This study examined if there were characteristic differences between play therapy students and non-play therapy students in training. Specifically, this study was designed to explore what, if any, characteristic differences between play therapy students and non-play therapy students in training exist in the following two areas: (a) personality variables, as measured by the NEO Personality Inventory-Revised (NEO PI-R) and (b) attitude toward children, and measured by the Barnett's Liking of Children Scale (BLOCS). Additionally, this study examined whether certain personality traits and the general attitude toward children for the play therapy student group correlated with the play therapy students' effectiveness ratings assigned to them by their play therapy supervisors. This study found statistically significant differences at the .05 alpha level between the play therapy (N=105) and non-play therapy students (N=79) in training in both the Extraversion personality trait on the NEO PI-R assessment and attitude toward children on the BLOCS. Non-play therapy students were in the High range for Extraversion, whereas play therapy students in training were in the Average range. According to this finding, play therapy students are less extraverted than non-play therapy students. Specifically, a statistically significant difference occurred on the Gregariousness scale of the Extraversion domain between the play therapy and non-play therapy group. Additionally, the play therapy student group scored a statistically significant higher mean total score on the BLOCS, indicating that play therapy students have a more favorable attitude toward children as compared to non-play therapy students in training. No other statistically significant results were indicated on the other personality scales of the NEO PI-R between the play therapy and non-play therapy students in training group. Statistical significance was found on the BLOCS total mean scores between play therapy students rated as "Highly Effective" and play therapy students rated as "Effective" by their play therapy supervisors. This result indicated that play therapists rated as highly effective had an overall more favorable attitude toward children then students rated as effective. Interestingly, the Conscientiousness personality domain was approaching statistical significance for the play therapists rated highly effective as compared to the play therapists that were rated effective. Furthermore, the results of this study quantitatively supported the personal characteristic qualities of play therapists as discussed by Axline (1969) and Landreth (2002).

Sandtray can be incorporated with diverse theoretical orientations and provides an interactive and engaging way to involve supervisees and students. This presentation will cover the use of sandtray in play therapy supervision and teaching play therapists, with a focus on multicultural competence.

Four hundred fifty-six (456) members of the Association for Play Therapy responded to the researcher-developed survey, the Play Therapists' Decision-Making Inventory-Revised (PTDI-R). The instrument assessed play therapists’ perceptions of the role of attachment in the treatment process, the frequency with which play therapists feel competent to use family-systems play therapy, and the frequency with which they utilize these interventions. Items from the PTDI-R were analyzed using a principal component analysis to assess the underlying structure of six items that addressed participants’ frequency of use of FSPTI relative to their understanding of the attachment relationship. This factor accounted for 45% of the variance between the 6 survey items. These items from the PTDI-R were combined into one variable for use in the analysis of the remaining research questions. Using this enhanced dependent variable representing frequency of use of FSPTI by play therapists, three multiple regression models were built. Of these, the third model had the most power, explaining 65% of the variance in the dependent variable. When examining the relationships between play therapists’ demographic variables, beliefs about attachment, and play therapy practice patterns, significant relationships were identified among all but one set of variables. The results of this study supported the need for required play therapy education that applies family systems approaches to address attachment dysfunction in the caregiver-child relationship. Findings resulted in training and education recommendations to play therapists, counselor education programs, and the play therapy credentialing body.

The gestalt approach in play therapy is used by a wide spectrum of professional persons operating in the fields of health, psychology and education. The objective of the research study was to investigate the practicality of the gestalt approach as applied by play therapists. A collective case study within a qualitative research approach has been utilized in this study. Ten play therapists had been identified by means of random sampling and a semi-structured interview was conducted with each one. The researcher applied a systematic random sampling as this method prevents bias. The researcher gained information by means of a literature study as well as from discussions with experts. A theoretical framework was formed regarding the gestalt approach and the utilization thereof in practice. The objective of the gestalt approach is to support the client during therapy to enable the client to function as a complete entity. When the client functions as such an entity he or she is able to complete a gestalt. The healthy person according to the gestalt approach will satisfy his own needs without harming himself or others. The gestalt approach consists of several main concepts namely: holism, awareness, contact and contact boundary disturbances, figure/fore ground and back ground, self regulation, the here-and-now concept and polarities. Techniques can be added throughout as the approach is spontaneous and creative. The focus in gestalt approach techniques is based on language usage and bipolar ways of thinking to enable the client to achieve a balanced outlook in life. The client learns to acknowledge and accept the positive and negative aspects of problem situations. An empirical study has been undertaken to determine how play therapists experience and utilize the gestalt approach. A qualitative research approach was suitable as it sheds light on the usefulness of this approach in practice. Semi-structured interviews led to in depth discussions with play therapists. These interviews were recorded and processed according to Creswell’s qualitative data-analysing process. The findings of the empirical study are that: play therapists experience the gestalt approach as scientifically justified; the main concepts and various techniques of the gestalt approach are utilized although there is a need to adapt some of the techniques in practice; the gestalt approach can be utilized in conjunction with other approaches and the gestalt approach can be implemented in the treatment of both children and adults. The research investigation has proved that the gestalt approach is practically useful and thus applied by play therapists in practice. The researcher recommends that further in depth research be undertaken to identify specific techniques that can be combined with the gestalt approach when utilized in practice. Further investigation could also be undertaken in respect of specific problems that play therapists experience in practice. / Dissertation (Magister Socialis Diligentiae)--University of Pretoria, 2007. / Social Work and Criminology / unrestricted

Often play therapists are faced with challenges when working with caregivers of transgender and gender expansive children. We are legally and ethically called to provide affirmative services and support. This presentation assists in developing skills for supporting all clients in play therapy

In South Africa the Center for Child Youth and Family Studies is training practitioners yearly to work as play therapists from a gestalt approach. Once these practitioners successfully complete their training and qualify they could begin practicing play therapy from a gestalt approach. Each of these recently qualified play therapists is then responsible for organising and committing to their own supervision. Therapists who do not attend supervision risk stagnation and burn out due to a lack of positive interaction in relation to receiving knowledge and support from those more experienced in gestalt play therapy and from their peers. At present there is a perceived lack of supervision resources based on a gestalt approach particularly for those recently qualified play therapists working from a gestalt approach that are geographically distant from the areas where training takes place. This study sought to answer the question of what supervision resources are currently available to recently qualified play therapists working from a gestalt approach in South Africa. In order to answer this question combined quantitative and qualitative research approaches were used. An internet survey questionnaire was completed by recently qualified play therapists working from a gestalt approach which formed part of the quantitative section of the research. Structured interviews were conducted via Skype with professionals experienced in the field of Gestalt therapy theory and supervision from a gestalt approach and this formed part of the qualitative section of the research. Overall the results from the merged data indicate a lack of supervisors qualified to give supervision based on a gestalt approach. This factor contributes to the overall lack of supervision resources based on a gestalt approach for recently qualified play therapists working from this approach. Geographical distance from supervision resources places financial and time constraints on recently qualified play therapists that prevent them from accessing supervision based on a gestalt approach. Despite this results indicate those recently qualified play therapists working from a gestalt approach are attempting to meet their responsibility and requirement for supervision. / Psychology / M. Diac. (Play Therapy)

In South Africa the Center for Child Youth and Family Studies is training practitioners yearly to work as play therapists from a gestalt approach. Once these practitioners successfully complete their training and qualify they could begin practicing play therapy from a gestalt approach. Each of these recently qualified play therapists is then responsible for organising and committing to their own supervision. Therapists who do not attend supervision risk stagnation and burn out due to a lack of positive interaction in relation to receiving knowledge and support from those more experienced in gestalt play therapy and from their peers. At present there is a perceived lack of supervision resources based on a gestalt approach particularly for those recently qualified play therapists working from a gestalt approach that are geographically distant from the areas where training takes place. This study sought to answer the question of what supervision resources are currently available to recently qualified play therapists working from a gestalt approach in South Africa. In order to answer this question combined quantitative and qualitative research approaches were used. An internet survey questionnaire was completed by recently qualified play therapists working from a gestalt approach which formed part of the quantitative section of the research. Structured interviews were conducted via Skype with professionals experienced in the field of Gestalt therapy theory and supervision from a gestalt approach and this formed part of the qualitative section of the research. Overall the results from the merged data indicate a lack of supervisors qualified to give supervision based on a gestalt approach. This factor contributes to the overall lack of supervision resources based on a gestalt approach for recently qualified play therapists working from this approach. Geographical distance from supervision resources places financial and time constraints on recently qualified play therapists that prevent them from accessing supervision based on a gestalt approach. Despite this results indicate those recently qualified play therapists working from a gestalt approach are attempting to meet their responsibility and requirement for supervision. / Psychology / M. Diac. (Play Therapy)