Play Therapy Contributor Biography Anna Freud
Play Therapy Contributor Biography
Anna Freud
• Your biography should include:
• Name and demographic information of the major contributor.
• Personal experiences that may have influenced the generation of the contributor’s play therapy theory.
• Description of the professional work that contributed to the foundation of the theory.
• Description of the theoretical contribution to the field made by the contributor.
• A thoughtful, articulate, and referenced description of the contributor’s theory and how it is applied in therapy.
• Assignment Requirements
To achieve a successful project experience and outcome, you are expected to meet the following requirements.
• Written communication: Written communication should be free of errors that detract from the overall message.
• APA formatting: Resources and citations should be formatted according to APA (6th Edition) style and formatting.
• Number of resources: Minimum of 6 resources.
• Length of paper: 6-8 typed double-spaced pages.
• Font and font size: Times New Roman, 12 point.
Here is a paper that has been done on Anna Freud that has been turned in, should assist
Research in Play Therapy: Anna Freud
Connor, K. J., & Braverman, L. D. (2009). Play therapy theory and practice: comparing theorists and techniques (2nd Ed.). Hoboken, N.J.: John Wiley & Sons.
Here the writers argues that play therapy involves treatment of children who have more sever ego deficit as well as neurotic compromises. The role of a therapist here is to participate fully in the engagement with the child as an integral part of the created play and when this is done as required, it may alter the course of the therapy. Anna Freud tried to broaden the scope of the psychoanalysis to the children. She made profound contributions to the study of personality of development of children.
There are several theories which have tried to explain the evolution of child analysis, Anna Freud’s model has been over the years considered as the most solid and integrated as it positions the tenets and methodology by which to access and treat child psychopathology that came from her numerous years of clinical observation and research. Each and every method applied depends on the development standing of each patient, whether a child or an adolescent. Play therapy is very fundamental because it allows the analyst to guide the young patients in identifying their internal pressure and hence help them solve conflicts with the aim of speeding development.
There are several perspectives that are considered under the play therapy. They include postmodern and biosocial perspective. The postmodern incorporates some advances in the neuroscience and early neural developments that have occurred within the last decade. Furthermore, it highlights the ever-widening scope of the child analysis and play therapy that includes the trauma imposed by the ongoing environmental influences that affect the development of the child.
The psychoanalysis have experienced a lot of criticism majorly from the female gender. Those who criticize the androcentric nature of the psychoanalysis view as condoning the oppression that women face. They always cite the Feud’s formulations that he brings about the differences in sex, penis envy as well as the female masochism. In addition, they mention about what he says that women are passive and inferior beings.
Another criticism mentioned here is that psychoanalysis lacks the some elements of relevancy to the culturally diverse populations. It should be understood that Feud and his theory were set in the context of age and time. They were formulated without the benefit of the awareness of cultural diversity as it stands out to be today.
The theory that Freud developed from the experience obtained from interacting with patients for a long time was the personality theory. The personality was applied to children who were suffering from the wishes, fantasies and memories of the past. From the observations, there arose the basis of the psychoanalysis theory. This theory posits that personality develops from the necessity of the biologically based, instinctual urges that needs gratification. In the process of seeking gratification, there always arises conflicts between the drive and the reality principle that is served by the ego. This then causes tension trough the pressing of the signal anxiety which leads to depression experienced during the child’s growth.
Schaefer, C. E., & Kaduson, H. (2006). Contemporary play therapy: theory, research and practice. New York: Guilford Press.
It is documented that play therapy has always been used to treat young children by choice since the 1990s. The originators of the play therapy are Anne Freud (1928) Melanie Klein (1932), used the play majorly to substitute for the verbal free association of kids while applying their effort to work with children. Virginia Axline’s (1974) however used the play to apply the nondirective therapeutic principles when working with children. This then got popularized to be the play therapy in the psychotherapy field.
In most of the psychotherapy research, the play therapy studies are always limited due to the small samples that at the end of it may lead to lack of generalization of the results. So as to ensure that results that can be generalized are obtained, then sample sizes should be daunting to the play therapy researcher. For a group to reach the required number, then the groups would need at least 50 clients per condition so as to receive the sufficiency in statistical power in coming up with the equivalent groups. The need for large samples hinders research practicality hence the psychotherapists rely on the meta-analytic reviews of the research so as to address the effectiveness. The meta-analytic methodology used here combines the results gotten from the individual studies so as to come up with an overall effect size. This is then used to determine the efficacy of the model intervention.
The method that was used is entailed below. The first published results that came from a meta-analysis of the play therapy summarized the results that were obtained from 42 controlled studies. The effect size used had 0.66 standard deviation. The results were further detailed during later researches. Play therapy was cited to have benefits that appear to be increasing with the inclusion of parents and the optimal treatment duration. An effect size of 0.66 shows a moderate treatment effect that is similar to the effect size that would be found in other child psychotherapy meta-analyses.
Play therapy can be said to be having the longest history of research than any other psychological intervention. The earlier research delt with studying the relationship between the intellect and the emotional problem. The effects of the nondirective play therapy which was to improve the social and emotional adjustments and at the same time, there was no improvement shown on the intellect. This research forms a good example of a historical play therapy. Even though the research showed a positive effect, neither a comparison group nor a randomization was used and neither was there a detailed description of the participants nor a detailed description of the treatment given was published.
Drewes, A. A., Bratto, S. C., & Schaefer C. E. (2011). Integrative play therapy. Hoboken N. J.: John Wiley & Sons.
The authors tries to demonstrate an example of a child led play therapy. The first session involves engagement of the therapist with the family involved while clarifying issues. The focus which is to treatment of the child however should not be lost. The demo is divided into sections.
The first session involves the patient entering the room timidly. The patient seems reticent throughout the whole session. The way in which he observes a toy animal seems to suggest that he liked the gift which might have come from the aunt. The psychotherapists tries to persuade the boy to play with the toy but at first he seems skeptical.
The second session involves the patient trying to play with the play materials provided, but he does not seem successful. He keeps on falling. The mother gets concerned but the therapists normalizes her concerns by assuring her that all is under control.
During the third session, he is more interactive and even asks the therapists several question just like any other child does. He explores so much from the room. The fourth and fifth sessions involves the boy adding more effects to the toys. Even though they seem to fail, he is determined to make more improvements.
The sessions does not end her but as it goes on and on, it’s found out that the boy becomes more and more interactive and changes drastically. This proves that play therapy can be very important in helping children recover from certain problems they may be undergoing. This is however only possible when they are directed with the right therapists.
Sweeney, D. S. (1997). Counselling children through the world of play. Wheaton, Ill.: Tyndale House Publishers.
Having mentioned all that, it’s prudent to discuss the different approaches used in practising the play therapy. They include the psychoanalytic, Jungian and child centred. Psychoanalytic just like it had been discussed earlier, is used to promote the children’s means verbalizations. This psychotherapy is concerned with resistance as well as the transference. The process always moves from the child’s observation to the establishment of the therapeutic alliance.
The Jungian approach to play therapy is based on the work of Carl Jung and the theory that he developed about the personal consciousness and the collective unconscious as the self. He believes that for the self to grow and for the ego to develop, a form of symbolic expression must be there. For children, this is achieved through play.
The child-centred approach is based on the client work. The tenet behind this principle is that we all have within ourselves the ability to solve our own problems and that there is an inn mate striving for maturity and immature behaviour (self-actualization). The aim of the child-centred play therapy is to help facilitate the resolution of the imbalance so as to enhance growth.
• Books
Axline, V. M. (1964). Dibs in search of self. New York, NY: Ballantine. ISBN: 9780345339256.
Axline, V. M. (2002). Play therapy. Edinburgh: Churchill Livingstone. ISBN: 9780443040610.
Badenoch, B. (2008). Being a brain-wise therapist: A practical guide to interpersonal neurobiology. New York, NY: W. W. Norton & Company. ISBN: 9780393705546.
Cattanach, A. (2003). Introduction to play therapy. New York, NY: Routledge. ISBN: 9781583912485.
Elkind, D. (2007). The power of play: Learning what comes naturally. Philadelphia, PA: Da Capo Books. ISBN: 9780738211107.
e-Books
The following required readings are linked to electronic books in the Capella University Library. If you need assistance, please ask a Librarian.
Midgley, N. & Target, M. (2006). Recollections of being in child psychoanalysis: A qualitative study of a long-term follow-up project [Ebrary version]. In R. A. King, P. B. Neubauer, S. Abrams, & A. S. Dowling (Eds.), The Psychoanalytic Study of the Child: Vol. 60 (pp. 157–177). New Haven, CT: Yale University Press.
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