Download The Handbook of Gestalt Play Therapy: Practical Guidelines by Rinda Blom PDF

By Rinda Blom

This publication is an creation to gestalt play treatment a strategy which mixes the rules of gestalt idea with play suggestions, in order that childrens may be able to use play to deal with their wishes and difficulties. learn has proven that this process may be utilized effectively in teenagers with varieties of emotional difficulties on the way to increase their self-support and conceit. ''The instruction manual of Gestalt Play Therapy'' presents the reader with an evidence of gestalt concept, a realistic rationalization of the gestalt play remedy version and likewise a variety of play suggestions that may be utilized in the course of each one section of the remedy technique. It additionally positive aspects case experiences all through which illustrate how the innovations paintings in perform.

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Extra resources for The Handbook of Gestalt Play Therapy: Practical Guidelines for Child Therapists

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156–157). Contact occurs during the therapeutic process between the child and the therapist by means of building an I–thou relationship. The I–thou relationship means a relationship where both the therapist and the client are equals, irrespective of aspects such as their age or education (Aronstam 1989; Clarkson 1989; Oaklander 1994a; Yontef and Simkin 1989). The I–thou relationship implies that the therapist and the child, irrespective of aspects such as age and status, are considered on an equal level.

Awareness, which includes choices and the taking of responsibility and contact, leads to natural change (Yontef and Simkin 1989). The aim of gestalt play therapy with children is to make them aware of their own process. 285) defines the child’s process as ‘who they are, what they feel, what they like and do not like, what they need, what they want, what they do and how they do it’. Awareness of their own process in the here and now leads to the discovery that choices with respect to emotional expression and needs satisfaction can be made and that they can explore with new behaviour (Oaklander 1994a, 1994b).

The therapist must act openly and congruently and the child must be met with respect, without judgement or manipulation. Despite differences in education, experience and age, the therapist is not the child’s superior. Although the therapist can have objectives and a plan, he or she should not have any expectations in respect of the session, as each session is an existential experience. The therapist also creates a safe environment where the relationship in itself can be valuable for the child, as it is often an experience that is unique and new to the child (Oaklander 1994a, 1997, 1999b).

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