.
Communicate in written documents using the accepted form and style of the profession.
20% Does not use the accepted form and style of the profession. Communicates in written documents partly using the accepted form and style of the profession. Communicates in written documents using the accepted form and style of the profession. Communicates clearly and concisely in written documents using the accepted form and style of the profession.
Develop a treatment plan for filial therapy, including skills, content, attitudes, and homework for a ten-week session.
26% Does not develop a treatment plan for filial therapy. Develops a treatment plan for filial therapy, but with one or more key elements missing, such as skills, content, attitudes, and homework for a ten-week session. Develops a treatment plan for filial therapy, including skills, content, attitudes, and homework for a ten-week session. Develops a treatment plan for filial therapy, including skills, content, attitudes, and homework for a ten-week session, and supplements with ideas gathered from multiple sources.
The project involves putting together a detailed outline of the treatment plan in outline form.
• The manual details each session, including activities, sequencing, handouts, media pieces, and other resources.
• The manual becomes part of your therapy toolkit, a tangible guide that you can show others when you are explaining how you proceed with filial play therapy.
• You add to the manual and modify it as you use it in therapy.
• The chapters in the Bratton and Landreth text, Child Parent Relationship Therapy (CPRT): A 10-Session Filial Therapy Model, and VanFleet’s parent and caregiver manual, A Parent’s Handbook of Filial Play Therapy: Building Strong Families with Play, provide the starting point for the outline.
For more details, review the Filial Play Therapy – Personal Manual course project description in the Resources.
So that you are ready to do filial play therapy, you will create a manual, which is a generic treatment plan, to guide you through the whole intervention, including each of the sessions.
Throughout the course, you have been working on elements of this manual, most specifically in relation to your case scenario family. The project involves putting together a detailed outline of the treatment plan in outline form.
• The manual details each session, including activities, sequencing, handouts, media pieces, and other resources.
• The manual becomes part of your therapy toolkit, a tangible guide that you can show others when you are explaining how you proceed with filial play therapy.
• You add to it and modify it as you use it in therapy.
• The chapters in the Bratton and Landreth text, Child Parent Relationship Therapy (CPRT): A 10-Session Filial Therapy Model, and VanFleet’s parent and caregiver manual, A Parent’s Handbook of Filial Play Therapy: Building Strong Families with Play, provide the starting point for the outline.
Sample Session Sequence
Session 1: Introduces the caregiver to the goals of filial therapy and sets goals for caregiver and child.
Session 2: Introduce emotional development and practice basic skills.
Session 3: Prepare the caregiver for the special play times with the child.
Session 4: The therapist observes the first play session between caregiver and child. Continuing and enhancing skill and attitude development.
Session 5: Therapist and caregiver review and process the second play session and focus on enhancing skill development.
Sessions 6–9: Review of play sessions and discussion of parenting issues.
Session 10: Termination session with review of goals.
At any time during the rest of the course, you can hand in pieces of the manual as a draft, and your instructor will provide feedback.
Your completed project is due in final form in Unit 10.
Landreth, G. L., & Bratton, S. C. (2006). Child parent relationship therapy (CPRT): A 10-session filial therapy model. New York, NY: Routledge. ISBN: 9780415951104.
VanFleet, R. (2000). A parent’s handbook of filial play therapy: Building strong families with play. Boiling Springs, PA: Play Therapy Press. ISBN: 9781930557062.
VanFleet, R. (2014). Filial therapy: Strengthening parent-child relationships through play (3rd ed.). Sarasota, FL: Professional Resource Press. ISBN: 9781568871455.
Articles
Bratton, S. C., Landreth, G. L., Kellam, T., & Blackard, S. R. (2006). Child-parent relationship therapy (CPRT) treatment manual: A 10-session filial therapy model for training parents. New York, NY: Routledge. ISBN: 9780415952125.
Glazer, H. R. (2010). Filial therapy for grieving preschool children. In C. E. Schaefer (Ed.), Play therapy for preschool children (pp. 89–105). Washington, DC: American Psychological Association. ISBN: 9781433805660.
Koocher, G. P., & Keith-Spiegel, P. (1998). Ethics in psychology: Professional standards and cases. New York, NY: Oxford University Press, USA. ISBN: 9780195092011.
FYI
THESE ARE TWO OF THE PRIOR PAPERS THAT HAVE SUBMITTED, AS WELL AS THE GRADING RUBRIC.
I DO HOPE THESE ASSIST.
SINCERELY,
CYNTHIA
Reconciling Filial Play Therapy and Your Personal Approach
Reconciling Filial Play Therapy and Your Personal Approach
Filial Play Therapy (FPT) is a form of psychotherapy which empowers the entire family through play in resolving psychological issues. It is a child-centered approach which “promotes the parent-child relationship through the training of parents in the use of basic skills used by child-centered play therapists” (Sweeney and Skurja, 2001, p. 179). FPT is focused on supporting the client’s entire family to fill the communication gap within the family. In FPT, the therapist’s purpose is to facilitate to the parents and the entire family of the client in developing a more meaningful relationship through the integration of play in therapeutic intervention. Play Therapy International (2008) emphasized that FPT is suitable for children, three (3) to eleven (11) years old. However, the intervention is also recommended to client’s who are differently developed. Vanfleet (2011) noted that FPT is applied and used “ in children, their siblings, and parents facing chronic medical illness to help deal with issues of illness or treatment anxiety” (p. 20). It is highly recommended for the prevention and intervention of trauma, grief, and loss.
The primary component of FPT is the play therapy that Landreth (2002) defined as:
a dynamic interpersonal relationship between a child (or person of any age) and a therapist trained in play therapy procedures who provides selected play materials and facilitates the development of a safe relationship for the child (or person of any age) to fully express and explore self (feelings, thoughts, experiences, and behaviors) through play, the child’s natural medium of communication, for optimal growth and development (p. 11).
The important aspect in this context is the family relationship. The success of the intervention is dependent on the development of the relationship. As a child-centered play therapy, FPT embarks on the full development of the family relationship which the growth of the child is dependent. This can be facilitated by the therapist through the incorporation of appropriate communication modes under the intervention.
FPT is initiated through the assessment of the client’s entire family, focusing more on the behavior of the entire family as they play (Vanfleet, 2011). The information on this aspect is very valuable to the therapist. Taking into consideration that the child’s social competency is initially developed in the home and the quality of the attachment has a direct influence on the quality of the development and growth of the child (Huitt and Dawson, 2011). As the family members observe during the entire process of the intervention, they can come up with personal assessment on the traits and values that they have, as shared by the family, for the benefit of the family relationship.
This is the part wherein the evaluation process of the family relationship is determinative of the success of the intervention. As a facilitator, the therapist shall be able to refine family traits and values for the betterment of the client. This is in accord with FPT’s concern. FPT values the relationship of the entire family as the main client and the application f the therapy “ is to strengthen the relationship” (Vanfleet, 2011, p. 7).
Landreth (2002) noted that play is the main activity during childhood. Children are more expressive in undirected plays than in verbal communication since they find comfort in plays. Children communicate to others through play (Sweeney and Skurja, 2001). Landreth (2002) stressed that during plays, the therapist should keenly observed the behavior of the child which following might be revealed:
(a) what the child has experienced;
(b) reactions to what was experienced;
(c) feelings about what was experienced;
(d) what the child wishes, wants, or needs; and
(e) the child’s perception of self (p. 14).
FPT acknowledged play as an essential factor in the development of the child.
The therapist shall go with the level of the child and effect the mode of communication in the manner which the child is comfortable. This is the most precious asset of the therapist. The therapist shall possess the ability to adjust to the level of the child and understand the child’s developmental stages in order to actively and effectively communicate with the child.
The therapist must bear in mind that the change being hoped for in the intervention, is gradual. In the process, excessive efforts directing the actions of the child shall be avoided by the therapist in order that a friendly and healthy relationship shall be developed. The therapist must be permissive in accepting the child (client) in order to reveal the true behavior of the child (client) such that strategies can be formulated to address the issue. These are the basic principles of child-centered play therapy, which the therapist must bear in mind and knowledgeable with which can be passed on to the entire family of the client in the intervention process.
Any difficulty being encountered in the process shall be resolved immediately in favor the client. If the therapist shall constantly focus on the objectives of FPT, there shall be no difficulty at all. Since the guiding principle of the therapist is based solely on the assessment being made in the family relationship, failure on this aspect will definitely be the factor that contributes to the failure of the intervention.
References:
Huitt, W. & Dawson, C. (2011). Social development: why it is important and how to impact it. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved from http://www.edpsycinteractive.org/papers/socdev.pdf.
Landreth, G. (2002). Play therapy: The art of the relationship. (3rd ed.). New York, NY: Brunner-
Routledge. Retrieved from: http://tandfbis.s3.amazonaws.com/rt-media/pp/common/sample-chapters/9780415886819.pdf.
Play Therapy International, (2008). Definitions of Filial Play and Filial Therapy. Retrieved from: http://ri.search.yahoo.com/_ylt=A0SO8wc0n8BUCLoAtVZXNyoA;_ylu=X3oDMTEzam1qb2pqBHNlYwNzcgRwb3MDNwRjb2xvA2dxMQR2dGlkA1NNRTkyM18x/RV=2/RE=1421938613/RO=10/RU=http%3a%2f%2fplaytherapy.org%2ffilialplaydefinition1.html/RK=0/RS=F3NZU8SGHpNWkcUhP6CmNUtinxs-.
Sweeney, D. & Skurja, C. (2001). Filial Therapy as a Cross-cultural Family Intervention. Asian Journal of Counselling. 8 (2). 175–208. Retrieved from: http://hkier.fed.cuhk.edu.hk/journal/wp-content/uploads/2009/10/ajc_v8n2_175-208.pdf.
Vanfleet, R. (2011). Filial Therapy: What Every Play Therapy Should Know .Play Therapy: magazine of the British Association of Play Therapy.Part One. 67. 7-10. Retrived from: http://ri.search.yahoo.com/_ylt=AwrSbhq4lsBUMiMAUExXNyoA;_ylu=X3oDMTEzNnMzczJiBHNlYwNzcgRwb3MDMQRjb2xvA2dxMQR2dGlkA1NNRTkyM18x/RV=2/RE=1421936440/RO=10/RU=http%3a%2f%2fwww.play-therapy.com%2fimages_prof%2fFT.BAPT.article.pt2.pdf/RK=0/RS=CoNXdylhNHydWHT47cV.1lKTUJc-.
Vanfleet, R. (2011). Filial Therapy: What Every Play Therapy Should Know. Play Therapy: magazine of the British Association of Play Therapy.Part Three. 67. 18-2. Retrieved from: http://www.play-therapy.com/images_prof/FT.BAPT.article.pt3.pdf.
Filial Therapy
Introduction
Caregivers are integral personnel during the filial therapy process. Play theory has helped many families since the 1960s, particularly because it involves both parents and caregivers to act directly as agents of change elicited by the therapy (Guerney, & Ryan, 2012). In particular, caregivers facilitate effectiveness in executing therapeutic programs because of their direct involvement in the whole process. Some caregivers double their roles by being both the trained play therapist and family psychological nurses. Conventionally, they work in collaboration with the parents and therapists to build better attachment relationship of children with their families.
Typically, children always love involving themselves in “special play time.” Also, parents and caregivers find that, the time spent during the filial play therapy is valuable and heralds happiness (VanFleet, 2014). Notably, the therapy helps parents to develop some form of consistency in parenting style since the plays assist them to get accustomed to their children’s needs and desires. As such, the family relationship and attachment become enhanced.
As a result, any family filial treatment plan should involve the caregivers so as to achieve manifold outcomes (Landreth, & Bratton, 2006). The treatment benefits children, parents, and caregivers in a number of ways such as:
• Appropriately manifest and enhance the inner thoughts and emotions of children.
• Assist the child to employ his or her inner sanctum to assign meanings to issues, people, or relations.
• Help the children to synthesize the world, with particular interest in the immediate family environment for proper cognitive development.
• Allows parents to avert pervasive personality development in their children.
• Parents and caregivers use the playing sessions to develop relevant communication skills that the children understand.
• Strengthen the caregiver/parent’s relationship with the children using the filial play, which is apparently children’s natural language.
• The intervention helps children who have been abused or neglected through a constructive approach to amend their filial relationships.
The counseling technique teaches caregivers the necessary skills for problem-solving and promoting empathy using non-punitive and healthy boundaries (VanFleet, 2014). Thus, they strengthen the bond with the children. Play, as a natural children’s language is taught to the parents and also caregivers learn varied skills.
Table 1: shows what caregivers and parents learn
What caregivers and parents learn during the child-centered play therapy
Boundaries Designation of the physical area for playing
Communicating to children about how and what they should play
Reflection and tracking Caregivers learn empathetic listening skills
They learn how to verbally reflect what the children do or feel during the session
Non-Directive play Caregivers develop the skill of letting the children play without directions
Limit setting They set limits to ensure safety and protection during the play sessions
Different forms of therapy
Filial therapy can be done in different ways or contexts. For example, it can be school, individual, or family-based; therefore, all the different forms elicit some benefits and challenges (VanFleet, 2000).
The benefits, risks, and challenges of the therapeutic programs
I) Family-Based Therapy
Benefits
The therapy may involve all the family members; thus, resulting in synergistic outcomes.
Family caregivers fully cooperate with the parents and therapist professionals to rebuild the relationships completely.
Parents have ample time to involve weekly in the play sessions with the children for up to the recommended six months.
Strengthen family cohesion and support.
Risks and Challenges
Family therapy may not be child-centered as the focus is given to the family.
The therapy seems multifaceted since it aims at benefiting all members of the family; thus, aims cannot be fully achieved.
Family therapists may have a hard time to plan for the session which includes many subjects.
Family-centered therapy may just benefit a few persons in the family.
II) Individual-Based Therapy
Benefits
• Individual focus on one person may make the therapy to result in increased benefits
• Many people, friends, and family may devote their support on one individual
• It is easier to plan for an individual client than the whole family
• The problem can be solved together in a family context.
Challenges
• Not all family members are included in the in the therapy sessions
• The therapists face intricacies in developing the effective ways of solving all family’s difficulties and challenges.
• The therapists and the patient do not receive appropriate support from the other relations and family.
Case Study
This psychological therapy focuses on Jared and his family, which include his mother, auntie, and grandmother. The African-American Scot child shows some symptoms of cussing and hitting in the school. All the members of the family show some aspects of problems; for example, Jared’s mother devotes most of her time away from the family, Morita cannot visit her friends since she has to care for Jared. The grandfather also worries about the history of her family, where men, brothers, or husbands have not been present.
Rationale for filial therapy in relation to the case study
In Jared’s family, filial therapy is seemingly the best mechanism for solving their family problems and situations (VanFleet, 2000). First, the therapy shall help Jared, both at home and school to express his fears and feelings through the use playing as his favorite and natural language for development. He is a kid and over time, Jared will:
Understand his feelings better and become capable of presenting them more appropriately. As result, he would develop the cognitive skills to solve the cussing and hitting problems.
Jared would learn and develop his communication skills and shun the abusive language that he is used to. Also, he will be capable of communicating to his peers, teachers, aunt, mother, and grandmother about what he worries about or want.
He could also learn to appropriately and confidently solve his problems or seek help from the family.
Jared would feel more secure with his family and learn to trust the parents because of increased healthy self-esteem and confidence.
In addition, the mother, grandmother, and auntie to Jared will acquire, learn, and develop several skills to help construct their family’s torn social cohesion. That would help them to focus more or their social development rather than thinking about men fathers who lack in their family.
• Filial therapy will not only help the Jared but will also make the family understand Jared’s worries or other feelings. That would encourage cooperation within the family (Guerney, & Ryan, 2012).
• The family will enjoy playing and attending to Jared through listening and communicating.
• They shall also develop self-confidence and trust in their children and deal with the frustrations within the family.
Carl Rogers/ Psychanalytic Theory and the filial theory
Carl Rogers, a highly acclaimed humanistic psychologist developed the theory of personality. He emphasized the value of self-actualization as a mechanism for shaping people’s personalities (VanFleet, 2014). In a phenomenal context, he argued that humans consistently react according to their subjective reality, which shows dynamism. With time, people acquire self-concepts concerning the feedbacks of reality (Hill, 2014). The self-conception demands unconditional and conditional positive regard. The former denotes an environment without preconceived value notions while the latter is the environment with worthy predeterminations of success. In sum, human beings develop real and ideal selves based on positive regard. The dichotomous aspects (real and ideal) occur in correspondence called congruity (Landreth, & Bratton, 2006). The model of the theory is illustrated as shown in the figure below.
Figure 1: Illustrates Carl Rogers Psychanalytic Theory
Source: (Guerney, & Ryan, 2012)
Notably, Carl Rogers’ theory is disconnected, but related to filial theory. According to Rogers, the phenomenal field of self-conceptualization is made up of objects, people, thoughts, behaviors, and images. Similarly, filial theory aims at developing the mentioned facets of being. For example in the case study, filial program would help Jared and the family to achieve self-know-how or conceptualization, which is multifaceted and shown on the diagram (Landreth, & Bratton, 2006). Again, Roger’s self-concept is a function of individual motivation and learning from the environment. The environment could represent the physical aspect, caregivers, families, or therapists, which is likewise to the idea of filial therapy (Guerney, & Ryan, 2012).
Legal and ethical issues in filial therapy
When conducting the intake interviews or during the whole period of therapy, specific ethical concerns must be observed; for example:
• Autonomy: The client’s right has to be in a self-governing nature in order to allow the children to employ their mechanisms, skills, capacity, and rights for their development and psychological healing.
• Fidelity: The trust and confidence placed in the therapist or practitioner must be honored. That ensures confidentiality and non-disclosure of information concerning the client or the practitioner.
• Beneficence: All the operations must be done in the best interest of the clients so as to promote commitment to their wellbeing.
• Non-maleficence: It is ethical to avoid any form of client exploitation through incompetence, malpractice, sexual, emotional, or financial exploitations.
• Justice through impartial and fair treatment of the client is imperative; coupled with self-respect and professionalism.
Examples of Intake interview questions for filial therapy
At the preliminary intake stage, the vital information to be known include developmental, social, medical, and mental history of the client (Hill, 2014). The information should provide a clue about family interactions, attitudes, skills, and child/parent behaviors (Schaefer, 2011). The therapist asks the questions to plan and develop the foundation of the potential intervention mechanism. From the mentioned case study, possible questions the therapist might ask might include:
1. What does Jared like to play?
2. How is his relationship with his friends and family?
3. What does he feel about not knowing his father?
4. Does Jared he knows that cussing and hitting friends are not nice behaviors?
5. Do you know your role as the family during the therapy?
6. What are other peculiar behaviors or conduct do Jared show?
7. Are you as a family ready to cooperate in the process?
In conclusion, the intake questions can be so many, but all must relate to all the dimensions of therapy. As such, filial therapy must be planned for in order to build the foundation of the process and to assist the therapist in inculcating all what is required (Schaefer, 2011). However, the success of the whole process is dependent on cumulative contributions from the child, caregivers, parents, family, and the practitioners.
References
Guerney, L. F., & Ryan, V. (2012). Group Filial Therapy: The Complete Guide to Teaching Parents to Play Therapeutically with their Children. London: Jessica Kingsley Publishers.
Hill, C. E. (2014). Helping Skills: Facilitating Exploration, Insight, and Action.
Landreth, G.,& Bratton, S. (2006). Child Parent Relationship Therapy (CPRT): A 10-Session Filial Therapy Model. New York, NY: Routledge. ISBN: 9780415951104
Schaefer, C. E. (2011). Foundations of Play Therapy. Hoboken, N.J: Wiley.
VanFleet, R. (2000). A Parent’s Handbook of Filial Play Therapy: Building Strong Families with Play. Boiling Springs, PA: Play Therapy Press. ISBN: 9781930557062
VanFleet, R. (2014). Filial Therapy: Strengthening Parent-Child Relationships through Play (3rd ed.). Sarasote, FL: Professional Resource Press. ISBN: 9781568871455
Criteria Non-performance Basic Proficient Distinguished Comments
State legal and ethical considerations in the development of the treatment plan and intake interview.
(25%)
[Competency] Does not address legal and ethical considerations in the development of the treatment plan and intake interview. Basic
States legal or ethical considerations, but not both, in the development of the treatment plan and intake interview. States legal and ethical considerations in the development of the treatment plan and intake interview. States and explains legal and ethical considerations in the development of the treatment plan and intake interview. Some brief mention of ethics there–although it would be much more beneficial to highlight the specific laws and ethics related to your state, license, and profession.
Develop a plan for an intake interview, including a rationale for using filial therapy.
(25%)
[Competency] Does not develop a plan for an intake interview or a rationale for using filial therapy. Develops a plan for an intake interview or a rationale for using filial therapy, but not both. Develops a plan for an intake interview, including a rationale for using filial therapy. Distinguished
Develops and explains a plan for an intake interview, including a rationale for using filial therapy.
Analyze personal theoretical orientation in relation to child-centered therapy as an approach to family therapy.
(25%)
[Competency] Does not address personal theoretical orientation in relation to child-centered therapy as an approach to family therapy. Basic
Considers, but does not analyze, personal theoretical orientation in relation to child-centered therapy as an approach to family therapy. Analyzes personal theoretical orientation in relation to child-centered therapy as an approach to family therapy. Analyzes and explains personal theoretical orientation in relation to child-centered therapy as an approach to family therapy.
Communicate in written documents using the accepted form and style of the profession.
(25%)
[Competency] Does not use the accepted form and style of the profession. Communicates in written documents partly using the accepted form and style of the profession. Communicates in written documents using the accepted form and style of the profession. Distinguished
Communicates clearly and concisely in written documents using the accepted form and style of the profession.
Overall Comments
The paper was really thorough–but probably more than what you actually needed for this assignment. I wonder if you saw the clarifications document in the announcements? That will help provide some areas of focus on each assignment. While some of what you have here could pop right into the manual, you’ll have to now rewrite anything with case information as that won’t belong there.–lots more work for you.
When discussing your PTO, it is very important to take ownership of it. I’m inferring based on your paper that a Rogerian-kind of thing is your cup of tea, but nowhere in there did you actually discuss the why and how you think with it, or why you go that route instead of CCPT as a play therapist? You are not there, even though you have presented some facts and descriptions of the theory. It’s really important to be able to discuss your own theoretical orientation when considering pitching the idea of filial to others. If you are a “Rogerian” therapist, then filial is not necessarily a great fit–because there are so many directive elements involved….but on the other hand if you carry some of the general philosophies but also have a somewhat integrated approach to working with families, then filial fits right in. You see? So explaining that kind of thing was the whole purpose behind analyzing your own PTO as it relates to filial—how can they be great companions in your work (as opposed to any average Joe’s work)?
Filial Therapy Goals
Filial Therapy Goals
Potential goals of filial therapy for children of different ages
Filial play therapy is a well researched therapeutic approach that was developed by Dr. Bernard Guerney and Drs. Louise in 1960s (Topham & VanFleet, 2011). Filial play therapy is recognized as efficient and effective approach that can be used to strengthen a child’s, parents’ and family’s relationship using communication and learning as its main approach. The therapeutic play has been proven to help children communicate their feelings and strengthen family and parental relationship, as well as, teaching parents how to structure and set consistent and clear limits while maintaining empathy to a child’s feelings. Ho, Rasheed and Rasheed (2003) pointed out that filial therapy can be used as a viable treatment option for arriving at a holistic relationship between young children and their families. This can be arrived at by parents learning the basic skills and principles of a child-centered play therapy and applying them in their children’s play sessions.
The goal of filial therapy is to make use of parents as therapeutic agents. A common model of filial therapy is the (CPRT) child parent relationship therapy, 10-session model developed Landreth and Bratton (Bratton et al., 2006). Studies have supported the effectiveness of CPRT in promoting children change in behavior and decreased stress, as well as, the parental improvement in expression of empathy. Play is considered an essential component of a child’s development; through play, children learn new skills, learn how to express their feelings, how to make sound judgments and develop problem solving abilities. On the other hand, parents are trained how to involve their children in child-centered play sessions with the goal of developing positive interactions, increased communication and develop problem solving skills. This way, families can effectively and independently manage future problems.
Specific filial therapeutic goals for children of different ages include the ability for children to: express and recognize their feelings, develop effective coping and problem solving skills, increase self-esteem and self-confidence, and increase child’s confidence and trust in their parents. Therapeutic goals are not limited to children only, filial therapeutic goal for parents include increased understanding of child development, decreased feeling of frustration, increased confidence in children and opened communication doors. Recognition of the importance of play, enable parents to work with their children as a team, and the therapy facilitates a non-threatening environment where parents deal with their children issues.
Parents with children of ages between 3 to 13 years are excellent candidates for filial play therapeutic work. Studies have shown that filial therapy can benefit the whole family through increased understanding and acceptance (Kaminski et al., 2008). The therapy can also help children to develop and strengthen relationships (social skills and play) with their peers. Some of the issues that can be addressed in the therapeutic approach include: anxiety and worries, anger, behavioral problems, impulse control, frustrations, emotional sensitivity and friendship struggles. An example of a treatment plan for a child with behavioral problems employing filial play therapy and incorporating the therapy’s goals starts with a therapist or a parent emphasizing on open communication, the communication will help in integrating structural and cognitive inventions and the parent understanding the child’s feelings, as well as, helping the child express such feelings, development of high self-esteem and congruence. Following this, cognitive behavioral techniques can be employed to promote closeness. Finally structural interventions can be used to restore parental hierarchy. Specific interventions linked to the filial play therapy goals in this context include: practice and modeling of healthy communication, identification and modeling of distorted behaviors, joining and restructuring unbalanced family structure and facilities sharing of feelings.
Specific filial therapy goals for the case client and family
Filial therapy being a possible solution for Jared’s family problems, therapeutic goals of both Jared and his family (adults) can be categorized into two: short term goal and long term goals. The short term filial play therapy goals for Jared would include: Development of clear and direct communication skills, genuine expression of feelings, and better understanding of feelings. The long terms goals would include: repair of cutoff parental relationship, development of positive relationship will immediate family, promotion of adaptive and coping skills, development of positive behavioral change, learning of how to confidently solve problems and seek help from family and learn how to feel secure and trust family members, as well as, to be confident and develop high self-esteem.
The short term filial therapy goals for the other members of Jared’s family would include development of listening and communicating skills, understanding of Jared’s worries and other feelings, cooperation fostering within the family, development of clear and flexible family subsystems and promotion of positive youth development for Jared’s aunt. The long term goals would include restoration of parental leadership for Jared’s mother, mastering of adaptive challenges for Jared’s grandmother and aunt, and development of high self-confidence and trust to overcome family frustrations.
Evidence that would show that Jared’s short term therapeutic goals have been met would include observable behavioral change and social learning. Since family is viewed as a child’s learning environment where learning takes place by the process of copying the behaviors of the family members, the play therapy following transactional rules, a child learns social behaviors and such behaviors represent the immediate or short term observable goals. Through the process of social exchange, Family interaction offers the reinforcement of maladaptive behavioral change through adult’s approval and acknowledgement, this way, a child’s communications skills, understanding and expression of feelings is improved. Jared’s long term filial therapy goals will be evident from observable concrete behaviors showing adaptability in varied situations. The client (child) with the partnership of the therapist is able to see new possibilities of solving a stress imposer. The positive change will facilitate a therapist shift from focusing on “what was wrong” to “what needs to be done to enhance proper functioning and well being”.
Evidence that would show that the short term therapeutic goals of Jared’s other family members (adults) have been met would include development of social skills to strengthen cohesion within the family. Family members will in the short run understand Jared’s feelings and how to handle the child, as well as, develop an attitude of how to attend to Jared through effective communication and listening. The long term goal of the family members will have been met when the members will have developed high self-esteem, and develop trust in Jared and how to deal with frustration within the family
Goal selection as part of filial play therapy
Goal selection can be used as part of a play therapy, for example in non-directive or client-centered play therapy that is based on the theory that, when give an optimal therapeutic condition, a child can self heal (emphasizes child empowerment, decision making, self awareness and acceptance). The therapist at the beginning of the session can employ goal selection by setting objectives or the baseline over which the end results of the sessions will be measured against. During the session with the therapist a child is taken through a number of interventions, and at the end of the treatment the child’s outcomes are measured against the baseline data drawn at the begging of the treatment. Through this counseling technique, a child is helped to communicate inner experiences through play, and it is based on the assumption that children have an internal mechanism to achieve wellness.
A client centered therapist trusts that a child is able to direct his/her own process rather than the imposition of ideas on what is expected of the child to overcome challenges; this calls for the therapist to enter the child’s emotional world instead of inviting the child into the therapist world, which in essence is beyond the child’s understanding. Basing the treatment on the idea that a child communicates through play, a therapist can set treatment session goals. Armed with a baseline of goals to be achieved, a therapist ‘listens’ the child communicating about inner feelings and thoughts using toys. During the play sessions, themes arises with the completion of each milestone as dictated by the therapist plan, and the therapist is able to read the child’s feelings, experiences and thoughts, as well as the child’s world’s interpretation.
Client-centered play therapy based on goal selection is based on the child’s confidence of his/her abilities to direct his/her processes. It calls for the therapist to maintain the child’s positive regard and unconditional acceptance. Since children in essence do not have cognitive language skills to express their emotional experiences, by observing a child’s play themes and play sequences, a therapist can read a child’s inner world. Through goal selection, a therapist can create a free and protective environment and opportunity to safely navigate through a child’s inner emotions, fears and experiences. Through this, a child is given the permission to self express in confortable environment that does not require the child to talk directly which is often scary and intimidating.
Since children are not able to articulate their feelings and thoughts, they communicate their emotions and distress through behavior. A therapist is able to give a child the right vocabulary to communicate inner feelings and experience when a child is subject to play sequences and themes. Additionally, when a therapist reflects a child’s feelings and processes expressed during play, a therapist enables the child to feel validated and understood, and the child is able to establish a connection with the therapist that is not possible in other relationships, and through this relationship, a therapist is able to communicate with the child as the child feels safe, validated and confident.
It common for children to misinterpret their experiences, this can lead to anxieties, fear and misbehavior, for example, when parents separate, children may interpret this as their fault. As a result, children may exhibit depression, anxiety or insecurity. A professional play therapist should be able to interpret this during a child’s play through the emerging themes and a reworking of the occurring experiences. When a child senses that the therapist is not reacting or responding in ways other people would respond, the child allows the therapist to go deep into his or her mind by playing on deeper issues through toys and dialogue metaphors. In the process, the child gets to rework and understand how to handle a problem or issue at hand. With this protected and safe environment, a child is able to communicate his/her inner needs, conflicts experiences and worries.
Acting through play, a traumatic or frightening situation or experience and their outcomes are symbolically reversed in the play activity and children are able to resolve inner issue making them able to adjust or cope with the issue. For example, in Jared’s case, his abusive language and hitting others could be as a result of anxieties of the distant relationship with his mother; Jared could be interpreting this as his fault. The issue can be established through play therapy, for example, in a play sequence of say a cat family if Jared likes cats, Jared may be made to engage in a conversation with a baby cat, this way a therapist can listen if baby cat is comforting or protecting mommy cat. In the conversation, the therapist can let Jared to understand that it is not the job of baby cat to protect mommy cat since mommy cat knows how to do it herself. If this was one of the goals of the therapeutic treatment and the therapist upon seeing it accomplished can shift the conversation to how baby cat would feel knowing that it does not have to take care of mommy cat and what it can do instead. Using toys of cat family will have provided a safe object for Jared to play out his internal experiences in a symbolic way. The toys would have provided a safe distance for the child to express internal feelings and expression that would have been impossible to express. Once this goal is accomplished the therapist can further explore the child’s metaphoric world to gain more insight and possibly help the child in maneuvering difficult scenarios that are symbolic to life challenges experienced by the child.
The most essential thing in a successful goal selection play therapy is not about a therapist’s skills, but the attitude. In goal selection play therapy two interdependent factors determine a successful filial play therapy: unconditional positive attitude and congruence. Unconditional positive attitude to a client can be achieved by the therapist ability to willingly listen the client’s inner thoughts without judging or interrupting. This positive attitude is essential in creating a nonthreatening environment where a client (child) feels free and safe to expose abnormally painful feelings without fearing the therapist’s rejection. Congruence can be achieved by the therapist’s genuineness and openness; the wiliness to create a relationship with the child without hiding in the facades of professionalism. Congruence enables a therapist to bring in to the session all their feelings, as well as, share with the client emotional reaction; this gives the therapist a chance to walk through the client’s inner thoughts and feelings. However, this does not mean that the therapist has to expose his or her own personal problems to the client, since this will shift the focus of the session to the therapist.
References
Bratton, S. C., Landreth, G. L., Kellam, T., & Blackard, S. (2006). Child parent relationship therapy (CPRT) treatment manual: A 10-session filial therapy model for training parents. Routledge.
Ho, M. K., Rasheed, J. M., & Rasheed, M. N. (2003). Family therapy with ethnic minorities. Sage Publications.
Kaminski, J. W., Valle, L. A., Filene, J. H., & Boyle, C. L. (2008). A meta-analytic review of components associated with parent training program effectiveness. Journal of abnormal child psychology, 36(4), 567-589.
Topham, G. L., & VanFleet, R. (2011). Filial therapy: A structured and straightforward approach to including young children in family therapy. Australian and New Zealand Journal of Family Therapy, 32(02), 144-158.
