Play Therapy in Schools:
Directive Techniques to
Use with Students
Carroll Bernard Feiling, LCSW, QSSW
Social Worker, SciTech Academy
School Based Mental Health Coordinator, ReNEW Schools
cbernard@renewschools.org
Objectives:

The participant will be able to describe the important
components of play therapy.

The participant will be able to state examples of
evidence-based practices using play therapy.

The participant will learn at least 5 directive play therapy
techniques to use immediately in the school setting.
Why Play?

Play is universal

Play is the way children learn

Play is essential to healthy development

Children communicate through play

Play is the concrete expression of the child and is
the child’s way of coping with his or her world
(Landreth, 2002.)
What is Play Therapy?

An approach to counseling young children in which the
counselor uses toys,, art supplies, games, and other play
media to communicate with clients using the “language”
of child – the “language of play.” (Landreth)

The systemic use of theoretical model to establish an
interpersonal process wherein trained play therapists use
the therapeutic powers of play to help clients prevent or
resolve psychosocial difficulties and achieve optimal
growth and development, (Association for Play Therapy
http://www.a4pt.org/ )
Therapeutic Powers of Play

Self expression

Fantasy Compensation

Direct and Indirect Teaching

Reality Testing

Abreaction

Behavioral Rehearsal

Stress Inoculation

Rapport Building

Catharsis

Positive Emotion

Attachment and Relationship
Enhancement

Empathy

Power/Control

Competence and Self Control

Sense of Self

Creative Problem Solving
Schaefer (1999.)
7 Essentials in Play Therapy
Establishment of a positive relationship with the
child
 Expression of a wide range of feelings
 Exploration of real-life choices
 Reality of testing limits
 Development of positive self-image
 Development of self-understanding
 Opportunity to develop self-control

www.a4pt.org
History & Theories of Play Therapy

Psychoanalytic Play Therapy – Freud 1900s

Release Play Therapy – Levy 1930s

Child Centered Play Therapy - Axline 1950s; Landreth

Filial – Guerney 1960s; Landreth

Eclectic / Prescriptive – Schaefer, Gil 1970s

This approach tailors interventions to best match the needs and situation of the
child client; the more remedies you have to offer the more effective you will be
with a child client’s diverse set of problems 9Schaefer, 2003)

Adlerian Play Therapy

Jungian Play Therapy (including Sandtray)

Cognitive Behavioral Play Therapy (including Bibliotherapy)
Child Centered & Directive

Competency in Child centered Play Therapy is a must for application of techniques

Axline’s 8 Principles of Child Centered Play Therapy

Must develop a warm and friendly relationship with the child.

Accepts the child as he or she is.

Establishes a feeling of permission in the relationship so that the child feels free to
express his or her feelings.

Is alert to recognize the feelings the child is expressing and reflects these feelings back
in such a manner that the child gains insight into his/her behavior.

Maintains a deep respect for the child’s ability to solve his/her own problems and gives
the child the opportunity to do so. The child is responsible for his/her own choices and
personal change.

Does not attempt to direct the child’s actions or conversations in any manner. The child
leads the way, the therapist follows.

Does not hurry the therapy along. It is a gradual process and must be recognized as such
by the therapist.

Only establishes those limitations necessary to anchor the therapy to the world of reality
and to make the child aware of his/her responsibility in the relationship
Child Centered & Directive

Rapport is essential prior to using techniques in play
therapy treatment

Directive Approach – technique application is not random,
its curative and used to service needs of child and based
on the identified treatment goals

Why Directive Techniques?
 Time
limits
 Behavior
modification
Play Therapy Results – Evidenced Based
 Ray,
Bratton, Rhine, and Jones (2001) metaanalysis of 94 research studies focusing on the
efficacy of play therapy as a viable
intervention and found a large positive effect
of play therapy on treatment outcomes with
children. It has been demonstrated as an
effective approach for a variety of presenting
problems and diagnoses. (Landreth, 2002.)
 Decreased maladaptive school behaviors
(Constantino, Malagady, & Roger 1986;
Gaulden, 1975; Hannah, 1986; Leland, Ealker
and Taboada, 1959)
Play Therapy in Schools

Play Therapy is encouraged to be used in the school
setting to meet a broad range of he developmental needs
of all children. Landreth (2002.) citing Alexander (1964);
Muro (1968); Myrick and Holdin (1971); Nelson (1966);
Waterland (1970)

“The main question is not whether the elementary school
counselor, school psychologist, or social worker, should
use play therapy, but rather how play therapy should be
used in elementary schools. Landreth (2002.)
Outcome Research Studies to Support Play
Therapies in Schools 1990 to Present

Bratton (2010) in School Based Play Therapy…

Summary of 51 studies of school-based play therapy research since 1990

Packman, J., & Bratton, S. (2003) A school-based group play/activity
therapy intervention with learning disabled preadolescents exhibiting
behavior problems

Reams, R., & Fridrach, W. (1994). The efficacy of time-limited play
therapy with maltreated preschoolers.

Watson, D. (2007). An early intervention approach for students displaying
negative externalizing behaviors associated with childhood depression:
Efficacy of play therapy in the school.
Directive Play Therapy Techniques
 Engagement/Rapport
 Identifying
 Ms.
Building/Ice Breakers
& Expressing Feelings
B’s Favorites
 Bibliotherapy!
Engagement/Rapport Building/Ice Breakers
Stand Up If…

Age: PK and up

Modality: Group

Materials: Pre-planned statements

 “Stand
up if you have a pet”
 “Stand
up if your parents are divorced”
Variation – Cross to the Other Side If…
Engagement/Rapport Building/Ice Breakers
Jenga

Age: 8 and up

Modality: Individual, Group

Materials: Jenga
 Pre-write
 Party

questions on pieces
Jenga
Variation – Problem-Solution Jenga, Feelings
Jenga
Engagement/Rapport Building/Ice Breakers
Don’t Spill the Beans!
(Dr. Erin Dugan, Ph.D., LPC-S, RPT-S
“Directive Techniques in Play Therapy”)

Age: 6 and up

Modality: Individual, Group

Materials: Don’t Spill the Beans ®
 Different
levels of questions
Engagement/Rapport Building/Ice Breakers
Thumb Ball
 Age: 6 and up
 Modality: Individual, Group
 Materials: Thumball™ product or Soccer Ball
 Write

questions or statements on ball
Variation – Feelings, Problem-Solution (many
more!)
Engagement/Rapport Building/Ice Breakers
Candy Colors

Age: PK and up

Modality: Individual, Group

Materials: M&Ms, Skittles, Jolly Ranchers
 Pre-determined

categories or questions for each color
Variation – Feelings, Anger (many more!)
Anger
Red - Something that makes me angry
(trigger)
Orange - One way my body lets me
know I’m angry
Feelings
Red – enraged
Orange - frustrated
Yellow - confident
Green – worried/anxious
Purple – embarrassed
Yellow - When I’m angry at home I…to
calm down
Green - When I’m angry at school I…to
calm down
Purple - Something I have done to make
another person angry
“Staying Out of the Mess”
Red - What is mess?
Orange - Give an example of
how someone has been messy
Yellow - Why are people messy?
Green - Give an example of how
you have been messy
Purple - How do you stay out of
the mess?
Engagement/Rapport Building/Ice Breakers
About Me Puzzle (Lowenstein, Liana. More Creative Interventions For
Troubled Children and Youth.)
Age: 7 and up
 Modality: Individual, Group
 Materials: About Me Puzzle, card board or
construction paper, scissors, glue, magazine
picture, envelope, tape

 Pre
glue puzzle on one side and picture on the
other
 Cut puzzle out and put in envelope

Variation – blank jigsaw puzzles
Identifying & Expressing Feelings
Feeling Cards
 Age: PK and up
 Modality: Individual, Group
 Materials: Feeling Cards
 Pre-made

with words and/or faces
Variations

Pull a card and everyone shares…

a time they felt that way/made others feel that way/where they feel in their body

Act it out an have others guess

Taboo style

Heads up style

Others?
Identifying & Expressing Feelings
Feelings Bingo (http://peoniesandpoppyseeds.com/2013/05/freeprintable-bingo-game-about-feelings/)
Age: PK and Up
 Modality: Individual, Group
 Materials: Laminated Bingo cards/caller cards,
space markers (beads, beads, chips)


Variations – show card, say feeling word, describe
feeling, act out
Identifying & Expressing Feelings
Feelings Go Fish
(Lowenstein, Liana. More Creative Interventions For
Troubled Children and Youth.)



Age: 6 and Up
Modality: Individual, Group
Materials: deck of cards, Go Fish Sheet (or faces w/
numbers), small treats
 Glue

squares/faces on each corresponding card
Variations – pairs or 4 of a kind; describe a time they
have felt ___, act out, describe a time they made
someone else feel ____, show their _____ face
Identifying & Expressing Feelings
Feelings Tic Tac Toe
(Lowenstein, Liana. Creative Interventions For
Troubled Children and Youth.)



Age: 7 and Up
Modality: Individual, Group
Materials: Tic Tac Toe sheet, scorecard, 2 kinds of
markers/pebbles/candy
 Laminate

Tic Tac Toe sheet
Variations – show the 3 feelings, tell about a time
they made someone else feel them, a person who
makes them feel the 3 feelings
Identifying & Expressing Feelings
Feelings Pick Up Sticks
 Age: 6 and up
 Modality: Individual, Group
 Materials: Pick Up Sticks
 Assign
a feeling to each color
 Assign a task to each “round” per color

Variations – Problem-Solution, Coping Skills
Identifying & Expressing Feelings
Feelings Matching

Age: 6 and up

Modality: Individual, Group

Materials: Matching Game or double feeling cards
Identifying & Expressing Feelings
Candy Land Feelings (Lowenstein, Liana. Creative Interventions For
Troubled Children and Youth.)

Age: PK and up

Modality: Individual, Group

Materials: Candy Land ®, individually wrapped candy
 Individual
pieces or group pieces
 Pre-arrange
cards
 Assign
feelings to colors
 Assign
picture cards
Identifying & Expressing Feelings
Dart Gun Feelings

Age: 8 and up

Modality: Individual, Group

Materials: Nerf Dart Gun, Feelings Poster

Variations – post it notes (pin the tail on the
donkey style); throw balls
Identifying & Expressing Feelings
Basketball(Lowenstein, Liana. Creative Interventions For Troubled Children
and Youth.)



Age: 7 and up
Modality: Individual, Group
Materials: hoop & ball; trash can and crumpled up
paper
 Happy
face cards
 Sad face cards

Variations – spit balls
Identifying & Expressing Feelings
Guess Which Cup (Lowenstein, Liana. Creative Interventions For
Troubled Children and Youth.)



Age: 6 and up
Modality: Individual
Materials: 5 cups, 5 slips of paper, bingo chips
Feelings related question on 4 slips of paper
 Three Extra Chips on 1 slip of paper
 Tailor it to age/treatment


Variations – Anger, Problem-Solution, Coping Skills


Younger Children:

Show with your face and body what you look like when you feel angry.

What makes you feel sad?

What makes you feel happy?

How would you feel if someone said something mean to you?

Who do you talk to when you feel sad?
Older Children

What was the happiest day of your life?

Name 3 things that make you feel mad

When was the last time you cried? What happened that made you feel upset?

What advice would you give to a child who was sad but pretended to be happy?

When was the last time you felt proud of yourself?
Identifying & Expressing Feelings
Positive Feelings Skee Ball
(2006 Lawrence E. Shapiro, Ph.D.)

Age: 5 and up

Modality: Individual or Group

Materials: Game sheet and 1 penny per player
Identifying & Expressing Feelings

Color Your Heart (Dr. Erin Dugan, Ph.D., LPC-S, RPT-S “Directive
Techniques in Play Therapy”)

Age: 8 and up

Modality: Individual or Group

Materials: sheet, markers/crayons

Variations – Color Your World
Ms. B’s “Other” Favorites
 Bubble
Breaths
 Knocking Down Walls of Anger
 The Worry Can
 Museum Statues
 Stack the Cups
 Chutes & Ladders
 Pens UP! Switch! Draw!
Bibliotherapy!





Feelings

Today I Feel Silly & Other Moods That Make My Day

The Feelings Book
Worries & Anxiety

Wemberly Worried

Wilma Jean the Worry Machine
Death

When Dinosaurs Die

I Miss You

Samantha Jane’s Missing Smile
Anger & Aggression

Hands Are Not for Hitting

If You’re Angry and You Know It!
Others

Calm-Down Time (Coping Skills)

The Little Engine That Could (Self Esteem)

A terrible Thing Happened (Trauma)

It’s Okay to Be Different
References

See handout