Play therapists work with minor children in their practice; therefore the play therapist must be cognizant of the special circumstances under the law and major professional codes of ethics that apply to this special population. Major court cases, legislation, and critical issues are condensed in this article.Play therapy is a multidisciplinary therapeutic intervention for children. While this brings about a montage of theories and strategies, this diversity brings more than one code of ethics, licensing board, and form of verifying competency into the professional identity. Many play therapists are members or follow one of the major codes of ethics for the mental health community: American Counseling Association (ACA), American Association of Marriage and Family Therapists (AAMFT), American Psychological Association (APA), or National Association of Social Work (NASW).Social workers, professional counselors, and psychologists are part of professional mental health workers who are governed by state boards in most states. The professional codes of conduct and standards of practice are usually reviewed and acted into law. Therefore, when a code of ethics is violated by a mental health worker, a law is most often broken. The mental health worker's license is not only in danger of being revoked, but the licensee may be facing criminal charges under the state's legal code. A licensing board may hold a great deal of power granted to them by the state legislature to influence the limitations of practice or to require practice under supervision for an extended time.
The Carmichael Therapist/Client Interaction Matrix was developed to graphically depict the relationship between the level of therapist's responses and the client's behaviors in therapy. The purpose of the study was to develop an instrument that could be used in supervision of therapists and for empirical study of therapist/client interactions. A positive correlation (r=.387) was found between therapist's responses and client behavioral outcomes in the preliminary study. Suggestions for further research are indicated.
Through free and creative exploration of music and music activities, emotionally conflicted and confused children can be encouraged to express their emotions. The purpose of this article is to briefly review nondirective play therapy and music play therapy and to describe how these could be combined in actual practice. The two case examples further illustrate and encourage other play therapists to incorporate music and music activities into the playroom.Music's universal appeal has long been considered a therapeutic intervention for the calming of the individual and the expression of emotion (Gladding, 1992). Bender and Woltmann (1941) recognized that music was a "useful adjunct" to traditional play therapies in the early 1940s.According to Bender and Woltmann (1941), the combination of music and play therapy was indicated for children who would meet the current DSM-IV (1994) criteria for mental retardation, learning disorders, communication disorders, developmental disorders, and attention-deficit and disruptive behavior disorders. Later authors, like Moreno (1985) and Gladding (1992), agreed with this broad application of music to therapeutic interventions.The purpose of this article is to briefly review nondirective play therapy and music play therapy and to describe how these could be combined in actual practice. The two case examples further illustrate and encourage other play therapists to incorporate music and music activities into the playroom.
Doctoral student attrition occurs across academic disciplines and presents problems for noncompleting students and the programs from which they withdraw. The following research question guided the present study, "What is the experience of doctoral attrition in counselor education?" Six late-stage doctoral noncompleters from counselor education programs participated in research interviews that were analyzed using a grounded theory approach. Results showed two distinct types of attrition. Five participants reported a negative experience of encountering barriers that acted against the internal desire of the participants to obtain the doctorate. One participant reported a positive experience of an internal change that altered the priority of continuing in doctoral study. Results of the present study have implications for prospective and current doctoral students.
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