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Integrating Art and Play Based Activities into ChildrenWho witness Abuse ProgramsProvincial Training conferenceMarch 3 & 4, 2012Play is the exultation of the possible. –Martin Buber1
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Table of ContentsAcknowledgementsIntroductionRaffi’s Principles for Child HonouringInformation HighlightsCWWA MandateKey Program GoalsNon Directive, Child Centered ApproachThe Unique Needs of CWWA Client PopulationHow Children are impacted by Witnessing AbuseArt-as-Therapy vs. Art TherapyBenefits of Art and Play in CWWA ProgramsHelping Kids Manage AngerArt and Play Based Activities that Complement the CWWA MandateCWWA CounsellingThematic Activities to Complement CWWA Group FrameworkArt ActivitiesPersonal ShieldMandalaPaper Bag PuppetTwo-sided Paper Plate Feelings MaskMy Family as AnimalsMoodscapeAdditional Art ActivitiesRelevant Toys for CWWA Program and Play Activities3
Introduction to Art MaterialsAsking Questions about Artwork or PlayBasic Guidelines for using Art and Play Based Activities in CWWA ProgramIdeas for Working Creatively with TeensRepurposed and Natural MaterialsCreating a Child Friendly SpaceAxline’s Tenets for Relating to ChildrenObjectives of Child-Centered Play therapySix types of PlayCommon Themes in Children’s PlaySand tray FiguresFinal Points to ConsiderSpecial PresentationsTatjana JansenGrief and LossTraumaDevelopmental Ages and possible Reactions to LossExercise: Loss/ Change HistoryBuilding ResilienceConditions for Creative GrowthIssues that Impact ArtStrategies for Containment4
Exercise: Squiggles and ScribblesExercise: Non-Verbal Communications DrawingShannon GuibochePowerPoint Presentation: What Now? Before, During and After a DisclosureGrounding IdeasTemplatesLinks and Other Resources5
“How you regard and treat the very young is the key to building humaneand sustainable cultures. It’s all about respect.” –Raffi on his philosophy ofChild Honouring6
(Insert Raffi’s Child Honouring Principlespdf)7
AcknowledgementsThis provincial training initiative for Children Who Witness Abuse Programswould not have been possible without the dedication, support, expertise, andgenerosity of many individuals and organizations. We would like to offer ourheartfelt thanks to those who made it all possible:Ministry of Public Safety and Solicitor General, for funding this projectMichele Matthews and Brittney Gaglardi for their generous provision ofquality art supplies and funding for other necessary materialsShannon Guiboche, VISAC Victim Services Support Worker with theVancouver Police Department Sex Crimes Unit, for offering her time andexpertiseGina Fernandez, photographer, for her time and contributionsKerstin Mansson, practicum student from the University of Lund, Swedenfor all of her invaluable assistance during the conferenceThrough this support, the workshop went ahead and proved to be a greatsuccess. This book provides highlights, key learning, and shared ideas from thetwo-day workshop, and clear evidence on how art, play, and creativity cancomplement CWWA goals and mandate. Many participants commented on howthey left with renewed spirit and ideas for their work. And so, we’d like to extenda warm thank-you to everyone who made this possible, including all of thededicated and enthusiastic CWWA counselllors who attended. We hope you willcontinue to support and inspire one another through the sharing of yourprofessional experience at conferences such as this one!8
IntroductionIn early March 2012, 50 participants from all around British Columbia came tothis dynamic, interactive workshop to learn more about art and play activities,and how they complement the CWWA program work that is already being donein their communities. During the two-day conference, we covered many topics:some foundational guidelines to help inform the inclusion of art and play withprogram goals, trying out various art materials, engaging in hands on artactivities, and learning about types of activities that complement the psychoeducational objectives of the program. Highlights of these materials are includedin this supplementary book. On the second day of our workshop, we werefortunate to have presentations from three special guests: Shannon Guiboche,VISAC Victim Services Support Worker with the VPD Sex Crimes Unit, andRegistered Clinical Counsellor-Art Therapists Tatjana Jansen, and KaliDukowski. Together, they covered some of the more difficult topics, such asdisclosures, grief and loss, trauma and sexual reactivity. Due to their generosity,we have been able to include additional supplementary materials, plus a littlemore.We are very pleased to compile and share this collection of material thatsupports not only what was learned and explored during the workshop, but thatwill also enhance the ongoing professional development of CWWA counsellors,and provide further ways to support the children they work with.Thank you!Rhonda Gaidica and Joanne Elliott9
CWWA MandateCWWA Program:Strengths based, child-centered, psycho-educationalFeminist perspectiveAcknowledges developmental factorsApproach:Psycho-educational, Feminist, developmental“While the overall approach is psycho-educational, individualcounsellors have a wide range of backgrounds and are encouraged todraw on their own specific skills while recognizing the limits both oftheir training and of the program mandate. Some CWWA counsellors,for example, use techniques associated with art and play therapy tomeet the needs of the children with whom they work” (p. 4-5).Purpose of psycho educational approach:To provide “bite-sized” pieces of information to childrenTo teach children strategies for safety and managing feelingsTraining (CWWA counsellors)–Acknowledges varied range ofbackgrounds and experienceBoundaries and Scope of Practice- know your own limitations, as well aswhere to turn for additional assistance, if needed.10
Key Program Goals:Define violence and responsibility for violenceExpress feelings, including angerImprove communication, problem-solving, and cognitive copingskillsIncrease self-esteemDevelop social support networksDevelop safety plansExperience safety and trust during group sessions11
Non Directive, Child- Centered ApproachSelf-directed healing and decision-making empowers children by givingthem choicesLess likely to push child beyond their readiness and capacity to dealwith traumaChild learns to self-regulate emotionsAllows Counsellor and child to stay in the presentEncourages/permits reality-testing, exploration, imagination/creativeproblem-solving; promotes resilienceDirected and Non-Directed ApproachesLonger term counseling lends itself to a non-directive, spontaneous approach inwhich you follow the child’s lead. Directed, more structured or themed activitiescan be useful in conjunction with shorter term counselling or groups.Directive and Non-directive ActivitiesDirective (structured)A predetermined activity, predetermined goal; can be helpful whenfocusing on specific issues/themes, or getting “unstuck”; ComplementsCWWA group work. Externally directed.Examples - Family portrait as animals, “A Perfect Day,” gamesNon-directive (unstructured)Spontaneous activities, following the child’s lead; self-generatedimagery (from within, dreams, or imagination) No right or wrong way todo this and no expected result. Internally directed.Example – Child chooses particular activity or media (play or art)12
The Unique Needs of CWWA Client PopulationChildren who have witnessed or experienced abuse can benefit from use ofart and play in conjunction with the existing psycho-educational framework.These unique needs are:A sense of safety, trust, nurturing, and a familiar, consistent, structuredand comfortable environment.Permission to play, have fun and to be just kids, since they have likelybeen parentified. Similarly, there may be developmental gaps in theartwork or play due to “missed” stages while contending with abuse.13
How Children are Impacted by Witnessing AbuseFearfulness, anxiety, “clinginess”Aggression, “acting out” (externalizing feelings)Poor self esteem, depression (internalizing feelings)Regression to earlier developmental stage (temporary) e.g. bedwetting, thumb-suckingPTSD; hyper-vigilanceNightmares, sleep disturbancesEmotional numbing, dissociation, “spacing out”Trust and boundary issuesFeelings of anger, shame, helplessness, anxiety, confusion, guilt,sadness14
What are Art and Play Therapy?Art therapy combines the creative process and psychotherapy,facilitating growth through self-exploration and understanding. Usingimagery, colour, and shape as part of this creative therapeutic process,thoughts and feelings may be expressed that would otherwise bedifficult to articulate.Play therapy involves using play materials to meet the emotional,social, psychological, and developmental needs of children. It isgenerally employed with children aged 3 through 11 and provides away for them to communicate their experiences and feelings naturally,through a self-determined healing process.Play therapy is to children what counseling is to adults. Play therapy utilizes play,children's natural medium of expression, to help them express their feelings moreeasily through toys instead of words.Association for Play Therapy (APT) defines play therapy as "the systematic useof a theoretical model to establish an interpersonal process wherein trained playtherapists use the therapeutic powers of play to help clients prevent or resolvepsychosocial difficulties and achieve optimal growth and development."In the textbook Play Therapy: The Art of the Relationship (2nd ed.), Landreth(2002) defined child-centered play therapy:A dynamic interpersonal relationship between a child (or person of any age) anda therapist trained in play therapy procedures who provides selected playmaterials and facilitates the development of a safe relationship for the child (orperson of any age) to fully express and explore self (feelings, thoughts,experiences, and behaviors) through play, the child's natural medium ofcommunication, for optimal growth and development. (p. 16)15
Play Therapy: The Art of the RelationshipPlay Therapy: the Art of the Relationship is the newest incarnation of GarryLandreth’s comprehensive text on creating therapeutic relationships with childrenthrough play.It details Landreth’s Child Centered Play Therapy model16
Art-as-Therapy vs. Art TherapyHow do art and play activities differ from art and play therapy? How can yousafely incorporate these elements into the CWWA program?“Art as therapy” focuses on the creative process and the act of making art. Unlikeart therapy, it does not rely on verbal discussion or processing. Healing is anintrinsic aspect of art-making that is available to all, whether in a therapeuticcontext or not. CWWA counselors can safely use art in the first sense, as they donot have the specialized training to diagnose, make assessments, create specificinterventions, or to process the artwork in depth. A key guideline would be toidentify how the art work matches the psycho-educational goal (e.g., self-esteem,safety, and so on). Children can still benefit from creating without the applicationof the specialized aspects listed. Similarly, play can also be incorporated intoCWWA counseling, without applying specific therapeutic techniques.17
Benefits of Art and Play in CWWA ProgramsUsing art and play can help children to:Make sense of and process their experience; use symbols andmetaphor to gain safe distance from traumatic material.Communicate or express feelings that cannot be put into words.Build self-esteem through self-creations (art, play) and stories.Enhance problem solving skills through creativity; gain mastery andsense of control over one’s own worldFoster resilience through exploring alternate outcomes in a safeenvironment.Externalize inner feelings and conflicts, allow for discussion withcounsellor.Release tension; teach self-soothing through art-making and playExpress or release “unacceptable” thoughts and feelings, therebyreducing the likelihood of inappropriately acting out in real lifesituations.18
Helping Kids Manage AngerChildren who witness abuse need extra support in understanding, recognizing,and expressing anger in healthy ways.Here are some suggestions:Physical:Jump rope, stomping up and down stairs, marching, swimming or running,shouting into pillow; squishing stress ballArt:Draw target/bulls eye and throw clay balls or wet paper towel; destroyingdried clay piece; “Stomp Box,” Scribbling, making spontaneous artPlay:Puppets, foam swordplay, pounding pegs, making loud music withinstruments (especially drumming), “Bop Bags”19
Art and Play-based Activities that Complement CWWA MandateThrough art and play, we are giving children the opportunity to have adifferent/alternate experience. In extreme cases, it is a means of survival. Bothmodalities are natural ways to express the inner landscape through the use ofpersonal symbol and metaphor and to communicate pre-verbal experience ormaterial that is otherwise too traumatic or complex to convey directly. Sometimesit is unnecessary for children to put images into words. The art is enough andspeaks for itself.Within the context of a trusting, therapeutic alliance, children can use the CWWAcounselling space to process, create, re-imagine and transform difficult personalexperiences. Your support and non-judgmental acceptance of the child as awhole person is key to rebuilding self-esteem and resilience, and in assistingthem in navigating change. It is possible to enhance the psycho educationalcomponent of the program through the incorporation of art and play according toyour client’s needs.20
CWWA CounsellingIndividual/one-to-one CounsellingHelps build a safe, positive and trusting relationship with the childAllows for greater personal expression than group; private, no judgmentBetter for shy, anxious childrenSome children are simply not ready to be among others, and may needtime to deal with behavioural issues that could interfere with groupdynamics“Comfort Corner”If possible, have a rocking chair or cozy chair with soft blanket(s) and cuddlystuffed animals available for self-soothing.GroupHelps children normalize their experience with violencePeer support; belongingPsycho educational aspect; providing relevant informationArt activities complement thematic contentPlay, movement, and simple games can be utilized with younger children(puppets, etc) or as a means of transitioning from heavy materialOpportunity to work together on murals and thematic group projects“Calm Down Corner”Similar idea to “Comfort corner; with mind jar and basket of calming tools/ideas tohelp children self-regulate their emotions.21
Thematic Activities to complement CWWA GroupFrameworkSafetyMy Safe PlaceMy OasisSafety handsScratch away/cover up pictures (revealing or hiding images underneathdark crayon)Safety planning/Personal Protection PlansUse art to engage children in this process and to reinforce retention; for olderchildren or teens “comic book” style can be engaging.FamilyFamily as AnimalsFamily CrestMy House; A Day at my HouseWindow into my Life at Home/My WorldCreate a WorldEmpowerment/AssertivenessShield of Power; Personal ShieldPower Animal or Superhero CharacterMagical Helpers“I” messages and age appropriate affirmationsTaming a nightmare; putting bad dreams in trash; dream catchersWishing TreeCrystal Ball into my Future22
Self EsteemSelf Portrait“I am Special/Unique”All About Me body tracing collageGifts to Myself (collage)Things I love/ Things I can doPersonal Logo (older children and teens)Treasure BoxesPersonal Mandala (self generated)BoundariesCircle of TrustMy Personal BubblePaper bag puppet characters can explore conceptBody awareness; full sized body tracing (depending on comfort level)Locating feelings and pains in the body; (use colour and line)FeelingsBody tracings/gingerbread outlines (locating and connectingfeelings/physical hurts)Personal Feelings Inventory (use colour, line, shapes to represent ownfeelings)Masks we Wear; inside outside feelingsAnger: Stomp Box, Anger volcanoesWhat kind of weather are you? “Moodscapes” or landscapes to evoke aparticular emotion or mood“Bottling up” feelingsMasks23
Feelings: shape, colour, lineSplat monstersSelf-Care/Self-soothingComfort Journal (using collage images and/or own drawings, poems orwriting) To be referred to in times of distress.Colouring pre-printed pictures or MandalasA Relaxing DayA Special Place“Feel Better Bag” (decorate gift bag and include cut out pictorialrepresentations or words to remind them of what they need to “feelbetter”); include bubbles to practice breathing techniques; copingstrategies; reminder of a “proud moment”Ocean in a Bag (Ziploc bag with blue paint inside for squishing)Stress Ball (fill balloon with sand; draw face)24
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Art ActivitiesPersonal ShieldCWWA Goal: Self Esteem, Empowerment26
MandalaCWWA Goal: Self Soothing and Building Resiliencethrough Creativity27
Paper Bag PuppetsCWWA Goal: Expressive Play28
Two-sided Paper Plate Feelings Mask29
My Family as AnimalsCWWA Goal: Understanding Family Dynamics30
MoodscapeCWWA Goal: Feelings31
Additional Art ActivitiesBuilding trust and a good working alliance:scribble and “tag” drawings done together – in this exercise, each choosea pencil or crayon, decide who is the leader and who follows, and then doa slow scribble tracing on the page that the other person has to follow;then, change who leads. This is a fun activity for building trust as well asgetting into a creative mind-frame.create and navigate mazes; take turns leading, giving directions, eyesclosedChalkboard drawings: interactive, collaborative; can “hide/erase” things“Painting” in the air. This draws on imagination and using the body;consider putting on music (like classical) in the background to inspiremovementPuzzlesPlaying catch with foam ballObstacle courseTreasure hunts and map makingSensory ExplorationFinger paintMarble in tray/toy car in paint trayPlay dough “Feast” – children can make favorite foods with play dough;this can be healing from a play perspective that addresses lack ofnourishment, both literal and symbolic.Create-a -World in sand tray— children naturally gravitate to sand boxes;by adding in plastic animals, shiny stones, twigs, and other objects orcharacters, imaginary worlds can be created. Popsicle sticks or cardboardmake great fences and boundaries.“Alien Goo” (cornstarch & water, food colouring)32
Water playPounding, poking and shaping clay– very good for tactile or emotionalkids; great way to get some creative energy out in a 3-D materialSpontaneous Art(Can be further developed into picture if desired)Paint blobs/splatters“Ugly Art”Marble and paint in trayString paintingBlowing paint with straw33
Relevant Toys for CWWA Programs and Play ActivitiesSafety/Personal Protection Plans/Trauma911 PhoneRescue vehicles and safe adult figuresPuppetsPlaymobil figures (police, firefighters, paramedics along with a selection ofwomen, children and men)Medical Kit, Band AidsEmpowerment/MasteryDramatic play using magic wand, puppets etc.Hero’s journeyFoam swords (2)DollhousePlay KitchenTreasures/objects Hide and Seek (acrylic jewels, glass gems, etc.)Self EsteemMastery of age appropriate puzzles, etc.Successfully building something (Lego, recyclable materials)Dress up; self in different roles, charactersBoundariesHula hoops (to explore distance from personal centre)My Solar System34
Body TracingInside/outside boxes (Examine what is safe to share with external world,what is kept safe internally, why)FeelingsFeelings faces and paper plate masksMusical instruments, rhythms, marching bandPuppets, dolls, etc are objects of aggression or nurturing, role playSelf-CareNurturing dolls and stuffed animalsFoodComfort cornerMini garden; small flower pots (tending to and caring for something35
Introduction to Art MaterialsIt is important to have an awareness of the affective properties of different artmaterials in order to use them safely and effectively with clients. Some materialscan be triggering when used at the wrong time or in the wrong context, in whichcase there is a fine line between helping and harming.A non-directive, child-focused/centered approach is ideal for CWWA programs inthat it supports a strengths-based model and allows children to have/regaincontrol over themselves.Key: Process over productFactors to consider:Qualities of the material (soft, hard, messy, etc.)Maturity of the child; age appropriateAvailabilityInterestChoicePurpose of the activity in relation to the goalContainment of feelingsTime constraintsIn an age appropriate manner, clients can explore and determine theirneeds with the support of their CWWA counselor, allowing them tobecome active participants in their own counseling, so they can betterlearn to manage their feelings and responses in healthy ways.Be mindful of why you have selected a particular activity or recommendeda certain type of material36
Be mindful of time constraints/limitations. Longer projects can be initiatedif there is an awareness and agreement to create something over time.Generally, younger children want to complete something and move on,whereas older children or teens may prefer to give more time andattention to something they find meaningful.Time check-ins, reminders (e.g., 10 more min left until clean-up)Often a particular material is routinely avoided, and sometimesencouraging the child to try something new might yield positive results andgreater self-confidenceLarge or Small?To encourage/facilitate expansiveness and self-expression, the child canwork with paints on the floor with large paper or poster board; can lie onstomachTo support containment and to prevent overwhelm, smaller sized paper isbest and most familiarNot too many choices (overwhelming, can produce anxiety)37
Asking Questions about Artwork or PlayAsk the child to tell you about the picture/artwork/play narrative in herown wordsUse open-ended questions to get more information and context: Who,what, when, where, how (but not why)Be curious and open-minded; assume nothing.Use “I wonder” statements (“I wonder how that little puppyfeels what the baby needs”)Reflect back what you have heardSome children will describe the art as they are making it; if not, allowthem to create uninterrupted, and then ask them to tell you about it38
Basic Guidelines for Using Art and Play Based Activities inCWWA ProgramsLimit setting; “containment” and “holding the space”: (i.e., being presentand engaged with the activities during the session, witnessing/payingactive attention to the child’s activities, and maintaining hope and safetyfor the child.are essential components of setting consistent, clear limits/boundariesConfidentiality – Key to building and maintaining trust and protectingsensitive personal informationSafety, consistency, and a comfortable environment are essential.Familiar rituals, such as a wishing candle or ‘Feelings Wall’ signal theend of the session and offer a sense of control and predictability.Assure children that all feelings are ok, and “give permission” for freeexpression within the safety of the counselling space.Accept children as they are: “unconditional positive regard”Stay in the moment; be present and open, with a stance of curiosityand non-judgmentBe aware of your own biasesCultural sensitivity is important, especially when working within amulticultural contextDocumenting art and play:Keep notes simple and objective.Briefly describe the art and materials used. What did the clientmake/play?How did they use the materials or objects?Did the child give it a title or use particular words? What feeling(s) wentalong with it?39
Storing artworkArtwork should be stored in a locked cabinet, cupboard or otherprotected area.If this is not possible, do your best to create privacy using acurtain/covering and signage for bulky items like clay.Determine with child which pieces may not be “safe” or appropriate toshow others/take homeRemember, the art is an extension of the client, so treat it respectfully.The artwork belongs to the person who created it.40
Ideas for working Creatively with TeensCreative journaling, personal sketchbookCollage (identity, social issues related to abuse, past, present, futurethemes)Magnetic poetryManga/comicsPersonal logo/graffiti artThe Un-Game (questions to stimulate discussion of self)Butterfly circle—(image of 4 butterflies, like compass: exploring personalvalues, strengths)Expressive painting on canvasRandom objects game (finding creative ways to use everyday objects)Round robin stye art (counselor and client take turns adding to picture—can be silly)Abstract art and squiggle or splatter techniques; developing imageDoodling41
Repurposed and Natural MaterialsCWWA programs often have limited budgets, which makes it difficult to purchasenew arts and crafts supplies on a regular basis. Dollar stores are treasure trovesof useful materials and ideas for those on a shoestring budget. Donations orsecond hand items can also be incorporated into your repertoire, as caneveryday recyclables or natural materials that can be collected outdoors. It ishelpful to keep everything organized and easy to access.Natural MaterialsStones, pebblesShellsLeavesSandSea glassDriftwood, twigsPineconesDried/pressed flowersFeathersRepurposed and Everyday ItemsToilet paper rollsTissue boxes/assorted boxesGift bagsRibbon, stringBread tagsPaper bags42
Twist tiesMagazines and catalogues (for collage)Odd game or puzzle piecesColoured tissue or wrapping paperFabricPostage stamps, stickersButtonsBeadsBowsEgg cartonsHomemade “confetti” (using hole punch)TinfoilWax PaperStyrofoam traysOther craft MaterialsPom pomsCraft sticksButtonsSequinsRhinestonesGoogle eyesYarn, string43
Creating a Child-Friendly SpaceIt is important to create a safe, comfortable and inviting environment forcounselling. Any space can be made to appeal to children through colour,imagery, as well as carefully selected toys, equipment, and art supplies.Kid- sized tables, chairs, sand tray, easels and step-stoolsNon-allergenic plants or flowers, and sometimes even goldfish providevitality and interest to young clients who can learn to nurture, care for andempathize with other living things.A comfy chair or large bean bag, along with soft blankets and stuffedanimals can provide a space for self-soothing and calm.Rocking chair or rocking toy (space permitting)Murals or paintingsConnect to children through their senses (Fruit-scented hand soap, etc)Music and BooksRaffi, Bobs and Lolo, Putomayo Playground, Classical, Mini Pop kids,Nature Sounds, Peter, Paul and Mary. An assortment of therapeutic andnon-therapeutic titles.AttitudeEncourage children’s strengths, creativity, problem-solving skills and innerresourcefulnessProvide unconditional acceptance and validation of all their feelings (goodand “bad”)Be supportiveBe curious, open, and playful; don’t focus solely on trauma44
Tenets for Relating to Children(Virginia Axline)Children are not miniature adults and the therapist does not respond tothem as if they were.Children are people. They are capable of experiencing deep emotionalpain and joy.Children are unique and worthy of respect. The therapist prizes theuniqueness of each child and respects the person they are.Children are resilient. Children possess tremendous capacity to overcomeobstacles and circumstances in their lives.Children have an inherent tendency toward growth and maturity. Theypossess an inner intuitive wisdom.Children are capable of positive self-direction. They are capable ofdealing with their world in creative ways.Children’s natural language is play and this is the medium of selfexpression with which they are most comfortable.Children have the right to remain silent. The therapist respects a child’sdecision not to talk.45
Children will take the therapeutic experience to where they need to be.The therapist does not attempt to determine when or how a child shouldplay, and does not speed up the process.46
Objectives of Child-Centered Play TherapyTo help the child:1. Develop a more positive self-concept.2. Assume greater self-responsibility.3. Become more self-directing.4. Become more self-accepting.5. Become more self-reliant.6. Engage in self-determined decision making.7. Experience a feeling of control.8. Become sensitive to the process of coping.9. Develop an internal source of evaluation and,10. Become more trusting of self.”Landreth, Garry. Play Therapy: the Art of the Relationship (1991, pg. 80).47
Common Themes in Children’s a ionAbandonmentHarm/dangerIntrusion/violation48
Various issues in the child’s life will be repeated four/five times in eachsession. These issues are shown in different styles of play, but the theme isthe thread that ties all the different styles together, as the pieces of a quiltunite to form the pattern of the whole.49
Six Types of PlayDiscovery play (exploring play) enables a child to find out about things:what they are like - their size, shape, texture, colour; how they are made;what she can do with them, for example playing with water or sand. Thechild will also discover that things can be broken, and this can help toteach her to take care of her possessions.Physical play (exercise) takes place when a child is actively movingaround - running, jumping, climbing, crawling, balancing, swinging,throwing a ball, and so on.Creative play is when a child expresses her own ideas and fe
In the textbook Play Therapy: The Art of the Relationship (2nd ed.), Landreth (2002) defined child-centered play therapy: A dynamic interpersonal relationship between a child (or person of any age) and a therapist trained in play therapy
