British Journal of Play Therapy Vol. 9 (2013)

ABSTRACTS

pp 6-16

THE ELECTRONIC ANGER METER (EAM):

A DEVICE FOR GAUGING CHILD ANGER

Donald C Mattson

Superior Pediatrics and Dial Help Counseling Center, Michigan, USA

Aside from traditional anger level charts, no interactive means for children to display anger levels appearsto exist. Three children (two male, one female), between the ages of 6 and 8 years presenting with angerissues, participated in a U.S. based study to determine the functionality of an electronic anger meter(EAM) during regularly held play therapy sessions. A manual outlined the use of the device in the contextof the Acknowledge a feeling, Communicate a limit, Target an alternative behaviour (ACT) model(Landreth & Bratton, 2006). The EAM is a hand-held apparatus that illuminates with each level ofanger that the child dials in following standard directives. A mixed methods research design yieldedprominent responses from content analysis of a standardised, open-ended interview while the therapistrecorded observational data in field note format. Results indicate that the EAM requires minor alterationand holds potential as an adjunctive tool in managing child anger.

Key words: ACT model, anger, assessment, electronic toys, play therapy

pp 18-27

EVALUATING THE IMPACT OF INTENSIVE SUPERVISION ON CHILD-CENTRED PLAY THERAPYTRAINING

Kristin K. Meany-Walen,

University of Northern Iowa, USA

Natalya A. Lindo,

Erin Turley, Chiao-Feng Chung, Sinem Akay, Yi Ju Cheng and Szu Yu Chen

University of NorthTexas, USA

Leaders in the field of play therapy have expressed concern regarding the quality of training received bythe growing number of play therapists, and voiced support for expanding the availability of qualitytraining in established play therapy procedures (Bratton, Ray, & Landreth, 2010; Kottman, 2011; Kranz,Lund, & Kottman, 1996; Kao & Landreth, 1997; Landreth, 2012; Ray, 2011). Intensive SupervisionExperience (ISE) was developed to address these concerns. ISE is a four-day rigorous supervision modeldesigned to optimise the training experience and infuse Child-Centred Play Therapy concepts and skillsinto supervised practice. Using a mixed-methodological design, we investigated the effects of the ISE onpracticing play therapists. Specifically, we evaluated the degree to which the ISE facilitated change in theparticipants’ attitude, knowledge, and skills related to play therapy and the participants’ perceptions of thischange. Quantitative results indicated statistical significance and a large treatment effect for all subscales.Qualitative analysis revealed participants’ acceptance and perceived positive impact of the ISE.Implications, limitations, and suggestions for future research are provided.

Key words:play therapy, supervision, counselling, child-centred play therapy, mixed-methods research

pp 28-35

SHOULD A CHILD BE PERMITTED TO USE THE “N” WORD AS A SLUR DIRECTED AT THETHERAPIST IN CHILD-CENTRED PLAY THERAPY?

Robert F. Scuka

National Institute of Relationship Enhancement®, Maryland, USA

This article explores whether it is permissible for a therapist using the Child-Centred Play Therapy (CCPT) method to ever place a limit on a child’s use of a derogatory name directed at the therapist, andwhether the placing of such a limit on the child’s self-expression would be consistent with the core principlesof CCPT. By examining this question in the context of two core CCPT principles derived from the workof Virginia Axline, as well as Louise Guerney’s application of those core principles to children’s actual playsessions, the author concludes that it indeed is permissible to place such a limit on a child’s use of aderogatory name directed at the therapist, and that the therapist placing such a limit on a child’s self-expressionwould be consistent with the core principles of CCPT. The analysis also illustrates, throughhypothetical play room scenarios, how the therapist’s use of empathy and acceptance, both prior to and inconjunction with the setting of a limit, could decrease the need for the therapist to set such a limit and/orincrease the likelihood of the child’s adhering to the limit once it has been stated.

Key Words: Child-Centred play therapy, empathy, acceptance, self-expression, limit setting