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| Background and Relevance | |
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| The Importance of Play | |
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| What Is Play? | |
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| Play and Child Development | |
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| Changing Trends in Children's Play | |
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| Assumptions about the Therapeutic Use of Play | |
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| A Brief Overview of Play Therapy | |
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| Types of Play Therapy | |
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| Why Play Therapy? | |
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| History, Theory, Principles, and Variations of Child-Centered Play Therapy | |
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| Building the Relationship | |
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| Acceptance of the Child | |
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| Establishing a Sense of Permissiveness | |
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| Empathic Recognition and Reflection of Feelings | |
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| Respecting the Child's Ability to Solve Problems | |
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| Letting the Child Lead the Way | |
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| Treating Play Therapy as a Gradual Process That Cannot Be Hurried | |
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| The Importance of Limits | |
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| Variations of CCPT | |
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| Logistics and Techniques | |
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| Playroom Set-Up and Logistics | |
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| Playroom Set-Up | |
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| Principles of Toy Selection | |
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| Toys for Older Children | |
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| Messy Materials | |
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| Controversy about Aggression Toys | |
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| Arrangement of Toys | |
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| Logistics | |
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| Explaining CCPT to Children | |
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| The Four Skills of Child-Centered Play Therapy | |
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| Structuring | |
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| Empathic Listening | |
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| Child-Centered Imaginary Play | |
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| Limit Setting | |
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| Are You Really Being Nondirective? | |
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| Recognition and Interpretation of Play Themes | |
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| Recognition of Play Themes | |
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| Critical Considerations in Understanding Play Themes | |
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| Thematic Stages in CCPT | |
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| Levels of Interpretation | |
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| Understanding Play Themes in Context | |
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| Common Play Themes | |
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| Suggestions about the Interpretation of Play Themes | |
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| Documentation of Themes and Progress | |
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| Parent Involvement | |
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| Engaging Parents (and Teachers) in Child-Centered Play Therapy | |
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| Introducing Parents to CCPT: The Importance of Empathy | |
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| Establishing Treatment Goals | |
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| Handling Parental Resistance | |
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| Regular Meetings with Parents | |
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| Handling Behavior Issues | |
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| Preventing Behavior Problems | |
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| Helping Children with Their Feelings | |
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| Handling of School Issues | |
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| Other School-Related Issues | |
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| Confidentiality and Consent to Treatment | |
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| Summary | |
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| Filial Therapy | |
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| The Value of FT to Children | |
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| The Value of FT to Parents | |
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| Conducting FT | |
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| The Importance of Training in FT | |
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| Where to Get Training in FT | |
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| Other Sources of Information about FT | |
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| Practical Applications and Issues | |
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| Child-Centered Play Therapy with Different Presenting Problems | |
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| Anxiety | |
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| Divorce | |
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| Attention-Deficit/Hyperactivity Disorder | |
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| Developmental Disability | |
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| Attachment Problems | |
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| Posttraumatic Stress Disorder | |
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| Perfectionism/Obsessive-Compulsive Disorder | |
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| Medical Illness | |
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| Severe Trauma and Attachment Problems in Adolescents | |
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| Acute Trauma | |
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| Oppositional Defiant Disorder | |
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| Summary | |
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| Handling Select Child Behaviors and Special Circumstances | |
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| Bossiness | |
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| Bad Words | |
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| Cheating | |
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| Very Withdrawn Behaviors | |
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| Aggression | |
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| Does Acceptance in CCPT Open Pandora's Box in Daily Life? | |
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| Therapist Discomfort | |
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| Touch in Child-Centered Play Therapy | |
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| The Role of Touch in CCPT | |
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| Risks of Touch in CCPT | |
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| Special Considerations for Traumatized Children | |
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| Informing Parents and Documenting Touch in CCPT | |
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| Cultural and Systemic Considerations in the Practice of Child-Centered Play Therapy | |
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| Cultural Relevance | |
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| Misunderstanding of CCPT by Other Professionals | |
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| Pressures for Quick Results | |
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| CCPT with Children in Foster or Protective Care | |
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| Using CCPT in Conjunction with Directive Play Therapy Approaches | |
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| Using CCPT in School, Hospital, or Home-Based Settings | |
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| Adaptability | |
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| Research and Professional Issues | |
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| Research on Child-Centered Play Therapy and Filial Therapy | |
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| Sources of Knowledge about Therapeutic Methods | |
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| Summary of Empirical Support for CCPT and FT | |
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| Developing Competence in Child-Centered Play Therapy | |
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| Training | |
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| Supervision | |
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| Resources Available | |
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| Credentials | |
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| Conclusion | |
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| References | |
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| Index | |