Therapeutic or traumatic: An exploratory study of play therapists’ perceptions of toy guns and aggressive toys in the playroom.

Abstract

Mass shootings and gun violence are becoming more and more commonplace in the United States. Gun control continues to be a controversial topic in America. This controversy extends to the playroom and play therapy literature, as play therapists grapple with the decision to include or exclude toy guns from the playroom. Within this phenomenological study, play therapists considered and defined their decisions to include/exclude guns within the playroom. Themes identified included the influence of personal and theoretical beliefs on inclusion and exclusion, child development, toys as metaphors, and boundaries and limit setting around toy guns in the playroom. Implications, limitations, and directions for future research are explored.

The use of aggressive toys in schools: Insights and experiences of school-based play therapists.

“…Many of the school-based play therapists shared perspectives of negative views of childhood aggression despite the literature supporting the natural occurrence of such behaviors (Dion, 2018; Winburn et al, 2017). Regardless, the experiences of several of the participants are consistent with literature regarding the hesitancy of parental or school inclusion of aggressive toys, particularly guns (Parker et al, 2021). With the majority of children dealing with diagnosable mental, emotional, and behavioral disorders receiving their only services in school settings, it is imperative that school-based play therapists are providing the most appropriate interventions with the support and understanding of school stakeholders (Ray et al, 2015).…”

“…Ultimately, if school-based play therapists include aggressive toys, there must be clarity in the selection of materials and limit-setting (Parker et al, 2021; Ray et al, 2015; Trotter & Landreth, 2003). Conversely, if practitioners are not permitted or do not desire to include aggressive toys in their sessions, they are responsible for finding alternative and creative avenues for students to process violence and aggression.…”

“…Recently, zero-tolerance policies have even been extended to virtual educational environments, including school counseling (Howard, 2021). Additionally, some play therapists have expressed confusion and discomfort concerning the use of aggressive toys such as guns based on personal experiences and concerns of school stakeholders (Parker et al, 2021; Ray et al, 2004). Consequently, there is a need to understand the inclusion of such toys in school-based play therapy training and practice.…”

“…With the increased exposure to violence in society and schools, it is imperative that school-based practitioners provide the most effective developmentally and culturally appropriate interventions to counsel students dealing with the mental health implications related to such experiences. The inclusion of aggressive toys can potentially provide a means for children to express anger, hostility, frustration, and fear through symbolic and supportive means (Jarareh et al, 2016; Kottman, 2011; Landreth, 2012; Parker et al, 2021). In particular, children of color require safe spaces to process the complex issues of gun violence and police brutality (Howard, 2021).…”

“…Considering aggression and violence are such impactful aspects of many students’ lives, there is a need to understand the rationale for including aggressive toys in school-based play therapy (Smith et al, 2018). Specifically, there is a continued need for research into the use of aggressive toys in school-based play therapy due to the lack of clarity, consistency, and outcomes on the topic (Niu, 2018; Parker et al, 2021; Trotter & Landreth, 2003). The purpose of this research study was to explore the insights and experiences of school-based play therapists regarding their use of aggressive toys in their school settings to counsel students dealing with aggression and violence.…”