Play Therapy The Art of the Relationship, 4th Edition
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FO U R TH ED IT IO N
Tis is the latest edition of Garry Landreth’s comprehensive text on
creating therapeutic relationships with children through play.
Tis book details Child-Centered Play Terapy (CCPT),
an evidence-based model, which stresses the importance of
understanding the child’s world. Professors who have taught a
course based on the previous editions will be pleased to fnd the core
message intact but updated with a comprehensive review of rigorous
contemporary research demonstrating the strong evidence base for
CCPT across cultural groups and presenting issues. Expanded to
cover additional topics of interest, this new edition includes a model
of the change process in CCPT and 13 new Rules of Tumb that
help clarify the CCPT relationship, and discusses deeper issues in
CCPT, such as recognizing emotional blocks in play therapy, being
culturally responsive, discovering meaning when there seems to be
no meaning, and more.
Tis new edition ofers essential help to play therapists who
respond to sensitive issues at every stage of the therapeutic process.
Garry L. Landreth, EdD, LPC, RPT-S, is Regents Professor
Emeritus, Department of Counseling and Higher Education and
Founder and Director Emeritus, Center for Play Terapy, University
of North Texas.
F O U R T H E D IT IO N
New York London
Designed cover image by Amber-Lea Martinez
Fourth edition published 2024
by Routledge
605 Tird Avenue, New York, NY 10158
and by Routledge
4 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2024 Garry L. Landreth
Te right of Garry L. Landreth to be identifed as author of this work has been asserted in accordance with
sections 77 and 78 of the Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by
any electronic, mechanical, or other means, now known or hereafer invented, including photocopying
and recording, or in any information storage or retrieval system, without permission in writing from the
publishers.
Trademark notice: Product or corporate names may be trademarks or registered trademarks and are used
only for identifcation and explanation without intent to infringe.
First edition published by Routledge 1991
Second edition published by Routledge 2002
Tird edition published by Routledge 2012
Library of Congress Cataloging-in-Publication Data
Names: Landreth, Garry L., author.
Title: Play therapy : the art of the relationship / by Garry L. Landreth.
Description: Fourth edition. | Abingdon, Oxon ; New York, NY : Routledge,
2023. | Includes bibliographical references and index. |
Identifers: LCCN 2022059396 (print) | LCCN 2022059397 (ebook) | ISBN
9781032186979 (hardback) | ISBN 9781032186955 (paperback) | ISBN
9781003255796 (ebook)
Subjects: LCSH: Play therapy.
Classifcation: LCC RJ505.P6 L26 2023 (print) | LCC RJ505.P6 (ebook) |
DDC 618.92/891653--dc23/eng/20230210
LC record available at https://lccn.loc.gov/2022059396
LC ebook record available at https://lccn.loc.gov/2022059397
ISBN: 978-1-032-18697-9 (hbk)
ISBN: 978-1-032-18695-5 (pbk)
ISBN: 978-1-003-25579-6 (ebk)
DOI: 10.4324/9781003255796
Typeset in Minion
by Deanta Global Publishing Services, Chennai, India
Te most important task God can give
is the opportunity to be a parent.
Tis book is dedicated to my wife Monica
for sharing the process with me
and to Kimberly, Karla, and Craig
for the satisfaction gained from being a father.
Being a parent and the opportunity to be a grandparent
to Kara, Kristen, Travis, Julia, Ali, and Jolie
are much more important than writing a book.
Contents
Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .xv
Acknowledgements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxi
1 About Me, Garry Landreth . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
2 The Meaning of Play . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
Children Communicate Trough Play. . . . . . . . . . . . . . . . . .9
Symbolic Play. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
Graphic Design of the Process of Change in
Play Terapy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19
Stages in the Play Terapy Process . . . . . . . . . . . . . . . . . . . .20
Play of Adjusted and Maladjusted Children . . . . . . . . . . . .23
3 History and Development of Play Therapy . . . . . . . . . . . . . . . .27
Psychoanalytic Play Terapy . . . . . . . . . . . . . . . . . . . . . . . . .28
Release Play Terapy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31
Relationship Play Terapy . . . . . . . . . . . . . . . . . . . . . . . . . . .33
Nondirective/Child-Centered Play Terapy . . . . . . . . . . . .34
Play Terapy in Elementary Schools . . . . . . . . . . . . . . . . . .35
Association for Play Terapy . . . . . . . . . . . . . . . . . . . . . . . . .36
Center for Play Terapy . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36
University Training. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37
Filial Terapy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37
ix
x Contents
4 A View of Children . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45
Tenets for Relating to Children. . . . . . . . . . . . . . . . . . . . . . .46
Children Are Resilient . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47
Some Children Are Like Popcorn, and
Some Are Like Molasses. . . . . . . . . . . . . . . . . . . . . . . . . . . . .50
5 Child-Centered Play Therapy . . . . . . . . . . . . . . . . . . . . . . . . . .53
Personality Teory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54
A Child-Centered View of Personality
and Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59
Key Concepts of Child-Centered Play Terapy . . . . . . . . .61
Terapeutic Conditions for Growth. . . . . . . . . . . . . . . . . . .66
Te Terapeutic Relationship . . . . . . . . . . . . . . . . . . . . . . . .75
Objectives in Child-Centered Play Terapy . . . . . . . . . . . .91
What Children Learn in Play Terapy. . . . . . . . . . . . . . . . .93
6 Being Culturally Responsive . . . . . . . . . . . . . . . . . . . . . . . . . . .99
Child-Centered Play Terapy and Cultural
Responsiveness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .100
A Being With Cultural Philosophy . . . . . . . . . . . . . . . . . .104
Child-Parent Relationship Terapy (CPRT) and
Cultural Responsiveness . . . . . . . . . . . . . . . . . . . . . . . . . . .104
Child-Centered Play Terapy Research with
Culturally Diverse Populations . . . . . . . . . . . . . . . . . . . . . .106
7 The Play Therapist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
My Most Dramatic Play Terapy Experience . . . . . . . . . . 111
Personality Characteristics . . . . . . . . . . . . . . . . . . . . . . . . .115
Terapist Self-Understanding . . . . . . . . . . . . . . . . . . . . . . .121
Terapist Self-Acceptance . . . . . . . . . . . . . . . . . . . . . . . . . .125
Being a Play Terapist. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .128
Ryan—A Dying Child in Play Terapy . . . . . . . . . . . . . . .130
8 Supervision and Play Therapy Training. . . . . . . . . . . . . . . . . . 135
Supervised Practice Facilitates Self-Insight . . . . . . . . . . . .135
Play Terapist Self-Supervision. . . . . . . . . . . . . . . . . . . . . .138
Contents xi
Play Terapy Skills Checklist . . . . . . . . . . . . . . . . . . . . . . .140
Recommended Training Program . . . . . . . . . . . . . . . . . . .142
9 Parents as Partners in Play Therapy . . . . . . . . . . . . . . . . . . . 145
Explaining Play Terapy to Parents . . . . . . . . . . . . . . . . . .153
Preparing Parents for Separation . . . . . . . . . . . . . . . . . . . .156
Te Parent Interview and Transcript . . . . . . . . . . . . . . . . .157
10 The Playroom and Materials. . . . . . . . . . . . . . . . . . . . . . . . . . 169
Playroom Characteristics. . . . . . . . . . . . . . . . . . . . . . . . . . .171
Rationale for Selecting Toys and Materials . . . . . . . . . . . .175
Categories of Toys . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .179
Tote Bag Playroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .185
Recommended Toys and Materials for
the Playroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .187
Special Considerations . . . . . . . . . . . . . . . . . . . . . . . . . . . . .190
11 Beginning the Relationship: The Child’s Time. . . . . . . . . . . . . 195
Objectives of the Relationship. . . . . . . . . . . . . . . . . . . . . . .197
Te Initial Encounter in the Waiting Room . . . . . . . . . . .201
Developing the Relationship in the Playroom . . . . . . . . .205
Te Child’s View of the Play Terapy Relationship . . . . .217
Questioning Techniques of Children . . . . . . . . . . . . . . . . .221
Preparing to End Each Session . . . . . . . . . . . . . . . . . . . . . .229
12 Characteristics of Facilitative Responses. . . . . . . . . . . . . . . .235
Caring Acceptance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .238
Distinctive Qualities of Terapeutic Responses . . . . . . . .239
Return Responsibility to Children . . . . . . . . . . . . . . . . . . .250
Case of Dependent Darrell . . . . . . . . . . . . . . . . . . . . . . . . .259
Purpose in Returning Responsibility. . . . . . . . . . . . . . . . .263
Facilitative Responses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 266
Play Terapy Transcript: A Manipulative Child. . . . . . . .276
xii Contents
13 Discovering Meaning When There Seems to
Be No Meaning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .285
Silence in Play Terapy Has Meaning . . . . . . . . . . . . . . . .285
Responding to Silence in Play Terapy . . . . . . . . . . . . . . .287
Transcript of a Play Terapy Session: A Silent
Beginning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .290
Seemingly Insignifcant Happenings Are Not
Insignifcant. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .298
Discovering Emotional Blocks in Play Terapy . . . . . . . .299
14 Therapeutic Limit Setting . . . . . . . . . . . . . . . . . . . . . . . . . . . .303
Basic Guidelines in Limit Setting . . . . . . . . . . . . . . . . . . . .303
Steps in the Terapeutic Limit-Setting Process . . . . . . . . 317
Transcript of Limit Setting in Play Terapy . . . . . . . . . . .321
When Limits Are Broken. . . . . . . . . . . . . . . . . . . . . . . . . . .321
Situational Limits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .328
15 Typical Problems in Play Therapy and What to Do If ������335
What to Do If the Child Is Silent . . . . . . . . . . . . . . . . . . . .335
What to Do If the Child Wants to Bring Toys
or Food to the Playroom . . . . . . . . . . . . . . . . . . . . . . . . . . .338
What to Do If the Child Wants to Hug or
Sit in the Terapist’s Lap . . . . . . . . . . . . . . . . . . . . . . . . . . 344
What to Do If the Child Tries to Steal a Toy. . . . . . . . . . 346
What to Do If the Child Refuses to Leave
the Playroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .347
16 Issues in Play Therapy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .351
Confdentiality. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .351
Participation in Child’s Play . . . . . . . . . . . . . . . . . . . . . . . .353
Accepting Gifs From Children in Play Terapy . . . . . . .357
Giving the Child a Reward at the End of Sessions
or a Memento at Termination . . . . . . . . . . . . . . . . . . . . . . 360
Asking the Child to Clean Up. . . . . . . . . . . . . . . . . . . . . . 360
Bringing a Friend to the Playroom . . . . . . . . . . . . . . . . . . 364
Contents xiii
17 Determining Therapeutic Process and Termination . . . . . . . .369
Determining Terapeutic Movement
Within Sessions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .370
Behaviors and Temes Tat Indicate Change . . . . . . . . . .371
Reference Points for Determining Termination . . . . . . . .387
Procedures for Ending the Relationship . . . . . . . . . . . . . .390
Children’s Reactions to the Last Session . . . . . . . . . . . . . .392
18 Intensive and Short-Term Child-Centered Play Therapy. . . . .395
Intensive Child-Centered Play Terapy . . . . . . . . . . . . . . .395
Research on Intensive Child-Centered Play Terapy. . . .398
Short-Term Child-Centered Play Terapy . . . . . . . . . . . . .403
Research on Short-Term Child-Centered
Play Terapy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .403
Short-Term Child-Parent Relationship
Terapy (CPRT). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 405
19 Research Evidence for CCPT . . . . . . . . . . . . . . . . . . . . . . . . . 411
CCPT Meta-Analyses and Systematic Reviews . . . . . . . 422
CCPT Individual Outcome Studies . . . . . . . . . . . . . . . . . 426
Culturally Relevant CCPT Research . . . . . . . . . . . . . . . . .429
Strengths and Limitations of CCPT Research . . . . . . . . .432
Resources for CCPT Research. . . . . . . . . . . . . . . . . . . . . . 434
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 443
