'So what's the difference between all the different applications of play?'
After considering the different applications of play, Play Therapy UK (PTUK)
identified a number of variables that would distinguish one application
from another. These are called the
defining variables. The matrix is
presented in two parts
combining the levels of the
therapeutic play continuum
with the defining
variables to arrive at contextual definitions. It helps to explain in some
detail the differences between, for example 'play work' and 'therapeutic
play'. The matrix has also been used as the basis of contextual
definitions of the applications of play.
Part 1 - Play, Play Work,
Therapeutic Play Work and Therapeutic Play
Part 2 - Filial Play,
Play Therapy and Child Psychotherapy
The matrix compares the different applications of
play:
Play, Play Work, Therapeutic Play
Work, Therapeutic Play, Filial Play, Play Therapy and Child Psychotherapy
with the defining variables:
Objectives (Level of functioning),
Description & Role of Provider(s), Age Range (Emotional), Play Content,
Application of Psychological Theories, Type of Intervention, Safety Issues,
Clinical Supervision, Quality Management
|
Level |
Play |
Play Work |
Therapeutic Play Work |
Therapeutic Play |
|
Variable |
|
Objectives
(Level of functioning) |
Enjoyment Individual learning
Self development
Normal |
Care & Support
Educational
Normal |
Care, support and emotional well
being (Organisation centred and behaviour focussed)
(Mainly preventative)
Slight impairment |
Emotional well being
(Child
centred)
Acute mild condition
Deal with one off problems
Slight impairment |
|
Description & Role of
Provider(s) |
None |
Play Worker
Teacher
Caring, supporting, teaching |
Play Worker Teacher,
Mainly observational and prescriptive.
Treatment of one off slight/mild conditions. |
Play Worker, Teacher, Care
Assistant, Nurse Mainly observational and prescriptive.
Treatment of acute slight/mild conditions. |
|
Age Range
(Emotional) |
Any |
3 - 16 |
3 - 16 |
3 - 16 |
|
Play Content |
100% |
50 - 90% |
50 90% |
90 - 99% |
|
Psychological Theories |
None |
None |
Basic |
Basic |
|
Type of Intervention |
None (Self Help) |
Learning, comfort & physical
support |
Support & diagnostic leading to
onward referral |
Support & diagnostic leading to
onward referral |
|
Safety
|
Physical |
Physical
|
Physical |
Physical
Confidentiality |
|
Clinical Supervision |
None |
None |
None |
Desirable |
|
Quality Management |
None |
Level of care
Educational
attainment |
Level of care Educational
attainment |
Simple reporting / feedback |
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|
Level |
Filial Play |
Play Therapy |
Child
Psycho-Therapy / Clinical Psychology Psychiatry |
|
Variable |
|
Objectives
(Level of functioning) |
Emotional well being through improved parenting skills.
(Developmental)
Acute mild conditions
Impairment of infant development |
Mental Health & emotional well being (Preventative and curative)
Chronic mild, moderate and severe conditions
Mild to moderate/severe
impairment |
Mental Health Severe acute and chronic problems
Personality problems
Co-morbidity
Severe impairment considerable loss of functioning |
|
Description & Role of Provider(s) |
Impart basic skills to parent/carer(s) through demonstration. Apply play
and other therapeutic techniques to infant/child. |
Form a therapeutic relationship - short to medium/long term.
(months/year). This will normally be between therapist and child but may
also be between a therapeutic team and a child. |
Form a therapeutic relationship often long term. (Year(s))
Use of medication and talking therapies with some play. |
|
Age Range (Emotional) |
0 - 14 |
3 - 14 |
3 - 18 |
|
Play Content
Balance |
50%
-80% Nurturing
Training parent/carer |
80
- 90% Assessment
Case management
Outcome measurement |
Small amount
(Play is used as a lure or as an adjunct to other
therapies) |
|
Application of Psychological Theories |
Intermediate |
Intermediate |
Advanced |
|
Intervention |
Demonstration, observation, imparting skills, play therapy |
Integrative play therapy techniques |
Integrative talking therapy techniques, and medication |
|
Safety
|
Physical Confidentiality |
Physical Emotional & Psychological safety
Confidentiality |
Physical Emotional & Psychological safety
Confidentiality
Public safety |
|
Clinical Supervision |
Essential |
Essential |
Essential |
|
Quality Management |
Feedback through simple outcome measure |
Complex multiple outcome measures |
Complex multiple outcome measures |
|
Code of Ethics |
Organisational |
Professional (eg PTA/PTI, BAPT) |
Professional eg (BPS, UKCP) |
|
Degree of Training & |
NVQ
level 4
|
Level 4 (Certificate, Diploma, MA) |
Level 4 MA plus specialised post graduate training |
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