This engaging new book presents a ‘child-centred’ model of therapy that is thoroughly person-centred in its values. Establishing the roots of child-centred therapy in both child development theories and the Rogerian model, David Smyth demonstrates that counselling the person-centred way is exceptionally relevant to young people. The book further develops child-centred therapy theory and practice, applying the model to real-life practice with children and young people, whether in play, school, organisations or with those with special needs. It also explores the complex professional issues so critical with this age group, including challenging boundaries, establishing an effective relationship with parents and other primary carers, legal and ethical considerations, and multi-professional practice. The author's warm, accessible style conveys his passionate conviction that the person-centred approach can provide a strong foundation for child therapy practice. His book introduces humanistic counselling and psychotherapy trainees to the particular requirements of working with children and young people, and also illustrates the value of using a ‘child-centred’ approach for those who might already be working with children in mental health settings. Equally, this volume can be used for professional development in many disciplines including adult trained therapists who want to extend their knowledge of people prior to reaching adulthood.
Chapter 9: Play, Materials and Dialogue in Therapy
Play, Materials and Dialogue in Therapy
Covered in this Chapter
- Conversation in child-centred therapy
- Expression through informal play
- Playroom equipment and facilities
- Practical play applications
I use the term ‘child-centred therapy’ to describe a therapeutic approach to working with children and young people under 18 years of age. We already know that the preferred likely means of communication for young children will be through the use of play and materials. It is also evident that people in their mid to late teenage years will prefer speech as their means of communication. Either end of this age/communications continuum is relatively easy to define but a challenge for the child-centred therapist is to offer conditions for the relationship that enable a child or young person to ...