Better Play Times training – theory and practice in an EBD primary school

Woolf, Alison

doi:10.1080/13632750701814682

Cited by 4 publications

(11 citation statements)

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“…Possibly only by creating the two opposing points of reference could Frank find a space for reflection and understanding. Within the space created by the time, place and toys (Woolf, 2008) Frank found his own space between the idealised sibling relationships, the problematic sibling relationship and himself, to manipulate (Mears, 2005) and to come to terms with his experience. (Woolf, 2009, p. 15) Free play is a time when the child chooses what he wants to do.…”

Section: Case Study Fmentioning

confidence: 98%

Social and Emotional Aspects of Learning: teaching and learning or playing and becoming?

Woolf

2012

Pastoral Care in Education

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This article advocates the use of free play in the provision of the Social and Emotional Aspects of Learning (SEAL) programme in schools. It uses case studies to illustrate how children develop and use the five strands of SEAL while playing. The author draws on recent research and literature to support the idea that SEAL skills are caught rather than taught; and that play is the medium most able to provide opportunities for becoming more self-aware, empathic and motivated as well as becoming more able to manage feelings and develop and deploy social skills. The need for school staff to be supported in providing free play and in facilitating social and emotional development in new ways is also considered. The essential role of the adult in developing relationships that support the development of SEAL skills is acknowledged.

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Section: Case Study Fmentioning

confidence: 98%

Social and Emotional Aspects of Learning: teaching and learning or playing and becoming?

Woolf

2012

Pastoral Care in Education

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“…Literature on empowering teachers to respond therapeutically to children's verbal or play communications exists (Mallon, 1987; Blackard, 1997; White, Draper & Flynt, 2003; Chaloner, 2005; Peabody, 2006; Woolf, 2008). This literature informs that play offers ‘catharsis’ (Moyles, 2005); and allows for reflection, re‐framing, integration and transformation (Chazan, 2002).…”

Section: Attachment In Schoolsmentioning

confidence: 99%

“… Filial Therapy (Guerney, 1997; VanFleet, 2000; Bratton, Ray, Rhine & Jones, 2005) is an attachment based ‘psycho‐educational’ programme, where play, empathic listening skills, structures and boundaries are used by parents in individual weekly therapeutic play sessions with their child. Filial Therapy has been adapted for school‐based programmes; models such as Kinder Training (White et al., 2003), ‘Say What You See’ (Blackard, 1997) and Better Playtimes (Woolf, 2008) use trained teaching staff to work with individual pupils. Positive Attachments and Learning to Succeed (PALS) (Chaloner, 2001, 2005, 2006) is a school‐based, whole‐class play model using Bonding, Boundaries and Language to support child development and well‐being. …”

Section: Everyone Playing In Class – a Description Of An Interventionmentioning

confidence: 99%

“…EPIC is a free play intervention combining the strengths of these two programmes. School staff are trained in therapeutic play skills and in the theory behind sessions and how to implement the intervention (White et al., 2003; Chaloner, 2001; Woolf, 2008). Play therapists delivering the training are taught how to train adults to play with the child or children in their care.…”

Section: Everyone Playing In Class – a Description Of An Interventionmentioning

confidence: 99%

“…The class teachers and support staff had completed appropriate training (Woolf, 2008), and co‐facilitated sessions with the school's play therapist.…”

Section: The Researchmentioning

confidence: 99%

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Everyone Playing in Class: a group play provision for enhancing the emotional well‐being of children in school

Woolf¹

2011

British J Special Edu

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Everyone Playing in Class' is an unstructured free play based provision for small classes or groups. The intervention involves training staff in attachment theory, presenting up-to-date research findings on the role of play in emotional well-being and relationship building, as well as teaching reflective communication skills. In this article Alison Woolf, who is a Member of British Association of Play Therapists (BAPT), describes how these weekly class play sessions can provide experiences that are beneficial for staff and for pupils. The essential elements that create the therapeutic intervention are described and explored, and set in context through their relationship to SEAL. The ethical considerations of school staff providing therapeutic opportunities are considered. Results of pre-and post-intervention assessments are given, and the responses of staff and pupils to the sessions are summarised. Results show improvements for pupils in the areas of self-esteem and of social development. Most significantly the results demonstrate an increase in the staff's ability to understand and respond to the children in their class.

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Better Playtimes: A School‐Based Therapeutic Play Intervention for Staff and Children

Woolf¹

2010

School‐Based Play Therapy

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Better Play Times training – theory and practice in an EBD primary school

Cited by 4 publications

References 1 publication

Social and Emotional Aspects of Learning: teaching and learning or playing and becoming?

Social and Emotional Aspects of Learning: teaching and learning or playing and becoming?

Everyone Playing in Class: a group play provision for enhancing the emotional well‐being of children in school

Better Playtimes: A School‐Based Therapeutic Play Intervention for Staff and Children

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