Play Therapy

 

“Play is the natural means of children’s self-expression”

Virginia Axline

 

All play offers children a natural place to learn, explore and communicate.

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Specifically for children up to the age of 12, play therapy gives space for children to use play to communicate their difficulties, emotions and successes and to gain insight into their feelings, behaviours and challenges. As play is the natural language of children, they can choose how and what to play. Liz provides a range of resources including sand tray, miniature figures, art materials, crafting materials, clay, musical instruments, puppets, costumes and masks, games, books and materials to support sensory development.

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“When children play, they exercise their senses, their intellect, their emotions, their imagination—keenly and energetically.…

 

To play is to explore, to discover and to experiment. Playing helps children develop ideas and gain experience. It gives them a wealth of knowledge and information about the world in which they live—and about themselves. So to play is also to learn. Play is fun for children. But it’s much more than that—it’s good for them, and it’s necessary. … Play gives children the opportunity to develop and use the many talents they were born with”

Jaak Panksepp,

 

Play therapy has the power to change children’s behaviours, sense of self and confidence. It can alleviate singular or multiple disorders such as trauma, disrupted attachment, anxiety, obsessive-compulsive behaviours, depression, ADHD, ASD, oppositional defiant and conduct disorders, anger management, crisis and trauma, grief and loss, divorce and family dissolution, academic and social developmental, and physical and learning disabilities. ​

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In sessions children and young people are supported to create solutions and find ways to make sense of their emotions and life situations while building relationships, resilience and self-esteem.

The DfE recommends play therapy in primary schools and shows that children can only verbally articulate their difficulties 7 % of the time. They recognise the importance of play as a means of communication. Evidence shows that the use of play and other creative therapies increases, well-being, resilience, self esteem and confidence. It is particularly effective for children who are experiencing of have experienced an adverse childhood event or events.

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In school settings, children often show an improvement in participation, listening and communication skills and in developing relationships. Additionally, the outcome of child psychotherapy can reduce pupil exclusions and improve attendance and individual and school attainment. 

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Proven to have positive outcomes for children and families, play therapy uses an age-appropriate early intervention approach. The Department for Education is now recommending Play Therapy in schools, as research shows that children can only articulate their feelings 7% of the time (Mental Health and Behaviour In Schools – March 2016).

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Liz offers play therapy in schools, alternative provision and privately in her own therapy space in Bovey Tracey.