The role of play themes in non-directive play therapy

Ryan, Virginia; Edge, Andrew

doi:10.1177/1359104511414265

Cited by 13 publications

(33 citation statements)

References 12 publications

(15 reference statements)

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“…Nearly all female participants disidentified with a surgical career trajectory. Imagination is an important element in learning; it allows us to explore new areas before we participate fully . We present a framework to link the past, present and future of students’ learning by incorporating experience and imagination into participation, which explains how students’ experiences direct their future behaviour.…”

Section: Discussionmentioning

confidence: 99%

“…Imagination is an important element in learning; 29 it allows us to explore new areas before we participate fully. 37,38 We present a framework to link the past, present and future of students' learning by incorporating experience and imagination into participation, which explains how students' experiences direct their future behaviour. We know that students 'try on' possible selves as they learn, 39 behaviour that supports our claims that imag-ination and exposure to an actual community are important in making career decisions.…”

Section: Discussionmentioning

confidence: 99%

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The only girl in the room: how paradigmatic trajectories deter female students from surgical careers

2013

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OBJECTIVES Over 60% of UK medical students are female, yet only 33% of applicants to surgical training are women. Role modelling, differing educational experiences and disidentification in female medical students have been implicated in this disparity. We are yet to fully understand the mechanisms that link students' experiences with national trends in career choices. We employ a hitherto unused concept from the theory of communities of practice: paradigmatic trajectories. These are visible career paths provided by a community and are cited by Wenger as potentially the most influential factors shaping the learning of newcomers. We pioneer the use of this theoretical tool in answering the research question: How do paradigmatic trajectories shape female medical students' experiences of surgery and subsequent career intentions? METHODS This qualitative study comprised a secondary analysis of data sourced from 19 clinical medical students. During individual, indepth, semi-structured interviews, we explored these students' experiences at medical school. We carried out thematic analysis using sensitising concepts from communities of practice theory, notably that of 'paradigmatic trajectories'.RESULTS Female students' experiences of surgery were strongly gendered; they were positioned as 'other' in the surgical domain. Four key processes -seeing, hearing, doing and imagining -facilitated the formation of paradigmatic trajectories, on which students could draw when making career decisions. Female students were unable to see or identify with other women in surgery. They heard about challenges to being a female surgeon, lacked experiences of participation, and struggled to imagine a future in which they would be successful surgeons. Thus, based on paradigmatic trajectories constructed from exposure to surgery, they self-selected out of surgical careers. By contrast, male students had experiences of 'hands-in' participation and were not marginalised by paradigmatic trajectories.CONCLUSIONS The concept of the paradigmatic trajectory is a useful theoretical tool with which to understand how students' experiences shape career decisions. Paradigmatic trajectories within surgery deter female students from embarking on careers in surgery.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

The only girl in the room: how paradigmatic trajectories deter female students from surgical careers

2013

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“…Social-emotional development includes a set of skills such as self-awareness, understanding of others emotions, emotional management, emotional expressions in a constructive manner, self-regulation, stabled communications ( Abdollahian, Mokhber, Balaghi, & Moharrari, 2013 ). Social-emotional development is also important to achieve optimal growth in social, educational, and career ( Ryan & Edge, 2012 ). Children with social-emotional skills are successfully preventing or resolving psychosocial difficulties, and effectively communicating both with adults and peer groups ( Jafari, Mohammadi, Khanbani, Farid, & Chiti, 2011 ).…”

Section: Introductionmentioning

confidence: 99%

“…Play therapy helps children with problems to provide a safe distance from their psychological problems and express appropriate interactions ( Ryan & Edge, 2012 ; Jafari et al, 2011 ). Play therapy could be used as means of communication between child and therapist ( Kool & Lawver, 2010 ).…”

Section: Introductionmentioning

confidence: 99%

The Effect of Group Play Therapy on Social-Emotional Skills in Pre-School Children

Chinekesh

Kamalian

Eltemasi

et al. 2013

GJHS

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Background:Childhood is important and critical period in human life. The foundation of ego is shaped in childhood. Play therapy is one of the successful strategies to help children with inner conflicts problems. This method of psychotherapy is base on the normal learning processes of children, provides solutions to relieve feelings of stress, and expands self-expression. Group play therapy can enhance the self-awareness, self- regulation, social communication, empathy and adoptability in children.Methods:Present study investigated the effects of play therapy on relational and emotional skills of pre-school children. For this purpose, the total numbers of 372 pre-school children were randomly selected, and divided into two equal groups (case and control). In next step, the BUSSE-SR methodology was used for evaluation and comparison of self-awareness, self-regulation, social interaction, empathy, adoptability, and control groups. Pre-test were performed for both groups and case group was involved in-group play therapy. According to the results of post-test, correlation of variables between case-control groups was examined by multivariate analysis of covariance.Results:Frequency of boys and girls in our sample were 51.3 and 48.7 percent, respectively. The mean age of children was 5.1±0.6 year. According to the results of present study, play therapy significantly enhanced the social-emotional skills (P< 0.001). Our findings are consistent with the results of previous studies in other nations with different environmental and cultural properties. In conclusion, it seems that play therapy can be used in pre-school centers to help children learn problem-solving skills and communicate with others.

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“…According to Ryan and Edge (2011)Themes are viewed as abstractions not only from behaviour, but more importantly, as representing significant, underlying, emotional issues that children then express spontaneously in their play therapy. .…”

Section: Background and Rationalementioning

confidence: 99%

Can children’s play themes be assessed to inform play therapy practice?

Sarah

Parson

Renshaw

et al. 2020

Clin Child Psychol Psychiatry

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In play therapy with children, identifying play themes is key to understanding the meaning within sessions, and allows therapists to systematically track therapeutic change. This study investigated if play themes could be identified using a time limited, standardized assessment, for children aged 5–7 years. A descriptive, observational mixed methods, non-experimental study with 30 typically developing children was conducted, with participants assessed individually on one occasion using the Child-Initiated Pretend Play Assessment (ChIPPA). Play themes were able to be identified for 26 of the 30 participants. Of these 26 children, a range of primary and subthemes were observed. These findings indicate that a baseline measure of both play ability and play themes can be integrated to prescribe and align the model of play therapy with the needs of the child. Play themes were not identified for four participants which may be due to limited pretend play ability, indicating that deficits in play ability may need to be addressed in the first instance.

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The role of play themes in non-directive play therapy

Cited by 13 publications

References 12 publications

The only girl in the room: how paradigmatic trajectories deter female students from surgical careers

The only girl in the room: how paradigmatic trajectories deter female students from surgical careers

The Effect of Group Play Therapy on Social-Emotional Skills in Pre-School Children

Can children’s play themes be assessed to inform play therapy practice?

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