Most and Least Used Play Therapy Limits

Ginott, Haim G.; Lebo, Dell

doi:10.1080/00221325.1963.10532508

Cited by 9 publications

(24 citation statements)

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“…The scope of acceptable behavior is broader in play therapy than in most other settings. Play therapists of all orientations and all levels of experience permit children to display many behaviors that are otherwise socially unacceptable, such as yelling obscenities in the playroom (Ginott & Lebo, 1961, 1963Landreth & Wright, 1997;Rhoden et al, 1981). Rhoden et al (1981) replicated Lebo's (1961, 1963) original studies and found that play therapists in 1981 selected limits similar to those selected by their predecessors 20 years earlier.…”

Section: Therapeutic Limits In Play Therapymentioning

confidence: 93%

“…The objective is to allow children to experience bringing them-selves under enough control to take themselves out of the playroom. Ginott and Lebo (1963) identified six major areas in which therapists usually set limits in the playroom: physical aggression against the therapist, physical aggression against playroom equipment, socially unacceptable behavior, behavior that threatens the child's health and safety, inappropriate physical affection, and behavior that disrupts the playroom routine. Research results show that regardless of their theoretical orientation or years of experience, play therapists set the most limits on physical aggression against the therapist, physical aggression against equipment, and behavior that threatens the child's health and safety (Ginott & Lebo, 1961, 1963Landreth & Wright, 1997;Rhoden, Kranz, & Lund, 1981).…”

Section: Therapeutic Limits In Play Therapymentioning

confidence: 99%

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Therapeutic limit setting in the play therapy relationship.

Landreth¹

2002

Professional Psychology: Research and Practice

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One of the most perplexing challenges confronting therapists in conducting play therapy is the need to consistently apply limits in the face of angry, hostile, aggressive, or resistant children, and the difficulty in doing so. This article presents a rationale for why limits are needed, describes what behaviors need to be limited, and provides a three-step therapeutic limit-setting model that helps children exercise self-control by saying "no" to themselves. The pressing issue of what to do when a child breaks a limit is dealt with in an ultimate-choice-giving procedure that helps children assume responsibility for their own behavior.

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Section: Therapeutic Limits In Play Therapymentioning

confidence: 93%

Section: Therapeutic Limits In Play Therapymentioning

confidence: 99%

Therapeutic limit setting in the play therapy relationship.

Landreth¹

2002

Professional Psychology: Research and Practice

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“…When to set limits, how to set them and at what point, has been explored frequently in the child therapy practice literature (e.g., Haworth, 1982;Landreth, 2002). Ginott and Lebo's (1963) original research into trends in limit setting in play therapy and later replications indicated that limits on children's behaviour compromising the safety and health of children and therapists were widely used (Landreth & Wright, 1997;Rhoden et al, 1981). Non-directive practice asserts that most limits should not be set until needed.…”

Section: Limits To Provide Physical and Emotional Securitymentioning

confidence: 99%

Therapeutic Limits from an Attachment Perspective

O’Sullivan

Ryan

2009

Clin Child Psychol Psychiatry

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This article applies attachment theory and relevant research to therapeutic limit setting and focuses particularly on child-centred, non-directive play therapy (NDPT) practice. We review the role of limits in therapeutic change and examine whether therapeutic limit setting exhibits properties similar to those evident in typical adult-child relationships, a topic not previously considered in the literature. The first section identifies properties considered inherent in optimal attachment relationships from a limit setting perspective, drawing particularly on Heard and Lake's (1997) extension of Bowlby's attachment theory. The next section discusses therapists' use of limit setting from an attachment standpoint, distinguishing features of therapeutic limit setting which reflect properties evident in sensitive adult-child attachments. Finally, implications for further research and practice in child therapy are explored.

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“…Limit setting is a vital part of the therapeutic play therapy process, and although the procedures for setting limits may vary, the setting of therapeutic limits is a part of all theoretical approaches to play therapy (Ginott & Lebo, 1961;Landreth 1991). Limits in play therapy have both therapeutic and practical benefits in that they preserve the therapeutic relationship, facilitate the child's opportunities to learn selfresponsibility and self-control, among many other dimensions, and provide the child and the therapist with a feeling of emotional security and physical safety.…”

Section: Limit Settingmentioning

confidence: 99%

“…Students expressed difficulty in fostering an aura of permissiveness while at the same time limiting behaviors in the playroom. Ginott and Lebo (1963) identified six major areas in which therapists usually set limits in the playroom. These areas are: physical aggression against the therapist, physical aggression against playroom equipment, socially unacceptable behavior, behavior that threatens the child's health and safety, inappropriate physical affection, and behavior which disrupts playroom routine.…”

Section: Limit Settingmentioning

confidence: 99%

Limit setting practices of play therapists in training and experienced play therapists.

Landreth¹,

Wright²

1997

International Journal of Play Therapy

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This study evaluated the effect of play therapy training on graduate students' limit-setting choices in play therapy and compared their reported choice of limits with the reported choice of limits of experienced play therapists. The results indicated a significant difference between pre-training and posttraining limit-setting choices of graduate students, with more limits being chosen after training. The limits selected by students after play therapy training were similar to those chosen by experienced therapists in past studies. After training, students selected limits most frequently in the areas of physical aggression against the therapist, physical aggression against equipment, and on behaviors which endangered the child's health and safety. After training, students chose the fewest limits in the area of socially unacceptable behavior, particularly in the expression of obscenity in the playroom.Most play therapists agree that some form of limit-setting is essential to the facilitation of the therapeutic process (Axline, 1969;Bixler, 1949;Guerney, 1983; Landreth, 1991). A perplexing struggle for beginning play therapists, however, is how to maintain an accepting attitude and yet protect the child, therapist, and play materials from the child's destructive behaviors.The ability of play therapists to distinguish symbolic "destructive" behaviors from aggressive or destructive acts and to recognize and accept the child's wish or desire to act out such behaviors perhaps begins with the process of the play

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Most and Least Used Play Therapy Limits

Cited by 9 publications

References 0 publications

Therapeutic limit setting in the play therapy relationship.

Therapeutic limit setting in the play therapy relationship.

Therapeutic Limits from an Attachment Perspective

Limit setting practices of play therapists in training and experienced play therapists.

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