Neuroscience and the magic of play therapy.

Stewart, Anne; Field, Thomas A.; Echterling, Lennis G.

doi:10.1037/pla0000016

Cited by 24 publications

(13 citation statements)

References 28 publications

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“…The components of mindfulness training that may promote trauma recovery mainly include attentional regulation, focus on the “present moment”, and equanimity (a non-judgemental state toward experiences, whether they are pleasant, unpleasant, or neutral) ( Desbordes et al, 2014 ). In addition to mindfulness training, the intervention presented here included creative and playful activities, which are useful tools to help young people express their emotional and cognitive universe while discovering the possibility to adapt their narratives in healthier directions ( Malchiodi, 2005 ; Stewart et al, 2016 ). The third therapeutic ingredient of this multimodal program is EMDR, a method strongly recommended for PTSD treatment by the International Society for Traumatic Stress Studies guidelines for the treatment of children and adolescents with post-traumatic stress symptoms ( Forbes et al, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

Mental health benefits of a 1-week intensive multimodal group program for adolescents with multiple adverse childhood experiences

Roque-López¹,

Llanez-Anaya

Álvarez-López

et al. 2021

Child Abuse & Neglect

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Background: Adverse childhood experiences (ACEs) are associated with a wide range of diseases, unsafe behavior and shorter life expectancy. However, there is scarce evidence on effective interventions for children or adolescents who report multiple ACEs, including abuse, neglect and household dysfunction. Objective: The aim of this study was to evaluate the mental health outcomes of a multimodal program designed for adolescents with multiple ACEs. Participants: Forty-four girls (aged 13–16 years, mean ACE score > 5) were randomized to an intervention group or a care-as-usual control group. Methods: The intervention included mindfulness-based practices, expressive arts and EMDR (Eye Movement Desensitization and Reprocessing Integrative) group treatment. We used questionnaires for adolescents to assess trauma (SPRINT, CPSS) and attention/awareness-related outcomes (MAAS-A) at baseline (T1), post-intervention (T2) and two-months post-discharge (T3). Results: Linear mixed effects model analyses showed significant Group by Time interactions on all the scales (F = 11.0, p = 0.015; F = 12.5 p < 0.001; and F = 6.4, p = 0.001, for SPRINT, CPSS and MAAS-A, respectively). After completing the program, the intervention group showed significant reduction in trauma-related outcomes (SPRINT, Δ% (T2-T1) = −73%, p < 0.001; CPSS, Δ% (T2-T1) = −26%, p < 0.001) while attention/awareness-related outcomes were improved by 57% (p < 0.001). These changes remained stable two months after discharge. SPRINT and CPSS scales were highly correlated ( r = 0.833, p < 0.001) and outcomes from both trauma-related scales negatively correlated with mindfulness scores (MAAS-A/SPRINT, r = −0.515, p = 0.007; MAAS-A/CPSS, r = −0.553, p < 0.001). Conclusions: Results presented here support this multimodal group intervention as a feasible and promising program for reducing the psychological burden in adolescents with a history of multiple ACEs.

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Section: Introductionmentioning

confidence: 99%

Mental health benefits of a 1-week intensive multimodal group program for adolescents with multiple adverse childhood experiences

Roque-López¹,

Llanez-Anaya

Álvarez-López

et al. 2021

Child Abuse & Neglect

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“…Children can also use toys as instruments for play and social interaction. Play can adapt to cross-cultural conditions, which can also adapt interpersonal development to shape and rearrange brain circuits (Stewart, Field, & Echterling, 2016).…”

Section: How Parents Choose Good Toys and Alternative Games For Childrenmentioning

confidence: 99%

Education for Parents of Children with Gadget Addiction

Ardiyani

Setiawati

Hsieh

2021

JBE

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Background: Inappropriate and excessive use of gadgets can cause addiction and interfere with physical, psychological, and emotional health, increase social isolation, and negatively affect development, especially in children. The resulting impact will be greatly influenced by the role of parents, family and the environment. Purpose: This study aims to understand what education can be provided to parents of children with gadget addiction, along with how parents can choose toys and alternative games for children to reduce this gadget addiction. Methods: The design used in this article was a narrative review that involved collecting and analyzing journals using the keywords "addiction", "children", "education", "parent" and "gadget"; this obtained 10 journal articles from PubMed, two journal articles from ScienceDirect, 14 journal articles from Google Scholar published between 2015–2020, three books, and one collection of survey data from the web. Results: There were several strategies that could be applied in managing the use of gadgets by children. The authoritative type of parenting style, good parent-child relationships, parent-child attachment and family environment conditions could also affect the use of gadgets and its impact on children. Parents could additionally provide toys and alternative games suitable for the children’s age, developmental ability and safety needs. Conclusion: Parents are expected to understand how to manage children with gadget addiction and how they can choose toys and alternative games for children to reduce gadget addiction.

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“…Play helps a child construct understanding of the relational world. The safety of the therapeutic relationship grants the child freedom to explore feelings in an ideal setting for learning and change (Stewart, Field, & Echterling, 2016). When a parent or play therapist provides the child with relational safety, the child becomes aware of implicit experiences and memories, modifying them when necessary.…”

Section: Integrating Ipnb and Cprtmentioning

confidence: 99%

Incorporating interpersonal neurobiology in child parent relationship therapy.

Beijan

2020

International Journal of Play Therapy

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Child parent relationship therapy (CPRT) focuses on improving the parent-child relationship, helping children by teaching parents to be therapeutic agents in their children's lives. A primary element of CPRT is the supportive group format of 6Ϫ8 parents that includes elements of didactic learning and group support. The information in this article serves as a foundation for the use of interpersonal neurobiology (IPNB) in CPRT groups. The application of IPNB in specific areas of counseling related to CPRT including counselor education, play therapy, group therapy, and psychoeducation is still new but shows promise for understanding and improving counseling. IPNB can be utilized as a vehicle for gaining a deeper understanding of the therapeutic mechanisms of CPRT, and IPNB can be intentionally integrated into CPRT group curriculum to enhance learning for group members and their children.

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Neuroscience and the magic of play therapy.

Cited by 24 publications

References 28 publications

Mental health benefits of a 1-week intensive multimodal group program for adolescents with multiple adverse childhood experiences

Mental health benefits of a 1-week intensive multimodal group program for adolescents with multiple adverse childhood experiences

Education for Parents of Children with Gadget Addiction

Incorporating interpersonal neurobiology in child parent relationship therapy.

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