By Eliana Gil PhD, Athena A. Drewes PsyD
Aiding therapists hone their talents for operating with assorted childrens and households, this distinct quantity seems at play treatment via a multicultural lens. skilled practitioners learn how cultural traditions, values, shared stories, and expectancies could effect the methods young children convey themselves via play, the guidelines and emotions they go along with various actions, and the responses of kids and fogeys to specific interventions. packed with evocative scientific fabric, chapters spotlight particular concerns to think about whilst operating with African American, Hispanic, local American, and Asian American teenagers. additionally supplied are feedback for developing a healing playroom that's attractive and alluring to all, together with info on the place to procure multicultural toys, video games, and artwork fabrics.
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Additional info for Cultural Issues in Play Therapy
The next time Ahnna came, she made a beeline to the sandbox and proceeded to take out the Chinese dragons, masks, and pale crystals. This time she surrounded one of the masks in red crystals and placed it diagonally across from the other mask. She then put green trees (later, stones) around the second mask and drew lines with her finger in the center of the tray, making a sign. I was intrigued by the sign, and went to the Internet to look up Chinese letters and symbols. I was interested to find that she had drawn the symbol for “mother” between the two masks.
The therapist notices that the child’s hands have stopped shaking, and takes a minute to acknowledge that the first obstacle has been removed. This is the process of converting knowledge into action. The therapist will now remain aware of self, behavior, and the client’s response to each clinical behavior. The therapist will then continue with those behaviors that elicit positive responses and will develop a unique pattern of interactions with this child, based on this interactive, circular pattern of thought and response.
Comparative research points to a number of potentially universal characteristics of pretend play (Haight & Black, 2001). Piaget (1951) described play as a medium for children’s intellectual development and for the formation of flexible thought and creativity. Consistent with Piagetian theory, children begin pretend play at about 12 months of age in communities in which children are seen as unique and where priority is given to supporting development and individual achievement. Adults in such cultures see pretend play as a way of facilitating children’s development and creativity, and adults in turn offer active support and elaborate and encourage pretend play (Haight & Black, 2001).