Musical Chairs & Play Therapy

by Ryan Froelich, MSW

 

Remember the days of laughing and running around in circles to the sounds of your favorite musical tunes, and playing musical chairs at birthday parties. In this natural setting, children are allowed to express themselves freely and often times display behaviors and attitudes without inhibition. But do you remember the isolation and the way you felt when you lost and were separated from the group? This situation provides a genuine opportunity for a therapist to intervene and reinforce proactive positivism in children who display reactive negativism internally and externally. According to Landreth, Homeyer, Glover, and Sweeney (1996), group play therapy has been correlated with children’s positive changes including externalizing behaviors such as aggression, impulsivity, and self-control. Additionally it has been correlated with internalizing behaviors such as depression, anxiety, somatization, increasing self-esteem, self-concept, and self-confidence. By using musical chairs as a model for play therapy, the therapist can intervene and help children sublimate their feelings by encouraging the child to be in control and express how they really feel about their environment. Musical chairs as a therapeutic tool of play therapy, has potential to help children to develop appropriate social skills, attitudes and behaviors.

 

Before the game of musical chairs begins, the therapist must create a mindful awareness of goals and expectations in order for the children to be successful. Materials needed for this musical chair intervention are a music player, certificates of completion, and chairs. Place a number of chairs in a circle with their backs to each other. The number should be one less than the number of children in the game. Ask the children to stand in a circle around the chairs before the music begins. Once the music starts, they should move in a line around the chairs. Next, stop the music. All children must try to take the seat closest to them. The child left without a chair is eliminated and one chair is removed from the circle after the remaining children stand up. The therapist shall recognize how the child without a chair behaves based on verbal and non-verbal cues. The therapist shall explore with the child his or her reactions of being eliminated from the game. Through this exploration, the therapist can observe the feelings or reactions

that may imply abnormalities in the child’s cognitive understanding of how to deal with their emotions.  This is a perfect point for the therapist to show acceptance and empathy for the child in order to reinforce positive valueand self-worth. The therapist must reflect upon the expressions of this child’s feelings to support the child’s developmental growth. By doing this, the therapist reframes the response of the child and puts new perspective on the emotional meaning of a situation to assist in problem solving. The therapist will then continue with the game and play the music and stop it in the same manner, eliminating one player and one chair at a time. Each time a child is eliminated, the therapist can support the child in a positive manner. At the end of the game, the therapist will award each child a certificate for participating in the game and being proactive in recognizing their feelings and behaviors.

 

Reference: Landreth, G.L., Homeyer, L.E., Glover, G., & Sweeney, D.S. (1996). Play therapy interventions with children’s problems. Northvale, NJ: Aronson.

 

About the Author:  Ryan Froelich is an Associate Clinical Social Worker and holds a Personal Pupil Service Credential. Ryan has been working with at-risk youth, adults, and families since 2003. He has worked in various settings including schools, hospitals, jails, residential treatment centers, and private homes in the Los Angeles, Orange and San Bernardino County regions of Southern California. Ryan is currently working on the Community Crisis Response Team for San Bernardino County assessing children and adults who are experiencing a mental health related emergency. Additionally, he works for Mountain View School District as a Guidance Counselor. He received his Associate of Arts Degree in Liberal Studies at Fullerton College, Bachelors of Psychology from California State University, of Fullerton, and his Masters of Social Work from University of Southern California.

 

Group Flag

by Kate Rome, LMFT, PPS

 

Population: Groups, ages elementary school through adult, families, step-families, couples

 

Materials Needed: White poster board, markers, art materials

 

Directions:  At a session early in therapy, the therapist asks the people in the group or family to gather around the white poster board. The participants are directed to come up with both a group name and images that represent what is positive about the group, and with these ideas, they are asked to create a group flag. They work on this for as long as the therapist deems necessary/practical.  Once finished, each of the group members shares his or her experience in the flag-making process.

The flag is then kept by the therapist and, if appropriate, brought out and displayed during every group meeting.

 

Purpose: The purpose of this intervention is two-fold. First, the group works together to create a tangible representation of itself and gives itself a name and an identity. This idea fosters cohesion, identity and pride for the group members. It gives the group a chance to get to know each other through a directed project and to have a finished product that can be brought out and referred to throughout the group process. Creating a positive identity can be especially beneficial for families that are struggling or step-families that are trying to blend. Secondly, the therapist may gain important information about the group dynamics, strengths and difficulties by watching how they manage this task. It also gives the therapist a tool to refer to and bounce off of in the group work to follow.

 

About the Author: Kate Rome is a licensed MFT and credentialed school counselor (PPS) who has worked extensively with children and families in a variety of settings. Kate is currently employed as Adjunct Faculty at John F. Kennedy University, teaching graduate courses in play therapy and child abuse reporting. Kate has been actively involved with the California Association for Play Therapy since 2003 and has served both locally and on the Executive Board of Directors.

 

Family Clay Play

by Kate Rome, LMFT

 

Purpose: Improve & strengthen family communication patterns

Modality: Family

Age Range: 4 years – Adults

Materials: Model Magic™, clay, Play-Doh®, or other clay-type material

Description: By the time families arrive at therapy, they often have difficulty connecting and communicating. The intervention, “Family Clay Play”, has proven to be an excellent technique to facilitate dialogue and understanding.

The intervention begins with family members selecting whatever colors of clay they would like. Model Magic is a versatile and appealing medium to use, but any clay material will work.

Once the clay has been selected, the family is given different directives including such things as make a gift for other family members of something you think the person needs, create a symbol for the family, or make a representation of a worry they have about the family.

When family members are finished, each member is given the opportunity to share their creation and receive feedback from others in the family.

The playfulness of the clay, as well as the experience of working with the material, often lowers defenses and opens up channels of communication that had previously been stuck.

About the Author

Kate Rome is a licensed MFT and credentialed school counselor (PPS) who has worked extensively with children and families in a variety of settings. Kate is currently employed as Adjunct Faculty at John F. Kennedy University, teaching graduate courses in play therapy and child abuse reporting. Kate has been actively involved with CALAPT since 2003 and has served both locally and on the Executive Board of Directors.

Smelly Collage [Play Therapy Intervention]

Based on an Intervention by: Lucille Prouix, MA

Presented by: Eva Miller, MSW

Materials

* Self adhesive shelf paper – 2 pieces cut in 18″ lengths

* Colorful tissue paper and/or other colorful paper cut into small pieces of various sizes and shapes

* Spices such as cinnamon, coriander, paprika, dill, etc. – choose 3 or 4 spices that are different colors. Be sure to choose some which are fragrant but don’t choose something that would be very unpleasant if tasted such as very hot chili’s

* Glue stick

* Masking tape

Treatment Modality: Individual with Family Member Present

Goals

* Increase client’s self expression

* Provide opportunity for bonding

* Observe parent/child interaction

Description

This is a non-directive play therapy activity. Encourage the parent to participate with the child but to let the child take the lead on making the artwork and selecting materials.

The therapist should take the backing off a sheet of the shelf paper and place it on the table sticky side up, then tape down the corners with masking tape to hold it in place. The client and his parent/caregiver should be seated side by side at the table. Give them the pre-cut tissue paper pieces and encourage them to decorate the sticky paper with the paper. Also provide a glue stick because often children will want to put layers of paper on their collage. After a few minutes give them the spices and encourage them to use those as part of their artwork. If time allows, you can provide a second sheet of shelf paper for a second project.

Discussion

This art dyad project encourages the parent and child to work together with a medium which has no rules or right or wrong. It can be very useful with parents who have difficulty being non-directive. The different textures and colors add interest to the activity. Using spices with strong smells and encouraging the participants to sniff them adds to the interaction and smells like cinnamon may trigger conversation about memories of things they have baked or foods they like. When the art project is complete the therapist can have a brief discussion with the parent and client about what they liked about the activity and get the parent’s insights about what they noticed about their interaction with their child. The Therapist may also provide some insights about strengths and challenges in the process.

This activity can also be used in a group, which includes multiple clients each with a parent or caregiver.

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About the Author: Eva Miller, MSW, works for a non-profit community mental health agency in San Bernardino County. She runs a program for children aged 0-5 who are experiencing significant behavioral and/or development issues. The program uses a multidisciplinary team to assess and treat these children and treats them with relationship focused play and art therapy. Eva is currently a Member at Large on the CALAPT Board of Directors.