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Running head: GROUP RESEARCH PAPER
Group Research paper
Melissa Reising
Heidelberg University
COU 508
10/27/2012
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Group Research paper
Abstract
Children dealing with grief and trauma need extra support and attention. A play therapy group
can assist families and children that are dealing with an expected, unexpected or tragic death of a
loved one. This paper illuminates the ideas, concepts and issues in forming a play therapy
counseling group for elementary aged children who are dealing with grief and trauma of a
deceased loved one. It also helps counselors understand the feeling or fear that children could
experience after this life altering circumstance.
Keywords: children, grief, trauma, death, play therapy, group counseling, development,
culturally competent.
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Group Research paper
Group Research Paper
Group counseling can be beneficial in a multiple ways including with children in a
school, clinical or community arena. Children can profit from group counseling for many
reasons including but not limited to grief, divorce, tragic events, traumatic injuries, etc. (Corey,
Corey, & Corey, 2010). A group of children discussing or playing out their emotions and issues
can be therapeutic for the child and family. Elementary aged children, 5-9 years old, can gain
ultimate support from play therapy. Play therapy is defined in this paper as a form of therapy
that includes but is not limited to stuffed animals, art supplies, figurines, emergency vehicles,
dolls, doll house, etc. Play therapy can also be called expressive therapy or creative arts
therapies (Webb, 2003). Children use play as their work and way of communicating their
anxieties and fears (Webb, 2003). Children who have experienced a death in the family are
subjected to grief for the loved one. This paper will explore assisting elementary aged children
(5-7 years old) in a group play therapy setting to support and help cope with grief that the
children may be feeling.
Elementary aged children’s cognitive development is typically in the pre-operational
stage occurring to Piaget, which means that children cannot fully express themselves through
words alone (Baggerly & Abugideiri, 2010). Play therapy helps support children by using play
as their language. When children have a death of loved one that is close to them, children will
look towards the adults in their life for cues on how to react to the new situation (Boyd Webb,
2011). If adults are crying and appear out of control, chances are the child will react in a similar
manner. Group play therapy for children experiencing grief is in many ways beneficial in
assisting the child with coping with the fears, anxieties, stress, or confusion surrounding the
death.
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Group Research paper
Counselors need to be aware of the child’s developmental levels, relationship between
the child and the deceased, and the family’s “story” that has been the explanation to the child
about the death of the loved one (Webb, 2003). This information is important in helping the
children play out their pain and deal with life after the loss. It is said that the death of a parent is
the worst situation for a child and the pain of the loss can be catastrophic for the child
(Landisberg & Snyder, 1946).
As counselors consider starting a group counseling for children aged 5-7 years old that
are dealing with grief and trauma, they need to be aware of several concerns. Counselors should
group children no more than two grades apart and no more than eight children in a group (Corey,
Corey, & Corey, 2010). Counselors need to follow all federal and state laws concerning minors.
Most states require a parent’s written consent for children to participate in counseling, including
Ohio (Corey, Corey, & Corey, 2010). Also, counselors need to inform administrators,
principals, management about the group and its purpose. Counselors need to “prepare
adequately for each session”, “be flexible enough to adjust your format and topics for” any
session and take advantage of teachable moments with children (Corey, Corey, & Corey, 2010,
pg. 291). This paper is concentrating on children that are dealing with grief and trauma. It is
typically known as grief and loss, but children of this age do not cognitively understand ‘loss’
(Boyd Webb, 2011). Children before the age of seven may think ‘loss’ of a loved one means they
are lost like their favorite toy and will reappear soon (Boyd Webb, 2011). There are lots of
considerations in counseling groups for children, be sure to ask your supervisor, administration,
principal, or school staff for assistance in forming groups.
Children that are experiencing grief and trauma have typical symptoms of the grief or
trauma. Children aged 3-7 years old characteristically “are excessive worry that others will die,
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Group Research paper
separation anxiety, regressive behaviors such as thumb sucking, fear of the dark, avoidance of
things associated with the deceased, and reenactment through traumatic play” (Baggerly, &
Abugideiri, 2010, pg. 9). “Repetitive behavior is a second common symptom in traumatized
children” (Ogawa, 2004, pg. 3). Young children (ages 3-7) “may have magical thinking” and
think that the death can be reversed or they caused the death by some action of their own
(Baggerly, & Abugideiri, 2010, pg.11). Children that are third to fifth grade may understand
that death is permanent but could worry about their own deaths (Baggerly, & Abugideiri, 2010).
Children that are 8-10 years old could have increased aggression and fighting, avoid speaking
about fears, increased hyperactivity, withdraw from family or friends, and think they caused the
death (Baggerly, & Abugideiri, 2010).
Multicultural considerations are needed when forming counseling groups with children
and families. A counselor needs to be culturally competent in all cultures that may be included
in the group. A group of African-American males may behave in a certain way because of the
children’s beliefs about their culture. For example may African-American males will have low
self-esteem, able to express their own feelings, and interdependence in the African-American
community (Baggerly & Parker, 2005). Knowing this will help the counselor set up play therapy
techniques that encourage this behavior. In Muslim culture, grieving is different than the
Western culture. In some Muslim cultures it is frowned upon to cry openly and express loud
emotions about the loss of a loved one (Baggerly, & Abugideiri, 2010). Muslims believe that it
is an honor to die not a reason for mourning for more than 3 days (Baggerly, & Abugideiri,
2010). Also most Muslims believe that a burial should be within 24 hours of the death and
community leaders and close relatives wash the body for purification rituals (Baggerly, &
Abugideiri, 2010). Also a counselor should be aware that most people of Eastern culture and
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Group Research paper
religion do not believe in discussing family issues outside the family and think that
counseling/therapy is only for very sick people, ie. Schizophrenics, Psychopaths, etc. (Baggerly,
& Abugideiri, 2010). As a counselor it is not only important to be culturally competent but
explore your own feelings and beliefs about certain cultures before counseling them. After 9/11,
many people are prejudice against the Muslim population which has reached 6 million in the
United States (Baggerly, & Abugideiri, 2010). More than likely you will encounter someone
from this religious background thorough your career, and it is your ethical duty as a counselor to
see their worldview, not your own.
Educating yourself on other cultures can only increase your
competency as a counselor.
In setting up a play therapy group counseling for elementary aged children that are
dealing with grief and trauma, counselors need to have a structured environment ready for the
children. It is possible that there is no set space for this group but being flexible can still
encourage a successful result. Children are much more flexible than adults and may not even
mind meeting in different places (Corey, Corey, & Corey, 2010). Counselors may also need to
be flexible in their planning activities for the group sessions (Corey, Corey, & Corey, 2010).
There are two recognized forms of play therapy, directive and non-directive. Directive play is
when a counselor sets out certain toys for the children to play with (Landisberg, & Snyder,
1946). Non-directive play is when a counselor lets the children chose any object in the playroom
to play with (Landisberg, & Snyder, 1946). Non-directive play therapy may seem more chaotic
and may be difficult to observe every child individually and give the children assistance they
need in dealing with their own grief or trauma (Corey, Corey, & Corey, 2010). It is typical to
see the counselor have pre-arranged activities for children to accomplish in a grief and trauma
counseling group. Typical group sessions would be 10 sessions of an hour’s time with 7
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Group Research paper
children. As a counselor you want to encourage trust and safety within the group.
Confidentially needs to be explained on the developmental level of the children (Baggerly, &
Abugideiri, 2010).
Some ideas for activities to consider as you prepare for a play therapy group for
elementary aged children that are dealing with grief and trauma are listed below:
Drawing about a favorite memory of the deceased
Reading books about death (culturally competent)
Puppet play
Music and movement
Doll house play
(Baggerly, & Abugideiri, 2010).
There are many more activities that you can utilize with a counseling group of children.
Please note that play therapy can be used for any age group, not just young children, even adults
can benefit from play therapy.
Counselors that are considering starting a play therapy counseling group for children
need to be organized, observant, and flexible. Counselors need to be trained and supervised in
counseling children and play therapy techniques; this requires further education than most
graduate level programs (Corey, Corey, & Corey, 2010). Play therapy group can be stimulating
and encouraging for developing healthy coping skills for children dealing with grief and trauma
(Corey, Corey, & Corey, 2010).
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Group Research paper
References
Baggerly, J., & Abugideiri, S. (2010). Grief Counseling for Muslim Preschool and Elementary
School Children. Journal Of Multicultural Counseling & Development, 38(2), 112-124.
Baggerly, J., & Parker, M. (2005). Child-Centered Group Play Therapy With African American
Boys at the Elementary School Level. Journal Of Counseling & Development, 83(4),
387-396.
Boyd Webb, N. (2011). Play therapy for bereaved children: Adapting strategies to community,
school, and home settings. School Psychology International, 32(2), 132-143.
doi:10.1177/0143034311400832
Corey, M. S., Corey, G., & Corey, C. (2010). Groups: Process and practice. Belmont, CA:
Brooks/Cole.
Landisberg, S., & Snyder, W. U. (1946). Nondirective Play Therapy. Journal Of Clinical
Psychology, 2(3), 203-21, 4.
Ogawa, Y. (2004). Childhood Trauma and Play Therapy Intervention for Traumatized Children.
Journal Of Professional Counseling: Practice, Theory & Research, 32(1), 19-29.
Webb, N. (2003). Play and Expressive Therapies to Help Bereaved Children: Individual, Family,
and Group Treatment. Smith College Studies In Social Work, 73(3), 405-422.