Foreword |
|
13 | (2) |
|
Foreword to the Second Edition |
|
15 | (4) |
|
Acknowledgments |
|
19 | (2) |
|
|
21 | (24) |
|
Do play therapists need an organizing framework? |
|
|
22 | (2) |
|
Integrative play therapy: the need for a framework for decision making |
|
|
24 | (4) |
|
Play Therapy Dimensions Model: a decision guide for integrative play therapists |
|
|
28 | (1) |
|
How do integrative therapists make decisions? |
|
|
29 | (1) |
|
Do decision-making theories designed for adults fit for play therapists? |
|
|
30 | (3) |
|
What is the Play Therapy Dimensions Model? |
|
|
33 | (1) |
|
|
34 | (2) |
|
|
36 | (9) |
|
2 Play Therapy Dimensions Model: An Overview |
|
|
45 | (14) |
|
|
46 | (4) |
|
|
50 | (3) |
|
Factors related to movement between quadrants |
|
|
53 | (1) |
|
Degree of reorganization: the child's process |
|
|
54 | (4) |
|
Level of therapist interpretation |
|
|
58 | (1) |
|
3 The Consciousness Dimension in Play Therapy |
|
|
59 | (12) |
|
What's so mysterious about consciousness? Historical and current perspectives |
|
|
59 | (4) |
|
Are we playing a game of hide-and-seek? |
|
|
63 | (7) |
|
Learning to embrace the game of hide-and-seek |
|
|
70 | (1) |
|
4 The Directiveness Dimension in Play Therapy |
|
|
71 | (10) |
|
So, what kind of therapist are you? |
|
|
71 | (4) |
|
The compass and the gauge |
|
|
75 | (3) |
|
The observer-participant role |
|
|
78 | (1) |
|
Tapping the therapeutic powers of play |
|
|
79 | (2) |
|
5 Non-Intrusive Responding: Quadrant III |
|
|
81 | (18) |
|
The what: the defining features of Quadrant III |
|
|
81 | (2) |
|
The how: therapeutic roles and activities |
|
|
83 | (3) |
|
Illustrative case study: DVD Quadrant III segment---Ellis |
|
|
86 | (2) |
|
The when: considerations for the play therapy process |
|
|
88 | (4) |
|
The who: clinical applications |
|
|
92 | (1) |
|
Should I stay, or should I go? Indications for working in Quadrant III |
|
|
93 | (3) |
|
Illustrative case study: Haley |
|
|
96 | (3) |
|
6 Co-Facilitation: Quadrant IV |
|
|
99 | (16) |
|
The what: the defining features of Quadrant IV |
|
|
99 | (1) |
|
The how: therapeutic roles and activities |
|
|
100 | (3) |
|
Illustrative case study: DVD Quadrant IV segment---Ellis |
|
|
103 | (3) |
|
The when: considerations for the play therapy process |
|
|
106 | (2) |
|
The who: clinical applications |
|
|
108 | (2) |
|
Should I stay, or should I go? Indications for working in Quadrant IV |
|
|
110 | (2) |
|
Illustrative case study: Haley |
|
|
112 | (3) |
|
7 Active Utilization: Quadrant I |
|
|
115 | (16) |
|
The what: the defining features of Quadrant I |
|
|
115 | (4) |
|
Illustrative case study: DVD Quadrant I segment---Ellis |
|
|
119 | (2) |
|
The how: therapeutic roles and activities |
|
|
121 | (2) |
|
The when: considerations for the play therapy process |
|
|
123 | (1) |
|
The who: clinical applications |
|
|
124 | (2) |
|
Should I stay or should I go? Indications for working in Quadrant I |
|
|
126 | (3) |
|
Illustrative case study: Haley |
|
|
129 | (2) |
|
8 Open Discussion and Exploration: Quadrant II |
|
|
131 | (14) |
|
The what: the defining features of Quadrant II |
|
|
131 | (4) |
|
Illustrative case study: DVD Quadrant II segment---Ellis |
|
|
135 | (2) |
|
The when: considerations for the play therapy process |
|
|
137 | (1) |
|
The who: clinical applications |
|
|
138 | (1) |
|
Should I stay or should I go? Indications for working in Quadrant II |
|
|
139 | (2) |
|
Illustrative case study: Haley |
|
|
141 | (4) |
|
9 Utilizing the Play Therapy Dimensions Model: In Supervision |
|
|
145 | (22) |
|
Why use the Play Therapy Dimensions Model for supervision? |
|
|
145 | (2) |
|
|
147 | (2) |
|
Aiding supervisees to use videos/video review |
|
|
149 | (1) |
|
Using the Play Therapy Dimensions Model to review videos |
|
|
150 | (1) |
|
A developmental model of supervision |
|
|
151 | (10) |
|
Utilizing the Tracking and Observation Form |
|
|
161 | (2) |
|
Utilizing the Child and Therapist Moderating Factors Scale |
|
|
163 | (2) |
|
Utilizing the Degree of Immersion: Therapist Use of Self Scale |
|
|
165 | (2) |
|
|
167 | (18) |
|
|
169 | (2) |
|
Use of self: verbal discussion |
|
|
171 | (2) |
|
Use of self: reflective statements |
|
|
173 | (3) |
|
Use of self: emotionality |
|
|
176 | (2) |
|
Use of self: physical self |
|
|
178 | (2) |
|
Use of self: interpretations |
|
|
180 | (2) |
|
|
182 | (3) |
|
11 Setting the Compass: The Journey to Self-Awareness |
|
|
185 | (16) |
|
Playtime: know yourself as a player |
|
|
186 | (3) |
|
Know yourself and your temperament |
|
|
189 | (2) |
|
Know yourself culturally and ethnically |
|
|
191 | (3) |
|
Know yourself when working with parents |
|
|
194 | (2) |
|
|
196 | (5) |
|
12 Three Influences: The Experts, the Children, and the Students |
|
|
201 | (4) |
|
|
203 | |
Appendix A Child and Therapist Moderating Factors Scale |
|
205 | (10) |
Appendix B Degree of Immersion: Therapist Use of Self Scale |
|
215 | (8) |
Appendix C Tracking and Observation Form |
|
223 | (8) |
Appendix D Playtime Exercise |
|
231 | (4) |
References |
|
235 | (10) |
About the Authors |
|
245 | (2) |
Subject Index |
|
247 | (6) |
Author Index |
|
253 | |