The value and use of interpretation in play therapy.

Abstract

Irrespective of the therapist's theoretical orientation, interpretation can be a very powerful tool within play therapy, supporting the essential change processes delimited by S. Shirk and R. Russell (1996). However, several issues often interfere with play therapists' optimal use of interpretation. One is the sense of conflict many child-centered therapists experience because they view interpretation as overly directive and inconsistent with their desire to follow the child's lead and pace in session. Second, the lack of a well-organized, stepwise model of interpretation formulation and delivery makes it difficult for therapists to be consistent in its use. Third, the absence of a solid understanding of how interpretation supports the therapy process reduces therapists' tendency to use this highly flexible technique. This article attempts to provide a model of interpretation that addresses each of these issues.

Getting to Know O’Connor: Experiencing the Ecosystemic Play Therapy Model With Urban First Nations People

“…Specifically, within play therapy, the ecological system perspective was the catalyst for a complex integration process articulated by Kevin O'Connor (O'Connor, 2000, 2005a. According to O'Connor (2002), cognitive developmental theory is the organizing framework, and four other theories were significant in developing EPT: (a) Jernberg's theory of theraplay, which supports the EPT notion that caregiver involvement can support a child in their ongoing mental health. (b) Theory of filial play therapy by Guerney, Guerney, and Vanfleet, which supports the EPT notion that caregivers have a great impact on the child due to their importance and availability.…”

“…Caregiver involvement not only improves the child's environment during therapy but also smoothes the termination process. Although termination is discussed at the outset of the therapy sessions to set the stage for the natural progression of the therapy as having a beginning, middle, and end, O'Connor (2000O'Connor ( , 2002O'Connor ( , 2005a indicates that termination may trigger recapitulation of the original presenting concerns. However, the termination process can be normalized for the child by celebrating the child's progress.…”

Play Therapy Research: Issues for 21st Century Progress

“…Play therapy process research is needed to clarify what it is about play that achieves positive outcomes, including mechanisms of change (i.e., how and why outcomes are produced) and specific factors (i.e., ingredients) or combinations of factors that produce change. Fortunately, empirical work specifying why and how play holds therapeutic benefit is beginning to emerge (see Russ & Niec, 2011;Stagnitti & Jellie, 2004;and Stagnitti, O'Connor, & Sheppard, 2012; for further discussion of this topic), and though not empirical in nature, a few authors have hypothesized play therapy's key ingredients (e.g., Mulherin, 2001;O'Connor, 2002;Schaefer 1993;Schaefer & Drewes, 2014). In Schaefer's proposal, the therapeutic powers of play are the means through which therapeutic gain ensues.…”

Measuring deeper meaning responses: A discrimination scale for play therapists in training.

“…Once a therapist has a hypothesis about the underlying cause of the child's problem, O'Connor (2002) suggests the therapist develop a series of interpretations that can guide the child in understanding his or her problem. This series of interpretations may include responsive statements that identify patterns or repetitions in the child's play, behavior or verbalizations.…”