The Role of the Mini-Meal in Therapeutic Play Groups

Abstract

Refreshments provided by the therapists prove to be an invaluable tool in aiding the group process and promoting the learning of social skills

High school students as therapeutic agents with young children experiencing school adjustment difficulties: The effectiveness of a filial therapy training model.

“…The report further emphasized, “growing numbers of children are suffering needlessly because their emotional, behavioral and developmental needs are not being met” and identified a shortage of professionals specially trained to treat children as a primary concern (p. 3). Although the mental health needs of children are currently receiving national attention, the critical need for mental health services for children and the lack of sufficient numbers of professionals to perform these services have been amply documented for several decades (Guerney, 1964; Albee, 1969; Troester & Darby, 1976; Felner & Abner, 1983; Hankerson, 1983; Kazden, 1993). This is particularly true in the school setting where the student to counselor ratio is high, making it impossible for school counselors to meet the needs of all students requiring help (Guerney, & Flumen, 1970; White, Flynt, & Draper, 1997).…”

TARGETED ACTIVITIES IN GROUP CONTEXTS The analysis of activities to meet consumer need

“…Thus the selection not only relates to individual goals, but to several principles which Vinter's framework highlights. Troester and Darby (1976) provide a theoretical basis on several dimensions for the use of food in group settings.…”

A School‐Based Group Activity Therapy Intervention with Learning‐Disabled Preadolescents Exhibiting Behavior Problems

“…While the longer time frame is ideal for a group of preadolescents, it is not practical in a school setting (Nicol & Parker, 1981). While Slavson's model of activity group therapy was entirely non-directive, except for snack time, other researchers have presented models of activity therapy for this age group with varying degrees of structure and therapist initiated activity (Bratton & Ferebee, 1999;Hillman, Penczar, & Barr, 1975;Schachter, 1974 ) Structure of the sessions as recommended by Bratton and Ferebee (1999) included 15 to 20 minutes of an activity loosely structured by the therapist, 20 to 25 minutes of free activity selected by the group members, and 15 minutes of snack time (Hillman et al, 1975;Troester & Darby, 1976). The therapist's introduction of a semi-structured activity provides a microcosm for every day experiences, introduces group interaction, and can provide a means to reduce anxiety in the preadolescents.…”

“…During the semi-structured activity, the preadolescents can choose to participate or choose not to participate in the activity. Inclusion of a snack time to bring closure to the session provides an opportunity for preadolescents to have an enjoyable reason to share and act out family experiences (Troester & Darby, 1976). In addition, the giving of food is another means for the therapist to express unconditional positive regard for the clients (Troester & Darby, 1976).…”