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| Acknowledgments | |
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| Preface | |
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| About Me, Garry Landreth | |
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| Principles for Relationships with Children | |
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| Reference | |
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| The Meaning of Play | |
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| Functions of Play | |
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| Symbolic Play | |
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| Children Communicate Through Play | |
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| Play in the Therapeutic Process | |
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| Stages in the Play Therapy Process | |
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| Play of Adjusted and Maladjusted Children | |
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| References | |
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| History and Development of Play Therapy | |
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| Psychoanalytic Play Therapy | |
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| Release Play Therapy | |
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| Relationship Play Therapy | |
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| Nondirective Play Therapy | |
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| Play Therapy in Elementary Schools | |
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| Association for Play Therapy | |
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| University Training | |
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| Center for Play Therapy | |
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| Filial Therapy | |
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| Trends in Play Therapy | |
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| Play Therapy Results | |
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| References | |
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| A View of Children | |
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| Tenets for Relating to Children | |
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| Children Are Resilient | |
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| Some Children Are Like Popcorn, and Some Are Like Molasses | |
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| References | |
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| Child-Centered Play Therapy | |
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| Personality Theory | |
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| A Child-Centered View of Personality and Behavior | |
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| Key Concepts | |
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| Adjustment and Maladjustment | |
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| Therapeutic Conditions for Growth | |
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| The Therapeutic Relationship | |
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| Objectives | |
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| What Children Learn in Play Therapy | |
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| References | |
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| The Play Therapist | |
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| Creating Differences | |
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| Being There | |
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| Personality Characteristics | |
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| Therapist Self-Understanding | |
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| Therapist Self-Acceptance | |
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| Role of the Play Therapist | |
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| Ryan--A Dying Child in Play Therapy | |
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| Supervised Practice Facilitates Self-Insight | |
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| The Inner Struggle of a Beginning Play Therapist | |
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| Recommended Training Program | |
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| References | |
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| The Playroom and Materials | |
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| Playroom Location | |
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| Playroom Size | |
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| Playroom Characteristics | |
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| Other Settings for Play Therapy | |
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| Rationale for Selecting Toys and Materials | |
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| Categories of Toys | |
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| Totebag Playroom | |
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| Recommended Toys and Materials for the Playroom | |
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| Special Considerations | |
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| Suggested Titles for the Play Therapy Program in Schools | |
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| Implementing a Play Therapy Program in Schools | |
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| Reference | |
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| The Parent's Part in the Process | |
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| Background Information | |
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| Must Parents Also Be in Therapy? | |
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| The Parent Interview | |
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| Obtain Permission from Legal Guardian | |
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| Psychiatric Referral | |
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| Explaining Play Therapy to Parents | |
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| Preparing Parents for Separation | |
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| References | |
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| Beginning the Relationship: The Child's Hour | |
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| Objectives of the Relationship | |
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| Making Contact with the Child | |
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| The Initial Encounter in the Waiting Room | |
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| Structuring the Relationship in the Playroom | |
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| Responding to the Reluctant, Anxious Child | |
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| The Child's View of the Play Therapy Relationship | |
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| Questioning Techniques of Children | |
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| Explaining the Observation Mirror and Recording | |
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| Taking Notes During the Session | |
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| Play Therapists' Reactions to Their First Sessions | |
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| Basic Dimensions of the Relationship | |
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| References | |
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| Characteristics of Facilitative Responses | |
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| Sensitive Understanding: Being With | |
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| Caring Acceptance | |
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| Details of Therapeutic Responsiveness | |
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| Facilitative Responses | |
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| Returning Responsibility to Children | |
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| Typical Nonfacilitative Responses | |
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| Paul--A Fearful, Acting-Out Child in Play Therapy | |
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| Therapeutic Limit Setting | |
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| Basic Guidelines in Limit Setting | |
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| When to Present Limits | |
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| Rationale for Therapeutic Limits | |
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| Procedures in Therapeutic Limit Setting | |
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| Steps in the Therapeutic Limit-Setting Process | |
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| When Limits Are Broken | |
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| Tentativeness in Limit Setting | |
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| Situational Limits | |
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| Beginning Play Therapists' Reactions to Setting Limits | |
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| References | |
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| Typical Problems in Play Therapy and What to Do If... | |
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| What to Do If the Child Is Silent | |
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| What to Do If the Child Wants to Bring Toys or Food into the Playroom | |
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| What to Do If the Child Is Overly Dependent | |
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| What to Do If the Child Persists in Seeking Praise | |
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| What to Do If the Child Says You Talk Weird | |
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| What to Do If the Child Wants the Therapist to Play a Guessing Game | |
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| What to Do If the Child Asks for Expressions of Affection | |
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| What to Do If the Child Wants to Hug or Sit in the Therapist's Lap | |
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| What to Do If the Child Tries to Steal a Toy | |
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| What to Do If the Child Refuses to Leave the Playroom | |
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| What to Do If the Therapist Unexpectedly Cannot Keep an Appointment | |
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| Issues in Play Therapy | |
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| Confidentiality | |
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| Participation in the Child's Play | |
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| Accepting Gifts from Children in Play Therapy | |
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| Giving the Child a Reward at the End of Sessions or a Memento at Termination | |
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| Asking the Child to Clean Up | |
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| Informing Children of the Reason They Are in Play Therapy | |
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| Bringing a Friend to the Playroom | |
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| Inviting Parents or Siblings to the Playroom | |
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| References | |
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| Intensive and Short-Term Play Therapy | |
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| Intensive Play Therapy | |
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| Short-Term Play Therapy | |
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| Summary | |
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| References | |
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| Children in Play Therapy | |
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| Nancy--From Baldness to Curls | |
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| Cindy--A Manipulative Child | |
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| Amy--A Selective Mute Child | |
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| Significance of Sibling Goup Play Therapy | |
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| Summary | |
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| References | |
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| Determining Therapeutic Process and Termination | |
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| Determining Therapeutic Movement Within Sessions | |
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| Dimensions of Change | |
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| The Meaning of Termination | |
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| Reference Points for Determining Termination | |
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| Procedures for Ending the Relationship | |
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| Children's Reactions to the Last Session | |
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| References | |
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| Filial Therapy: Child-Parent-Relationship Training (CPR for Parents) | |
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| Parental Efficacy | |
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| Historical Development of Filial Therapy | |
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| The Process of Filial Therapy | |
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| Selecting Parents | |
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| Group Format for Training | |
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| Structure and Content of the Training Sessions | |
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| Research and Evaluation | |
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| References | |
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| Index | |
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| About the Author | |