Play therapy for children at home. Organization of the process of play therapy

The game is undoubtedly the most common method used in psychotherapeutic work with children, regardless of schools and directions. There are many metaphorical definitions of the game. This is the “world of the child”, and the natural “language of the child”, and “the work of the child”, etc. The words “child”, “childhood” are associated, first of all, with the game. The importance of play in a child's life is also evidenced by the fact that the UN has proclaimed play a universal and inalienable right of the child.

According to D.B. Elkonin, it is difficult to find a specialist in the field of child psychology who would not touch upon the problems of play, would not put forward his own point of view on the nature and meaning of play. 1 What determines the importance of play in a child's life, what underlies it? First of all, this is a free, spontaneous activity, the game has no conscious goals - the child plays because he enjoys it. The motive of the game lies not in the result, but in the process itself.

In the game, the child freely expresses his feelings - and joy, and sadness, and anger, that is, in the game there is a liberation from negative emotions, the release of feelings. In the game, the emotional and cognitive development of the child, the development of the motivational-need sphere, and communication skills take place.

Despite the fact that all psychotherapeutic approaches recognize the unique therapeutic and developmental potential of the game, their views on the nature of the game are different.

According to the fair remark of C. O'Connor, one cannot speak of play therapy as a single method, play therapy is work within the framework of a particular paradigm using the therapeutic effects of the game. 2

Game approaches can be classified on various grounds. For example, according to theoretical orientations (psychoanalytic, humanistic or behavioral), according to the format (group or individual), according to the structuredness of the therapeutic process (directive or non-directive approaches). However, the selection of criteria for classifying various approaches in play therapy is not so simple. For example, relationship therapy based on philosophical and ideological foundations, meanings, the position of the therapist and techniques of implementation is usually referred to as a humanistic direction, while its theoretical origins are in psychoanalysis. It is no less difficult to divide approaches according to the position of the therapist - into directive or non-directive (according to the extent to which the therapist structures the therapeutic process, determines its direction). Therefore, we have chosen a different way of considering various approaches in play therapy - the historical (temporal) way, that is, we will present them in the order in which they arose.

As you know, the use of play in psychotherapy originates in psychoanalysis. The use of play in psychoanalytic work with children is traditionally associated with the case of little Hans, who was treated indirectly, through consultations and conversations with his father, by S. Freud.

In the 1930s new approaches have appeared in play psychotherapy, the origins of which also lie in psychoanalysis - acting out play therapy and relationship therapy. Since the 1950s The theory and practice of play therapy began to develop within the framework of the humanistic direction (W. Ecksline, G. Landreth). There is a growing interest in using the game in a behavioral direction. In the 1990s cognitive-behavioral play therapy has been developed.

Currently, there is a successful trend towards the integration of theoretical approaches and techniques - for example, O'Connor's Ecosystem Play Therapy or Parent-Child Interaction Therapy.

Each approach is based on its own understanding of the essence of the game, the mechanisms of the formation of pathology and psychotherapeutic effects, the impact of the game on the mental development of the child and its healing factors. Each approach has its own system of concepts.

The last decades have become a period of intensive development of play therapy, the emergence of new methods and techniques. We will focus on the most significant, from our point of view, approaches to play therapy that currently exist, and their origins.

Psychoanalytic play psychotherapy

For the first time in psychotherapeutic work with children, the game was used by psychoanalysts, and it is in psychoanalysis that the origins of game psychotherapy lie. Undoubtedly, the works of S. Freud played a significant role in the development of interest in the game. In his work “Beyond the pleasure principle”, he expressed his view of the game as a means of mental development, self-awareness and emotional response: “... children repeat in the game everything that in life makes a great impression on them, that they can at the same time regulate the strength of the impression and, so to speak, become masters of the situation. But, on the other hand, it is quite clear that their whole game is influenced by the desire that dominates at their age - to become an adult and do as adults do. 3 Thus, Z. Freud emphasized the importance of play in mastering the child's inner world, cultural work over himself, which the child produces in the game in order to limit his drives or refuse to satisfy them. four

The use of the game in the psychoanalysis of children was first started by G. Hook-Helmut, becoming a pioneer in this field. According to the historians of psychoanalysis, the studies of G. Hook-Helmuth largely anticipated the development of the views of A. Freud and M. Klein, but were undeservedly forgotten. 5 In her writings, G. Hoek-Helmuth emphasized the role of play in a child's life, considering play as one of the methods of psychoanalysis, but never talking about "play therapy".

Later, the ideas of using the game in child psychoanalysis were developed in the works of M. Klein and A. Freud. Both of them used the game when working with children, but at the same time, their understanding of the content of the game and the technique of working with the game were different. M. Klein and A. Freud identified two approaches to understanding the game and its use in child psychotherapy. Despite the fact that both approaches were based on the concepts of psychoanalysis, this division persists to the present day.

Applying the game in psychoanalysis with children, M. Klein proceeded from the assumption that the free actions of the child are a symbolic expression of the content of the psyche, unconscious desires and fantasies, that is, an analogue of free associations - the main method of psychoanalysis. According to M. Klein, internal conflicts are externalized in the game, they are thus softened and become more tolerable, that is, the function of the game is to get rid of the haunting internal states. M. Klein developed a play technique - a method that allowed her to immerse herself in the deep layers of the child's psyche and which, in her opinion, could completely replace free associations in the analysis of children.

In order to facilitate the expression of fantasies, M. Klein offered the children a set of toys, each to his own. Each child's toys were kept separately, in a separate box with a lock, and the child knew that these were his toys, and that only the therapist and himself knew about them. This created an intimate, trusting relationship between therapist and child. According to M. Klein, it is important to use small, simple, non-mechanical toys, as they enable the child to express a wide range of fantasies and experiences. These are not only figurines of people, but also other toy items that allow you to play shop, doctor, school, etc., as well as paints, paper, scissors, a jar of water. In play, the child often assumes the role of an adult. At the same time, he can demonstrate how adults (parents) behave towards him, and how should behave. The attitude towards toys provides very important material for analysis. According to M. Klein, transference can manifest itself more clearly in relations with game objects than with a psychotherapist. The child should be allowed to express his emotions and fantasies in the game as they arise. 6

The analyst's job is, first of all, to interpret the child's play actions, thereby giving them a further direction, as happens when interpreting free associations in adults. Klein watched the child play and took an active part in it. It was essentially a new setting that included toys and real objects. She interpreted the elements of the game in terms of their symbolic meanings, gave exhaustive, direct interpretations of the unconscious material of the game. In a language understandable to a child, she spoke directly about love and sexual relationships, about aggressiveness, and so on. She interpreted the relationships between objects as the psychological content of the psyche. The playing space and relationships between objects could be seen as a kind of presentation of the "inner world". 7 At the same time, M. Klein emphasized that she does not allow accidental interpretations of children's play. Only if the child expresses the same mental material with the help of different versions, with the help of different means (toys, water, drawing, etc.), and if this activity is accompanied by a feeling of guilt, which manifests itself in the form of anxiety or representation of some defenses, only then, according to Klein, she interprets these phenomena, connects them with the unconscious sphere and the analytical situation. eight

A. Freud fundamentally disagreed with such a direct comparison of play with free association. Since, in her opinion, the child's play is not determined by goal representations, as happens in the analysis of adults, it is incorrect to identify all play actions and free associations. Consequently, the game may suggest a different interpretation, namely, play actions may not be a symbolic expression of unconscious material, but may reflect the real impressions of the child. A. Freud was also opposed to the interpretation of the game because, from her point of view, deep interpretations create a risk of sexualization of the child's material. A. Freud did not encourage the use of regressive materials in the game. She used the game to develop a therapeutic alliance with the child, to diagnose, to understand his relationship with the real world, and also as a condition for catharsis. 9 The ideas of A. Freud are currently being developed by her followers in the "school of Anna Freud".

A special look at the game, its role in the development of the child and in the psychoanalytic process is presented in the works of D. Winnicott. Play, according to Winnicott, takes place in a "transitional" safe space between the inner and the real world. The playing space does not refer to either internal, mental reality or external reality, it is located outside the individual, being, as it were, a “bridge” between them. The play space is the third area, the third reality.

In the safe space of the game, the child can try to realize his desires, search, try, be creative. Play is a kind of creative process that is possible in the safe potential space between Self and Not-Self, it is an expression of the true Self of the child.

In the game, the child manipulates external objects and phenomena and introduces feelings and meanings from his imaginary world into the selected external phenomena. Excitation, too high anxiety, instinctive drives - the main threat to the game and to the "I" of the child, they destroy the game. 10 D. Winnicott, speaking about the significance of the game, emphasized its productive, positive nature, in contrast to M. Klein, who emphasized the destructiveness of the game, the unconscious painful fantasies that manifest themselves in the game. eleven

The game is considered by Winnicott as the basis for building psychotherapeutic relationships. In play, with the help of a therapist, the child receives confirmation of his strength and "omnipotence", which he did not receive in his early experience. Psychotherapy, according to Winnicott, can be defined as a joint game of two people: “Psychotherapy is where the patient's game space and the therapist's game space overlap. Psychotherapy is when two people play together. Therefore, where play is not possible, the therapist's job is to move the patient from a state where he cannot play to a state where he can. 12

In play, the child becomes aware of himself as a separate person, he can enter into partnerships and exist as a separate unit, not as a heap of defenses, but as an experience "I AM, I live, I am I." According to Winnicott, play itself is therapy. Therefore, taking care that the child learns to play is already therapy.

Although Winnicott used interpretations of the game, he also emphasized that too much recourse to interpretations can suppress the child's need to express their creativity to self-expression. It is necessary to "intrude" into the space of the game with interpretations very carefully, since the interpretation is a product of the psychoanalyst's own imagination. In the psychotherapeutic process, Winnicott gave great importance emotional support, filling the deficit of the patient's "I", he believed that the replenishing experience of relationships is more important than understanding.

Thus, in psychoanalysis, play is seen as a symbolic activity in which the child, being free from pressure from the social environment, expresses unconscious desires and fantasies in symbolic form. With the help of toys, play actions and roles, the child exteriorizes mental content, his inner world, the quality of object relations is reflected in the game.

According to O'Connor, play in psychoanalytic therapy has three functions. First of all, it allows the psychoanalyst to establish contact with the child. Secondly, the game enables the psychoanalyst to observe the child and receive information on the basis of which he can put forward interpretations. And finally, the game is an intermediary in the interaction between the child and the psychoanalyst, that is, not only the child through the game provides the psychotherapist with information that he cannot convey in another way, but the psychotherapist also transmits information to the child through the game. This is the so-called "interpretation within the game", when the therapist gives an interpretation not to the child himself, but to the characters or objects of the game. 13

Play equipment (toys and materials) in psychoanalysis must be limited so that the material provided by the child is not "contaminated" by external content.

The intervention in psychoanalytically oriented play therapy is to provide interpretations that bring the conflict to a conscious level and make changes in behavior possible. Interpretations are the main means of therapeutic change and go from the surface to the depth, that is, the surface material is interpreted before the deep material.

Note that there is still an ongoing debate about what degree of interpretation of the game is effective and acceptable. Many psychotherapists use interpretation to a limited extent, trying to lead the child to explain the meaning of the game or drawings himself. Careful attitude to interpretations of the game is due to the fact that therapists, giving their interpretations, may inadvertently pass by, not notice the meanings that were contained in the child's game, and thereby limit the game or set it in a different direction. For example, children may pick up the therapist's attention to certain feelings, and express them specifically in order to gain the therapist's approval. fourteen

For psychoanalytic intervention, the therapist must have a fairly complete understanding of the developmental level of the child's personality, and he must have information about the potential sources of internal conflicts that cause the child's symptoms. Therefore, diagnosis is a necessary part of psychoanalytically oriented therapy.

Traditionally, indications for psychoanalytically oriented play therapy are emotional disorders, frustrations, neurotic reactions, and psychosomatic illnesses. In modern practice, the range of problems and disorders to which psychoanalytically oriented play therapy is applied is expanding: these are developmental problems, the consequences of deprivation, etc. 15

Structured play therapy (acting play therapy, releasing play therapy)

Structured play therapy originated in the 1930s. Its creator is D. Levy. This approach is focused on working with children who have experienced a traumatic event. It is based on psychoanalytic theory, primarily the idea that play creates the possibility of catharsis. Thus, catharsis is the central concept.

The basic principle of the organization of the therapeutic process in this approach is that the situation that traumatized the child is recreated in the game. To do this, the therapist introduces specially selected toys into the child's play or makes changes to the storyline. The therapist begins to play this situation, then encourages the child to continue and complete the game. This does not happen immediately, but after the child gets used to the playroom and feels comfortable. In the conditions of a psychotherapeutic session, that is, in a psychologically safe environment, with the support of a therapist, using properly selected toys, the child plays out a traumatic event over and over again until the negative feelings associated with this situation are weakened and he cannot assimilate them, accept or get rid of them. In order to structure play in this way, the therapist needs information about the situations that led to the child's problem, as well as a clear game plan. The therapist receives information about traumatic situations from parents before starting therapy.

In the process of acting out a traumatic event, the child is released from pain and emotional stress that were generated by this event. This release appears to be based on two mechanisms. First of all, during the game, the child assimilates thoughts and feelings regarding the stressful event. He can move from a passive, passive role of the victim to an active position, begins to control the game, and thereby masters the situation. At the same time, repeating the traumatic experience over and over again allows the child to release negative feelings or reduce them in a form of abreaction. Insight comes not from interpretations, but from the game itself.

Traumatic for a child can be not only a single experience, but also such “standard” events as, for example, jealousy of a sibling, toilet training, etc. During the session, aggression may be released (the child may begin to scream, beat dolls, destroy buildings, etc.), or the child may demonstrate regressive behavior (fall on the floor, ask for a pacifier or be rocked, etc.). The therapist does not interpret the behavior and feelings of the child, but only names them.

A more radical version of this approach was developed by G. Hambridge. Unlike Levy, who included play materials in the game that gradually led the child to reproduce the traumatic event, Hambridge more definitely and decisively introduced the specifics of the traumatic situation into the game, directly recreating it and thereby facilitating the reaction. Hambridge created this situation when the therapeutic relationship with the child had already been established and when, in his opinion, the child had a strong enough "I" to withstand such a test. After playing the stressful situation, the child still played calmly for some time and "restored" the normal state.

Free play at the beginning and end of the session provides an opportunity to explore the problem, build a relationship with the child, and also create conditions for the child to recover from the impact of the traumatic situation recreated in the game. The role of the therapist is to structure the play situation that provokes anxiety, to enable the child's self-expression and emotional response. The therapeutic relationship serves to establish contact between the child and the therapist.

Thus, the goal of reactive therapy is to help the child release emotional tension and achieve catharsis. The healing factors are the game situation, which is structured by the psychotherapist, and the child's emotional reaction to it. 16

Relationship play therapy

Appeared in the early 1930s. relationship play therapy is associated with the names of D. Taft and F. Allen. AT further development this approach was carried out by K. Moustakas. In relational play therapy, the emphasis is shifted from the study of the unconscious and the history of the child's life to the development of relationships in the "therapist-client" system.

The theoretical origins of this approach were the ideas of O. Rank about the importance of birth trauma in the development of personality. Rank abandoned the exploration of past experiences during therapy and focused on the patient's current problems and analysis of the patient-analyst relationship in real time, "here and now". According to Rank, the support of the therapist is important in the process of therapy, and not just insight. As a result of working through the relationship with the analyst, there is a separation of the patient from the analyst; having separated from the therapist, the patient also leaves his suffering. 17

Taft and Allen reworked Rank's ideas for play therapy with children. They proceeded from the fact that birth trauma negatively affects the child's ability to form genuine relationships with other people, he has problems in separating from the primary object that takes care of him. The child either cannot overcome this connection and becomes dependent on another person, or becomes isolated, becomes unable to trust others. Relationship play therapy focuses on the healing power of the emotional relationship between therapist and child, focusing on actual feelings and reactions.

AT safe environment therapy session, with the help of the therapist, the child establishes a deep trusting relationship with him. Within the framework of these relationships, the therapist shows a deep interest in all the personal characteristics of the child and his individuality, makes the child feel that he is interesting to him as a person, his task is "together with the child to feel, understand and comprehend what the child is experiencing." eighteen

The experience of a secure relationship with the therapist becomes the basis for building relationships with others. If such relationships are created, then the child develops adequate self-acceptance, a clear understanding of his feelings and a feeling that he is important to the therapist and that he can exist in a system of relationships with other people who have their own special qualities.

Thus, in relational play therapy, the focus is on creating an emotional relationship between the therapist and the child that has a healing power.

Fundamentally important in this approach is the attitude to the child as a person with inner strength, able to control their own behavior.

The therapist helps the child to express feelings, to understand his thoughts and experiences, helps the child to realize himself as a loving and beloved being. This is a non-directive approach, that is, here the therapist does not direct the process, but follows the child. In therapy, the child takes responsibility for the growth process.

Unlike psychoanalytic therapy, where the emphasis is on the analysis of the past, relationship therapy focuses on today's, actual relationships, past experience is not analyzed. Sometimes interpretations and explanations are applied, but neither the rules nor the content of the game are interpreted. The therapeutic situation is perceived as a directly experienced experience. The child's play is not seen by the therapist in a sexual context. The therapist works with the child's feelings, not with the symptoms and problems. The goal of relationship therapy is self-acceptance and self-realization of the child.

K. Moustakas carried out the development of relationship play therapy, revealed the patterns and features of the therapeutic process when working with different categories of children. “A person's feeling of connection between him and someone else is an indispensable condition for individual development,” these words of K. Moustakas reflect the main principle of relationship play therapy. 19

Relationship play therapy, in its philosophy, goals and practice, expresses an existential approach to psychotherapy. In its existential nature, it is very close to client-centered, non-directive play therapy. But in the client-centered approach, the emphasis is not on the relationship itself, but on the therapist and the child as separate individuals, while in relationship therapy "the relationship is both a means and an end." twenty

Non-directive play therapy client/child centered

Non-directive, client-centered play therapy emerged as a separate discipline in the late 1940s and early 1950s. Its founder is V. Exline. Later, this approach was developed by G. Landreth and was called non-directive play therapy centered on the child. This therapy is based on the principles of C. Rogers' client-centered psychotherapy. The main idea of ​​Rogers' approach is that in every person there is a tendency to self-actualization - to growth, development, realization of one's potential. A person achieves optimal development if the environment of a person accepts him and openly interacts with him.

From the point of view of this concept, the cause of problems and disorders in a child is "harmfulness" environment. If the environment does not adequately respond to the needs of the child, forces him to give up something in himself, then, accepting other people's values, the child begins to behave in accordance not with his own intentions, but with the expectations of those around him. A false “I” is formed in him, incongruent with his essence, his ideal idea of ​​himself. Such incongruence, according to Rogers, is the source of all the psychological problems of the child. The goal of client-centered psychotherapy is the reunification of personality and experience, the elimination of self-alienation. 21

V. Exline transferred this model of psychotherapy to children. She developed a non-directive technique of play therapy. Playing in non-directive, client-centered psychotherapy is seen as natural remedy self-expression, it provides the child with the opportunity to play and explore their feelings and problems (tension, insecurity, aggressiveness, fear, etc.). According to Axline, in the game the child expresses himself extremely sincerely, in the presence of a therapist he learns to understand himself and others, can give vent to his feelings and distance himself from them.

Since psychological problems and disorders are considered in non-directive play therapy as a result of exposure to a harmful environment, the goal of psychotherapy is creation of conditions for self-actualization for the child within the framework of game psychotherapeutic sessions. Psychotherapy should be aimed at maintaining the uniqueness and self-worth of the child, developing the "I-concept" and strengthening the sense of "I". That is why the goal of psychotherapy shouldn't be a change in the personality of the child, tk. the desire to change the personality would imply rejection, non-acceptance of the child as he is, that is, it would contradict the initial principles of client-centered therapy.

“Children are people. They are capable of deep emotional experiences of pain and joy” 22 - in these words of G. Landreth is probably the main message that expresses the attitude towards children from the position of non-directive play therapy and determines its philosophy and principles.

In non-directive child-centered play therapy, no specific goals are set, but there are psychotherapeutic perspectives of a general nature that stem from its theoretical and philosophical positions. The goals of child-centered play therapy are generally consistent with the child's internal desire for self-actualization. They are to provide the child with a positive experience of growing up in the presence of an adult who understands and supports him, to help the child discover in himself internal forces and gain self-confidence, become capable of self-government and self-acceptance.

The goals of therapy are achieved using the following methods:

1. structuring the environment, establishing the necessary boundaries in the course of therapy;
2. mirroring, verbal reflection of the feelings and behavior of the child;
3. maintaining interaction with the child verbally or during the game.

The main condition for the self-actualization of the child is the position of the psychotherapist, which is characterized by empathic understanding, non-judgmental acceptance, support for the child, the authenticity of the psychotherapist. According to Landreth, one of the most significant features that distinguishes a psychotherapist from other adults for a child is the ability to be with the whole person, the ability to co-presence. 23

During the session, the therapist follows the child, allows him to lead, does not give any direct instructions, reflects the feelings of the child, but does not interpret his behavior and emotions. Being a guide to the inner world of the child, he acts "like a mouthpiece inside the child", he clarifies and names feelings, without expressing any of his own intentions. Relationships in the course of psychotherapy unfold in the "here and now", this is the real relationship between a child and an adult.

It is important that in the process of the child's play, the therapist performs, as it were, a double function. 24 On the one hand, as O. A. Karabanova notes, he is an “ideal parent” who supports and ensures the self-acceptance of the child. This allows the child to maintain high self-esteem and faith in yourself. On the other hand, the therapist is a partner in the game, he allows the child to lead, follows him, but at the same time does not regress to the child, that is, he creates conditions for the child to acquire a new experience of cooperation, taking responsibility. Thus, the therapist must maintain a balance between the position of the accepting adult, on the one hand, and the equal partner, on the other.

The changes that occur to a child during therapy are based on emotional rather than cognitive processes. Through unconditional acceptance, support, and empathy, the therapist creates conditions for the child to experience and express emotions in such a way that they become an accepted part of the personality and, therefore, do not require self-denial. The contradiction between the inner aspirations of the child and his experience is removed, they become congruent.

W. Ecksline postulates the following eight principles for the work of a non-directive play therapist.

1. The therapist builds a warm, friendly relationship with the child.
2. The therapist accepts the child as he is.
3. The therapist establishes an atmosphere of permission in the relationship so that the child feels free to fully express any feelings.
4. The therapist must be prepared to recognize the feelings expressed by the child and reflect them in such a way that the child can gain understanding about his behavior.
5. The therapist respects the right and ability of the child, if possible, to solve his own problems, the responsibility for the choice belongs to the child.
6. The therapist does not try to direct the child's actions, the child sets the direction and the therapist follows.
7. The therapist does not try to "push" the therapy.
8. The therapist imposes only those restrictions that are necessary for the child to realize the reality of what is happening and his part of the responsibility for the relationship. 25

Based on these principles, in the space of the game, free from evaluations and restrictions, the therapist identifies the specific feelings of the child, tries to understand them, names and justifies them, using simple words understandable to the child (fear, anger, etc.).

Thus, the mechanism of psychotherapeutic influence in child-centered non-directive play psychotherapy lies in the fact that, while playing out his feelings, the child brings them to the surface, “sees” them, confronts them, and either refuses them or learns to control them. . The general framework of therapy (setting) and minimal restrictions perform structuring and protective functions (therapeutic anchoring).

The healing elements in child-centered non-directive play therapy are 26:

• the relationship that is created between the child and the therapist;
• insight, which is achieved by reflecting (mirroring) the feelings and behavior of the child by the therapist;
• the release of the desire for actualization, which occurs in the therapeutic environment.

Since the center of therapeutic influence in non-directive play therapy is the child's feelings, their dynamics serve as an important indicator of the effectiveness of therapeutic work.

In non-directive play therapy (both in the client-centered approach and in relationship therapy), one of the most important is the concept restrictions. In play therapy they are perhaps even more necessary than in other approaches. The fact is that the game, in comparison with other types of activity (composing stories, listening to fairy tales, talking, etc.) is more conducive to the release of emotions, which can reach a very high intensity. Aggressive feelings and anxiety can overwhelm the child, result in destructive forms. Extreme, affective actions of the child must be limited, transforming them into symbolic forms of expression, and the restrictions serve this purpose. The expression of feelings and affects in symbolic form protects against anxiety, fear and guilt, and also allows for a higher intensity of self-expression. 27

In relation to restrictions, their necessity and nature, as well as the child's reaction to the violation of restrictions, the views of non-directive play therapists practically coincide.

Limitations in the psychotherapeutic process allow you to achieve the following goals:

• they define the boundaries of the therapeutic relationship;
• guarantee the physical and psychological safety of the child;
• transfer the expression of feelings into a symbolic channel, create the possibility of catharsis through symbolic channels;
• bring therapeutic relationships closer to relationships in real life, are a "bridge" between them;
• develop a sense of responsibility in the child.

Restrictions also allow the therapist to accept the child and help maintain a professional and ethical relationship. Restrictions must be minimal and achievable, they must be set firmly, calmly, as something immutable.

The environment of the playroom, toys and unstructured materials (sand, water, paints, clay, etc.) to a certain extent influence the content of the child's play. Toys, play materials and, of course, the emotional climate of the play room, which is created by the position of the therapist, are constant, stable components of the therapeutic process. The child feels the playroom as his place, it should be a guarantor of stability, so nothing should change in it. In the playroom, the child should feel that everything “… is subject to him. And if any changes occur, then only by his will. 28

The choice of toys and play materials should be treated very carefully. According to G. Landreth, a game is a message, and toys are words, means of expression. Toys should be simple, non-specific and safe. Toys and materials should be chosen to enable play activity and facilitate expression; while they should be interesting to the child. Toys are an important therapeutic variable and should be select rather than collect.

Toys and materials should contribute to the following main tasks: establishing a therapeutic relationship, expressing a wide range of feelings, working through the child's real experience, testing boundaries, developing a positive "I-concept," self-control and self-regulation.

Toys and materials for play therapy can be divided into three broad classes:

• toys from real life (doll families, houses, doll furniture, household items, a doctor's suitcase, toy money, etc.);
• toys that help respond to aggression (soldiers, guns, rubber knives, figurines of wild animals, etc.);
• toys that promote creative self-expression and weaken emotions (sand, water, paints, colored pencils, paper, cubes, etc.). 29

Of course, in non-directive play therapy, the issue of confidentiality is important in the context of interaction with parents. The general guidelines are not to reveal to parents the details of children's behavior in the playroom. The therapist should tell parents only the most general information that do not violate privacy rules, but it is important that parents do not feel rejected or neglected. Children's art products should not be hung on the walls of the playroom, as they are intimate manifestations of the child's inner world. You can show pictures or crafts to parents only if the child himself wants to do it. Sometimes children ask to hang their drawing or some kind of craft on the wall, and every time they come to the playroom, they check if they are there. Apparently, behind this is the need to designate and consolidate one's presence in the space of relations with the therapist. This is a sign of one's presence in the world, confirmation of the reality of one's existence.

In child-centered play therapy, the child is at the center, not the problem, the attention is focused on the actual, living, momentary experience. In accordance with this, G. Landreth supplemented the eight basic principles of non-directive play therapy formulated by V. Ecksline with the following principles:

• personality is more important than the problem;
• the present is more important than the future;
• feelings are more important than thoughts and actions;
• understanding is more important than explanation;
• acceptance is more important than correction;
• the child's desire is more important than the instructions of the therapist;
• the wisdom of the child is more important than the knowledge of the therapist. thirty

Compliance with these principles makes it possible to develop and maintain a genuine therapeutic relationship, which is a central factor in determining the success of therapy.

From these principles follows the attitude towards diagnostics in child-centered play therapy. Diagnostics is important, but not the main problem in this approach. The main thing is that information about the specific problem of the child does not obscure the child from the therapist. Landreth formulates a simple rule: "The therapist's feelings about the child are much more important than knowledge about him." 31 In child-centered play therapy, goals set the overall framework for psychotherapy with the child, consistent with the child's inner desire for self-actualization.

Indications for non-directive play psychotherapy are emotional problems and disorders, when the sphere of feelings is not sufficiently developed or distorted, which leads to inconsistency (incongruity) in the structure of personality and experience. Non-directive play psychotherapy is effective for behavioral disorders, conflicting "I-concept", self-rejection, low self-esteem and self-doubt, high anxiety, social incompetence, emotional instability, unformed communication skills. According to G. Landreth, child-centered non-directive play therapy is possible with children of almost any level of development.

Very high aggressiveness of children, impulsiveness, hyperactivity can be contraindications, since these children need a fairly rigid system of restrictions, which is incompatible with the philosophy of this approach. 32 In general, the question of contraindications is very complex and ambiguous, the experience of some psychotherapists often contradicts the experience of others.

Play therapy can be done individually or in a group. H. Jeannot was the first to describe the experience of group psychotherapy with children. 33

The advantages of the group form of psychotherapy are connected, first of all, with the fact that in the game children communicate with each other. Specifically, these benefits are as follows:

• It is easier for a child to get used to a new situation if there are other children nearby. The presence of other children relieves stress, stimulates the activity and spontaneity of the child.
• Peer reactions force the child to reconsider their behavior.
• In the group, a situation is created where new, more adequate forms of interaction with peers can be discovered.
• The presence of other children helps to transfer the experience gained in therapy to the real world.
• In the group, the therapist has the opportunity to see how the child might behave outside the playroom. 34

In group play therapy there are no group goals, group cohesion is not a necessary component of the group process, the focus of group play therapy is always on a particular child. By observing other children, the child gains the courage necessary to try to do what he wants.

Groups in non-directive play therapy need to be structured in a certain way, both in terms of the selection of group members and in terms of its size. When selecting children into groups, some general considerations are usually taken into account. The difference in the age of the children in the group should not exceed one year. To determine the size of the group, one should be guided by the following rule: the younger the children, the less they should be in the group. According to Landreth, it is not recommended to include more than five children in a group. 35

Group therapy is recommended for children with communication difficulties, children who are infantile, suffering from fears, children with behavioral problems, with difficulties in voluntary self-regulation and with low self-esteem. It should not be recommended to groups of children with a craving for theft, showing cruelty towards others, children with accelerated sexual development, highly aggressive, with acute hostility towards siblings. Also, do not refer to groups of children who have survived sexual harassment, children with a strong post-traumatic reaction, since they require full concentration on the part of the therapist, individual play therapy is indicated for them. 36

Since the 1960s the popularity of so-called "daughter" psychotherapy, or therapy of child-parent relationships, is growing. This method was proposed by B. Guerni, although in practice play therapy for parent-child relationships has been used unsystematically before. The purpose of this approach is to train parents in play therapy in order to correct the parent-child relationship in a non-directive play therapy centered on the client. 37

Behavioral direction in play therapy

The goal of this directive approach is to use play to change the child's behavior. Its essence lies in the implementation of methods of behavioral therapy on the material of the game. Play in behavioral play therapy acts as an intermediary between the child and the therapist. In order to make the principles of behavioral play therapy more understandable, we will make a small digression and dwell briefly on the characteristics of behavioral psychotherapy, its theoretical foundations and methods.

Behavioral Therapy aims to change human behavior and feelings in a positive direction using modern learning theories. 38 In objects of behavioral therapy, in addition to behavior and feelings, since the 1960s. include cognitive and motivational processes. At the heart of orthodox behavioral therapy are three theories based on different models of behavior. it classical theory conditioned reflexes I.P. Pavlova, B. Skinner's theory of operant conditioning and A. Bandura's theory of social learning. Based on these theories, specific methods of behavioral therapy have been developed.

Main idea classical conditioning consists in the fact that as a result of a combination of two stimuli - a neutral one that does not cause a reaction, and an unconditioned one, which causes a certain emotional response from the child - the neutral stimulus begins to cause the same reaction as the unconditioned stimulus.

Based on the idea of ​​classical conditioning, D. Wolpe developed method of systematic desensitization (desensitization). Systematic desensitization is used in therapy with children experiencing fears and severe anxiety. This method is based on two principles:

1. the principle of reciprocal inhibition, which means that two conflicting reactions cannot exist simultaneously - a person cannot be calm and anxious at the same time, one of the reactions wins;
2. the principle of sequential advancement along the hierarchy of states that cause anxiety - from the weakest stimuli that provoke anxiety to the most stressful.

Against the background of relaxation, the child is consistently presented with frightening stimuli (starting with the weakest). Step by step, gradually the child approaches a frightening event or object. The frightening stimulus is usually asked to mentally present the child. If the child is small, his imagination is not sufficiently developed, and it is difficult for him to operate with images, then the frightening stimulus can be presented in the form of images, models, or real physical objects. Sequential presentation of elements of the hierarchy continues until even the strongest element of the hierarchy ceases to cause anxiety.

The essence of the method operant (instrumental) conditioning is to create a connection between behavior and its result through repeated "reinforcers", that is, positive or negative consequences which are either offered or eliminated. This method is often spontaneously used by adults when a child learns any new forms of behavior or skills. Positive reinforcement is the act of rewarding a behavior in order to increase its frequency. Negative reinforcement is also used to increase the frequency of such behavior, but in this case the child is not rewarded with a positive stimulus, but is given the opportunity to avoid an undesirable event. The purpose of punishment is to reduce the frequency of unwanted behavior. Inhibition is used to reduce unwanted behavior by removing a positive stimulus (desired event).

Methods such as behavior shaping and scoring are based on the strategy of operant conditioning. Shaping Behavior used to generate new behavior. To do this, each small step that brings the child closer to the desired behavior is reinforced. AT point accumulation method (token method) glasses are used as a positive incentive. Points, or prizes, are stars, chips, points, which are not reinforcements themselves, but replace positive incentives. Having accumulated a certain number of points, the child can exchange them for a real reward.

The scoring method has a number of advantages over using real reinforcers - it can be applied immediately after the desired behavior, does not lead to saturation, and can be used for any situation. The method of accumulating points necessarily requires the involvement of parents. First, the system of rewards and penalties is carefully designed jointly by the child, parents, and therapist. In addition, parents should carefully monitor the child's behavior, reinforce it in accordance with the developed scheme, fix the behavior that is subject to a fine.

According to theories of social learning (learning on models), learning is possible as a result of observing a model (real or symbolic) with subsequent imitation of its actions. Social learning strategies assume that children learn different behaviors from observing other people and then incorporate these actions into their own behavioral repertoire. Model learning is effective in developing social skills and in therapy with children with phobic reactions.

To use behavioral methods, you need to get detailed description behavior that is considered problematic, clear goals of therapy should be formulated, that is, behavioral therapy involves describing and quantifying both the initial behavior and the behavior on different stages psychotherapy. Behavioral strategies can be applied to other therapeutic approaches and expand the therapist's methodological repertoire.

Pathology in the behavioral approach is not considered either as a violation of internal processes or as a violation of the environment. It is seen as a consequence of disruption of reinforcement patterns. From the point of view of the behavioral approach, problems and disorders are caused by the interaction between the child and the one who either reinforces or does not reinforce his behavior (encourages or punishes; as a rule, these are parents). Behavioral therapy involves the cooperation of the child, the therapist and parents, and, if necessary, teachers. More recently, the behavioral approach has placed increasing emphasis on the motivation of the patient and the relationship with the therapist.

As we noted above, the goal of behavioral play therapy, as defined by O'Connor, is the use of play to identify and then change those patterns of reinforcement and their consequences that form and maintain ineffective behavior of the child. The role of the therapist here is to observe whether the child exhibits a certain behavior and then reinforce (reward) it, that is, during the game, the therapist can manipulate the reinforcement. The game provides conditions for establishing contact and implementing strategies aimed at changing the child's behavior, namely the encouragement or non-encouragement of any behavior, relaxation programs. The child's awareness of the conflict or the achievement of self-actualization are not the goals of play behavioral therapy (its goal is to change the child's behavior). The game itself can also serve as a reinforcer, and the cessation of the game can serve as an inhibition (elimination of a positive stimulus, a desirable event).

The game itself is not endowed with healing properties, but is seen only as a way to involve the child in behavior, which is then reinforced. The existence of a positive relationship of trust between the child and the therapist enhances the effect of reinforcement, and the game itself serves as a means of creating such a relationship. Many behavioral play therapists are more specific about the relationship of trust between the therapist and the child and positive pre-transference as a necessary condition for the success of therapy, and pay special attention to the formation of an empathic relationship between the child and the therapist.

Diagnostics in play behavioral therapy is aimed at specific problematic behavior; it does not examine the personality structures of the child and the features of his interpersonal interaction.

It is necessary to end therapy at the moment when the negative behavior either disappeared or significantly decreased, when the child began to demonstrate the desired behavior more often in real life.

Behavioral play therapy can be used with children of different developmental levels and can be applied to a wide range of maladaptive behaviors. It is most effective in working with children who have control problems, with anxious and depressed children, and with children who have been abused.

It is possible to combine behavioral therapy methods with various game approaches. For example, the use of operant conditioning in non-directive group play therapy with withdrawn children is described, as well as the use of model learning in play therapy with children with eating disorders, etc. 39

Many parenting education programs are based on the behavioral play therapy model. good example here is Parent-Child Interaction Therapy (PRT), 40 based on a combination of a behavioral (behavioral) approach in working with parents and play therapy in working with children. The goal of this approach is to change the child's behavior based on the modification of the interaction between him and his parents. This approach is a variant of parental behavioral training focused on changing the patterns of interaction between parents and children, which was proposed by S. Eiberg for children aged two to seven years and their parents. This method is based on the work of R. Dreikurs, who applied the ideas of A. Adler's individual psychology to parent-child interaction.

Subsequently, parent-child interaction therapy was validated and step by step guide on its application.

TRD includes relationship development training and disciplinary training. In terms of developing relationships, the goal is to develop a relationship of love, acceptance and care between parents and children through play therapy. Parents are taught to play with the child, using certain psychotherapeutic skills, they are taught to observe the child's play, reflect his behavior in the game, encourage, reinforce. Parents must use these skills on a daily basis by playing with the child at certain times during a certain period.

The purpose of discipline training is to teach parents more effective discipline strategies. In particular, they are taught to ask less questions of the child and criticize him less, explain why it is important to praise the child, learn what behavior of the child should be ignored, how to use the time-out, etc.

This approach is most effective for children with behavioral problems (disobedience, stubbornness, demonstrativeness, hyperactivity), self-control and self-regulation, as well as with emotional problems, that is, for those children with whom the usual ways of dealing with parents are ineffective.

Studies have shown that ADHD has a positive effect not only on the child who participated in therapy, but also on his siblings who did not participate in psychotherapy. The undoubted advantages of this approach are its effectiveness and short duration (on average 12 sessions), as well as detailed, step-by-step study, which allows child and family psychotherapists to use it successfully.

Cognitive Behavioral Play Therapy (CBT)- relatively new approach developed in the mid 1990s. American researcher S. Knell. KIPT integrates cognitive and behavioral approaches and play therapy - methods of cognitive and behavioral therapy are adapted for children and included in the game. 41 Cognitive behavioral play therapy uses behavioral therapy methods such as model learning, systematic desensitization, and cognitive therapy methods (in particular, modified for children "Socratic dialogue", taking into account the speech development of children).

When learning from models, the child is shown more adaptive behaviors and thoughts at a level where he can understand them and include them in his behavioral repertoire. During the game, the child watches how dolls, rag animals, book characters solve problems similar to those that he himself faces. At the same time, the therapist must ensure that the models correspond to the level of development of the child. Such imitation of models is very effective with children. preschool age.

Systematic desensitization can be used to reduce anxiety or fears and replace them with appropriate responses. Usually, in working with adults, patients are taught the technique muscle relaxation, and in therapy with children, the game is an analogue of relaxation, that is, the game is used as an activity in which anxiety and fear cannot coexist. The game creates an ideal situation for breaking the association between a stimulus and a non-adaptive response to it.

Systematic desensitization is carried out in the form of a game using various techniques - puppets, drawing, listening to stories. So, with the help of drawings, children express their fears and frightening thoughts that they cannot express in words. In drawings of a frightening object, they highlight funny or weak sides, draw grotesque features, emphasize the difference between themselves and the offender. When used as a systematic desensitization technique in bibliotherapy, children listen to stories that are reminiscent of their own traumatic stories. This gives children the opportunity to understand that they are not alone in their feelings and to see how other children have learned to deal with those feelings. Playing the situation, the children master their fear, and the fear weakens. Sequentially, in small steps, the therapist helps the child describe, express, and cognitively process his or her traumatic experience. This approach helps the child to cope not only with a specific traumatic experience, but also in the future to take a more active, constructive position in overcoming difficult situations.

Cognitive Behavioral Play Therapy is used in dealing with a variety of problems. Its effectiveness in working with children who have been subjected to cruel treatment and sexual violence has been confirmed. It is also used in work with anxious children, in the treatment of selective mutism, encopresis and phobias, with children who have experienced crisis life situations, such as divorce of parents, etc. CPIT is a directive approach, it allows the child to develop, within the structure created by the therapist, a sense of control and trust that has been destroyed in him. As noted by S. Knell, this is an integrative model of psychotherapy, focused on development and having a solid therapeutic basis, which uses tried and tested techniques.

The above approaches to play therapy consider the game mainly in its therapeutic (healing) function, in the "applied" aspect, without making any attempts to reveal the nature of the game (only psychoanalysis can be considered an exception).

Undoubtedly, the most significant contribution to understanding the essence of the game, its role in the mental development of the child was made by the outstanding Russian psychologists L. S. Vygotsky, D. B. Elkonin, A. N. Leontiev. It was their works that showed the social nature of the game, the patterns of its development and structure, discovered the "borderline", transitional nature of the game, the main contradictions of game activity, discovered the special content of children's play. The works of these scientists showed that the game is unique, and no other activities can fulfill its role in the mental development of the child, since the game is a socio-cultural form of life for children at a certain stage of development. 42

It is extremely important that the works of L. S. Vygotsky and D. B. Elkonin make it possible to reveal the internal contradictions of the game, which are contained in it as a special kind of activity. These contradictions are connected with the borderline nature of the game.

The game arises on the border of two worlds - the world of children and the world of adults, and is a space where these two worlds intersect, that is, it connects them. Connected with this is the first contradiction of play, which lies in the fact that the child in play takes a double position - he becomes an "adult", but at the same time remains a child.

In addition, as L.S. Vygotsky, the game is on the border of the imaginary world (an imaginary situation is always present in the game) and the real world (game actions are real, just as the partners in the game are real). In this case, the child is simultaneously in two worlds. L. S. Vygotsky very expressively described this feature of the game: “The child cries like a patient, and rejoices like a player.” 43 From this follows the second contradiction of the game, which consists in the fact that the actions of the game are real, but are carried out in an imaginary situation.

The third contradiction is due to the structure of the game: the game is a free spontaneous activity, but carried out according to the rules.

From our point of view, the internal contradictions that are contained in the game are correlated with the contradictions and conflicts of the child's inner world. This allows the game to take them outside, which creates the therapeutic potential of the game.

In our country, the use of the game in correctional and developmental work is based on the main provisions of the theory of the game by D. B. Elkonin, first of all, on the idea that the psychotherapeutic potential of the game lies in its content - orientation in the meanings of human activity and human relations, their discovery and experience. In addition, the use of the game is based on the position that the development of mental processes occurs within the framework of the leading activity, and at preschool age such activity is the game.

Speaking about the development of play therapy by domestic psychologists, it is necessary to mention the method of psychotherapy developed by A. S. Spivakovskaya, which is aimed at preventing neurosis in children, 44 as well as the work of L.I. Elkoninova. 45

An effective method of play therapy was proposed by A. I. Zakharov. In his approach, play therapy is part of a whole complex of various influences on the child, including family therapy, rational and suggestive psychotherapy. The following sequence of stages is provided: conversation, spontaneous play, directed play, suggestion. aim game technique AI Zakharova is the elimination of fears in children. The gaming technique is based on the desensitization method. 46 In this approach, play therapy combines diagnostic, therapeutic and educational tasks.

According to A. I. Zakharov, play therapy (staging) is most effective at the age of four to seven years, that is, at the heyday of the role-playing game. It is possible to use the game at an older age, in the form of dramatization. One of the main goals of AI Zakharov's play therapy is to develop possible ways to solve problems in stressful situations, adequate forms of behavior, and the therapist organizes, structures and directs the game.

Play therapy in various options effectively applied to a wide range of problems. These include emotional problems, low self-esteem and a disturbed self-concept, communication problems, aggressiveness, psychosomatic illness, child abuse and abandonment, grief, hospitalization, compulsive actions, learning difficulties, etc.

The current trend in the development of play therapy is the integration of various approaches. In particular, there is a certain tendency towards the convergence of psychoanalytic and humanistic approaches in play therapy. More and more common factors of influence are revealed in these models, in the psychoanalytic approach there is an increasing emphasis on social interactions.

Currently, play therapy in its various modifications is perhaps one of the most actively developing areas. In particular, the integration of play and family therapy, the involvement of children in family therapy, and the use of play in family therapy are becoming increasingly popular. Consideration of these approaches is beyond the scope of this chapter; we have limited ourselves to the main models.

The ability to play is an indicator of a child's mental health. And therefore, one can fully agree with the words of K. O'Connor: "... the treatment is completed successfully when the child demonstrates the ability to play impulsively and with joy." 47

For children, the game is one of the main tools of becoming in life. With the help of it, they learn to interact with other people, develop intellectually and physically, learn about the world, broaden their horizons. And most importantly, they do all this in an interesting way without coercion. Game therapy (IT) is a psychological tool aimed at working with mental disorders in people of all ages through participation in a certain game.

Back in 1913, Sigmund Freud decided to apply this technique to work with children. He was guided by the fact that the child through the game shows his activity and thereby reveals the passive sources of experiences.

Then, almost 20 years later, Melanie Klein followed his example, who preferred to take the role of an observer in this type of therapy. In her work, she practiced conveying to the minds of the kids their own behavior and state through the game.

Anna Freud went against her in 1946, who considered that in play therapy the doctor should occupy a dominant position, in principle, like the patient's parents, whom she actively attracted. In addition, she used dolls that interpret the surrounding people of the child, and through them she solved conflict situations, behavioral problems and life relationships.

Play therapy began to gain momentum in the forties. Appeared various techniques, varieties and directions of this method of treatment. And since then, IT has only improved, as it has a positive practice.

Goals of play therapy

1. Development. In this vein, classes can be conducted not only with children who have any psychological abnormalities, but also with healthy ones. A psychologist with the help of such therapy will help to unlock the potential, to work out certain skills.
2. Correction. Game therapy in this case, again, is directed not to the treatment of the disease, but to the elimination of some small behavioral barrier.
3. Psychotherapy. Elimination of anxiety, fears, assistance in overcoming severe psycho-emotional problems, for example, divorce of parents, the appearance of a younger child.

Children are more fun, more interesting, easier to perceive information in game form. The doctor who practices child psychotherapy through play is a specially trained play therapist. During the healing session, the child brings a lot of personal to the playing field, so it is very important for the therapist to be able to see those situations that concern the baby. And it is also equally important to be able to beat the disturbing moments in the process of the lesson so that the patient leaves his feelings.

The fact is that the baby does not always know how to independently recognize the internal conflict, and even more so to come to the doctor, sit on a chair and talk about it. As a rule, this problem manifests itself through disobedience, aggressive behavior, anxiety and other disorders. But on the other hand, the child can demonstrate all his anxieties during the game, since it is his leading activity. Therefore, a lot depends on the game therapist. He must be able to "read" and evaluate situations during the game, help the patient find mental balance.

Indications for the use of play therapy and when is play therapy effective?

For children, especially young children, everything that happens around is a game. Therefore, it cannot be said that there should be any indications for her, since for children this is the main form of leisure. It is during the game that children are always in a good mood, open to interaction and do not regard such a pastime as something unpleasant for themselves. But from the point of view of psychological deviations, IT will help in the following cases:

• isolation and unsociableness;
• the presence of hidden and obsessive phobias;
• disobedience or overobedience;
• bad habits (picking your nose and others);
• building relationships (with parents, brother, etc.);
• aggressive behavior;
• self-mutilation (pulling out hair, eyelashes, biting lips, and so on);
• retarded development of speech;
• stressful situations;
• problems with reading, as well as academic performance in general.

Types and methods of play therapy

In order for the game to take place, rules for its conduct and toys, if necessary, are necessary.

Depending on what psychological principles the rules of the game are based on, distinguish between the following types of play therapy:

• IT in psychoanalysis;
• game therapy in domestic psychological science;
• primitive IT;
• relationship building play therapy;
• IT remediation;
• play therapy with unstructured material;
• individual IT;
• group play therapy.

IT methods depend on toys or additional props that are used during therapy. Since there are many options, it turns out that there are many methods, but we will highlight the main ones.

1. fairy tale therapy
2. Active
3. Passive
4. liberating
5. Structured
6. relationship therapy
7. Chess
8. Musical

By some names, their essence becomes obvious. But I would like to clarify that the meaning of the active method is that the game therapist plays the game on an equal footing with the patient or is her leader. In the passive, he takes on the role of an observer. In the liberating and structured methods, the goal is to act out the situation that is eating the child, also to release emotions. Relationship therapy allows you to focus on what is happening here and now in the office, and not in the patient's past. To do this, there are various programs of play therapy.

Means of play therapy

In IT, there must be a leader - an adult. As a rule, this is either a game therapist or a parent. They provide the means to enable the patient to open up. They are selected based on the history and individual characteristics, and may be as follows:

• modeling;
• outdoor games;
• construction;
• role-playing games.

In addition to the above means, there can be any others that allow you to liberate the child and open his inner world. Their task is to model situations in which the baby can resolve the internal conflict. Therefore, the use of toys and other items helps to bring the model closer to reality and thereby identify the problem during the game.

Play therapy for preschool children

The time when children start going to kindergarten is always a stressful period in their life: a change of permanent residence, an increase in the number of people around them, a long separation from their parents, early rises and other moments unsettle the child. All this can provoke aggressive behavior, increased anxiety, disobedience, protest and other behavioral deviations. In such situations, the use of play therapy is needed more than ever.

Starting from the age of two, you can begin to correct the behavior of the baby. During the game:

• emotional balance is achieved;
• corrected behavior;
• develop social skills;
• the gaps created by the family are eliminated.

A very important point is that the child should be comfortable and interested during the game, then the result will not keep you waiting, and he will learn:

• make friends with other children;
• be aware of your "I";
• respect others and their selves.

Visiting the garden, the baby every day is in the same conditions that give rise to fears and complexes in him. IT is aimed at working through them, realizing them and getting rid of them.

Sand Play Therapy

They work in several directions and eliminate many problems. Such a pastime seems unpretentious, but in this simplicity lies the effect.

1. Irritability, tearfulness, aggressiveness are removed.
2. Fantasy develops.
3. Social connections are being built.
4. Improves coordination.
5. Fine motor skills are stimulated.
6. The mood rises.

Thanks to modern technology, you can play not only in the classic sandbox, but also in special illuminated sand tables. Such therapeutic leisure allows you to create in a real three-dimensional space. The kid, playing with sand, feels like the creator of the whole world.

Who is the best child to play with?

This question cannot be answered unambiguously. It all depends on the goals described above. If it is necessary to reveal the potential or slightly correct the behavior, then it will be done comfortably and adaptively with the parents. After all, it is they who know their baby better than anyone else and will find an approach to him. Yes, and the child will be calmer to play with relatives. Regular trips to the office with a sign "Psychologist" in themselves can cause stress, which is useless if the baby is just a little moody, for example.

Parents cannot always cope with psychological deviations on their own due to many factors: subjectivity, lack of appropriate education, time, desire, and others. Therefore, in such cases, it is better to contact a game therapist, who, if necessary, will involve both mom and dad in the game or teach them how to play at home.

Different games for different purposes

Unfortunately, there is no one universal game that would allow you to get rid of children's problems. The choice of game depends on the source of the disorder and its depth. It is best if a psychologist chooses a suitable leisure time. But there is no harm from games, so you can use the recommendations described below.

Several conditions must be met for the game to be successful.

1. Such a pastime should be interesting not only for a child, but also for an adult. Children always feel insincerity. And if they know that their parents play with him because they have to, and not because they want to, then the whole therapeutic effect may come to naught. The sincere pleasure of all participants is the key to success.
2. The game must be spontaneous. For toddlers, this is of particular importance. If a child plays according to some schedule, then for him it will not be entertainment, but work.
3. The game must be voluntary. In general, this is obvious from the previous paragraphs. Entertainment under the stick is no longer such.

Games to improve psychological well-being

Children feel calm when they know that they are needed and interesting to someone. The easiest way to show this is through the following well-known games:

• blind man's buff;
• tags;
• hide and seek;
• obstacle course.

In all games, it is important to give in a little, if it is clear that the baby is not coping, to cheer and praise for success.

Games that help in the correction of aggression

It is important for children who show aggression to show in contrast that there is another model of behavior, and also that any argument should end on a positive note. These games can be played from the age of two.

1. Voynushka. A child and an adult throw various safe objects at each other: pillows, wads of paper, plush toys, using shields and shelters. And they end the fight with a draw and hugs.
2. Cats. The kid and the adult take turns turning together, either into kind, purring and caressing cats, or into angry and hissing ones. Instead of cats, there can be dogs, hedgehogs and any other animals.

Games aimed at relieving stress and relaxation

The main goal of eliminating these parameters is a change in brain activity and physical calm.

1. The sea is worried. The well-known game works great for distraction and relaxation. An adult says: the sea worries once, the sea worries two, the sea worries three, the sea (earthly, vegetable, any other) figure freeze! During the voicing of the phrase, the child sways, as if on waves, and freezes on the last word in some position until the leader guesses what kind of figure it is. Then the players switch roles, or do the same thing again. This activity is suitable for children over 3 years of age.
2. Doll. The host tells the kid to imagine that he is turning into a doll. Lists all parts of the body that should become stiff while clicking on them. The child freezes in one position, trying to tighten all the muscles until the adult says that the baby has become a man again. He loosens up and softens. This game can be played from the age of four.

Games that help in the correction of fears

If the child is worried inner experiences and fears, it is important to show him that in any situation you can find a way out and be saved.

1. Cats and mice. An adult and a child take turns trying on the role of a cat or a mouse. The cat is sleeping, and the mouse runs around him and squeaks. He wakes up, begins to hunt for a mouse, she runs away and saves herself in her mink. This game can be played from the age of two.
2. Casting. One of the players puts on a sheet and becomes a ghost. He starts to run after another participant with a frightening sound “UUU” and if he catches, they switch roles. Such entertainment can be used from the age of three.

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This direction of psychotherapy began to develop from the 20s. 20th century on the example of analytical and correctional-therapeutic work with children (J. Moreno, A. Freud, M. Kline (J. Moreno, A. Freud, M. Klein), etc.). When playing, a person simultaneously experiences both the conditionality of the situation and the reality of what is happening. In spontaneous play, the character of overcoming difficulties and obstacles by the player reflects the style of his behavior in everyday life and his ability to overcome various barriers. Thus, the game, as it were, reveals mental problems, intrapersonal and interpersonal problems of relationships that a person has in reality. At the same time, the games with the patient specially organized by the psychotherapist make it possible to rebuild the unsuccessful relationship system of the sick person. Guided by such ideas, J. Moreno created a medical theater.

Observations of playing children show that the content of a role-playing game is usually relationships between people through actions with objects in various situations. The game stimulates the development of lagging higher mental functions of the child, trains the skills of activity necessary for this age group of children. It liberates the imagination, performs a symbolic function, allows you to express yourself and your problems through actions, and not through words, which is especially important for children of early and preschool age. The psychotherapist has the opportunity to enter into communication with the child at the level of his abilities, using the means that are convenient for the child.

Methods of game psychotherapy. There are methods of play psychotherapy that are often used when working with children. For example, within the framework of a non-directive style of conducting psychotherapy, congruent communication method, in the center of which is empathic active listening technique. At the same time, the psychotherapist does not give the child advice, explanations, but tries to accurately describe the emotions and behavior of the little patient, giving him complete freedom in actions and in every possible way expressing to him an understanding of his desires, feelings and actions.

Can be used in play therapy method of systematic desensitization, in which a situation that traumatizes the child's psyche is reproduced in a playful way, where he actually acts in an imaginary situation. Gradually, from lesson to lesson, the psychotherapist brings the imaginary situation closer to the real one, but at the same time, the child will not experience painful forms of reaction.

Finally, in play psychotherapy it is often used behavioral training method. In this case, in the process of specially organized games, the child is taught adequate forms of behavior in situations that are difficult for him (as in the previous methodological techniques, the development of situations and actions in such situations takes place in an imaginary, imagined situation, but with real actions).

The technique of desensitization and behavioral training is clearly visible, for example, in the repertoire of psychotherapeutic games used by A. I. Zakharov, I. Romazan, T. Cherednikova, and others. Suppose a situation is being worked out with a child when an adult is angry and shouts at him. Scenes are played out in which the adult screams and swears, and the child shows that he is scared and asks not to scream so terribly, or asks what he needs to do so that the adult does not swear like that. Such scenes are also played out with puppets, but in both cases, roles are exchanged among the playing children. Or, for example, children and their parents play football together and shout threats and curses typical of their home, which gradually neutralizes the child's fear of punishment.

Game psychotherapy in the form of imagotherapy (I. E. Volpert) and especially psychodrama (J. Moreno) has become widespread not only for the treatment of children, but also for adult patients.

At imagotherapy the psychotherapist puts on performances in which the roles are distributed in accordance with the tasks for patients to analyze their problems through the experiences of their characters and act in accordance with the personality characteristics of the hero in the circumstances offered in the performance. Thus, the training of the necessary behavior is carried out. Suppose a timid, shy man is offered the role of Don Juan, or a rough, unrestrained man is given the role of a soft, compliant hero, and an anxious and indecisive man is given the role of a bold and desperate one. Self-analysis, catharsis, finding new solutions and actions for oneself in problem situations is carried out under the guidance of a psychotherapist, mainly when the patient performs dramatic sketches on the necessary topic and at rehearsals of the play.

AT psychodrama patients reproduce in dramatic action significant events of their lives, including psychotraumatic ones. At the same time, the scenes are played out according to the “here and now” principle, and the main thing in the scenes is not so much to tell, but to show. It is action that helps to clarify the problem, achieve catharsis, insight, reorganize old stereotypes of response and find new promising forms of behavior.

The patient in psychodrama is both the creator of his play of life, and its main character, and a researcher of himself. At the same time, other patients, observing the actions of the main character (protagonist), emotionally react to events, get the opportunity to analyze their own experiences, recognize and work out their problems when they are directly or indirectly reflected in the reactions and behavior of the protagonist.

In psychodramatic play, the patient brings some past experience or imaginary event into the present. Actualization of the past or work on the imaginary in the key of the problem allows the protagonist to discover something unknown in himself, to look at himself, his problem and illness differently, to find a new promising solution for himself.

A psychotherapeutic session with a group of patients usually lasts one hour. Work starts with first stage -"warm up". At this stage, the protagonist must be physically and mentally brought to a high readiness to play his psychodramatic scene, as freely, openly and reliably as possible to show his own problem in action. To do this, the psychotherapist works on the patient's motor activity, gives exercises for imagination, fantasy, dramatization of internal mental processes, etc. It is important not to touch on the patient's main problem.

The second stage of work this is the stage of psychodramatic action. The patient himself or with the help of auxiliary persons presents his problem in action, shows the scale of its significance for his life. During the acting out of the scene, a study of psycho-traumatic circumstances takes place, a new way of behavior is found for a therapeutic purpose, alternatives decisions, long-term consequences of "successful" behavior are presented.

Contributes to the analysis and search for solutions role playing techniques that the psychotherapist offers the protagonist. For example, duplication technique: the auxiliary person becomes, as it were, the second I of the protagonist. During the action in the scene, the understudy repeats meaningful words and phrases of the patient, leads a discussion of his hidden thoughts and feelings, puts emphasis on dilemmas, dead ends, fears of the patient, etc.

Technique "replicas to the side" allows the patient to openly show in the scene what usually happens inside him. For example, when playing a scene with an auxiliary person, the protagonist, turning away, covering his mouth with his hand, says aloud what he really thinks or feels or wants to do now.

In order for the protagonist to observe himself "from the side", it is often used role reversal technique two participants in the scene (the patient and an auxiliary person) change roles, depicting the external data, manners and state of mind of the partner. An empty chair can be used for this purpose when the protagonist acts on an imaginary character, object, or some property represented by the chair.

Helps to take care of yourself and mirror technique. In this case, the auxiliary person copies the behavior of the protagonist, reproducing any of the scenes played by the protagonist (as directed by the psychotherapist).

In order to find the optimal solution in the upcoming problem situation in the near future, the patient can be asked to play those options that, in his opinion, are possible and choose the most successful one for himself. This technique is called "Step into the Future".

The therapist may suggest that the patient act out the dream scene if the dream seems important to the analysis.

You can invite the protagonist to play the most acute episode in a traumatic situation, if it is necessary to achieve catharsis (the technique " psychodramatic shock »).

Many gaming techniques have been developed to resolve various situations, but it is impossible to foresee the whole variety of life circumstances in advance, therefore, the psychotherapist is required to be creative, free to impromptu in constructing psychodramatic scenes.

Third stage work in class is final. Here the patient needs to be helped out of the role (“deroling”). There is a short discussion of the participants, an exchange of opinions about the experienced sensations and feelings, which provides the patient with feedback. The final moments of the lesson are held on an optimistic note, no matter what the psychodramatic scene is dedicated to.

Game therapy is treatment through play. How to play with a child?

The game is the leading activity for the baby. Look how excited our kids are! How funny they are "nursing" baby dolls, chasing cars and sculpting sandcastles. And how we are touched by looking at these games.

The childhood of each of us is associated with catch-ups, dolls or cars, a sandbox. And these memories are perhaps some of the warmest and most carefree. But not everyone thinks about the importance of games in our lives. What is a game - just a pleasant pastime, or something more?

Since the twenties of the last century, psychologists have been talking about the fact that with the help of the game you can not only develop your abilities, but also correct various psychological problems, cope with physical limitations, and even eliminate the backlog in intellectual development. Scientists have noticed that the game is one of the most effective ways to increase the psychological stability of the child, the acquisition and improvement of communication skills, getting rid of various fears and phobias. That is, gaming activity is not only an excellent leisure and easy way development, but it can also heal.

The game is extremely important for the mental development of the child. With her help, he maintains mental health, prepares for adulthood. Playful activities help the child to acquire skills in different types activities, assimilate social norms of behavior, improve physical and emotional state, get rid of mental trauma, allowing you to survive circumstances that are painful for the psyche in a simplified form.

How to explain such efficiency of the game? Psychologists associate it with the fact that during the game the child is almost always in a good mood, does not perceive such an activity as something harmful or unpleasant for him. And it is in this state that the baby is most open to interaction, including with significant adults for him: parents, grandparents.

What is play therapy? A bit of history

Play therapy or game therapy- This is a method of psychotherapeutic influence using the game.

For the first time they began to use play therapy in psychoanalysis. Sigmund Freud, describing children's games, argued that the child turns into active game their past passive experiences.

M. Klein began to use toys in the psychoanalysis of children. It was the first such experiment in the history of psychology. Klein considered the child's play to be analogous to free association, opening up access to the unconscious.

Later, play therapy began to be widely used in other psychological approaches. On the this moment The following types of play therapy are distinguished:

• psychoanalytically oriented;
• non-directive and directive;
• relationship building;
• behavioral;
• response therapy;
• individual and group;
• and etc.

Among the general indications for conducting game therapy, there are such as: isolation, lack of sociability, phobias, over-obedience, behavioral disorders, bad habits, etc.

Play therapy is an effective method of correction when working with children who have completely different physical and mental characteristics. The only contraindications to play therapy are non-contact schizophrenia and complete autism.

Play therapy as a psychotherapeutic method helps a lot:

• to improve the mental state of children who survived the divorce of their parents;
• with aggressive behavior;
• when pulling out hair;
• for the prevention and treatment of fears;
• for the treatment of anxiety and stress in hospitalized children;
• with difficulties in reading;
• to improve the performance of children with learning difficulties;
• with lags in the development of speech;
• to accelerate the development of children with mental retardation;
• in the treatment of stuttering;
• to alleviate the condition of the child with some psychosomatic diseases (neurodermatitis, bronchial asthma, ulcerative colitis, etc.);
• for many other problems.

Many people are under the delusion that play therapy is almost psychiatry and is only needed in rare cases. In fact, the possibilities of play therapy are virtually unlimited. It helps in the active formation of the cognitive sphere, stimulates the development of speech, improves the emotional and volitional spheres. During the game, the baby socializes, learns to interact with others, which allows solving many communication problems.

Who is better to play with: with a game therapist or with mom?

Of course, you can get a specialized course of play therapy in the office of a child psychologist. He will be able to choose the methods most suitable for your child, depending on his needs and the tasks that you set for him.

But, nevertheless, experts note that the game in which mom or dad takes part, and not a stranger, has the greatest impact on the child.

In addition, the benefits of the activities that parents spend with the child are obvious. At the same time, changes occur not only in the child, but also in the parents, the child-parent relationship changes. Play therapy helps adult moms and dads seem to return to their carefree childhood again. These sensations teach them to better understand their children, return children's spontaneity and simplicity to communication.

Therefore, if you are still thinking whether to play or not to play, play! Help your baby, and at the same time help yourself!

Where does the game start?

The first step in play therapy is the full acceptance of the child's personality. What should be understood by this concept? It:

• respectful attitude to the wishes of the baby;
• prevention of forcible compulsion to play;
• dosage of emotional stress on the baby;
• creating a joyful gaming atmosphere;
• monitoring the well-being of the child.

If all these principles are observed, the main thing remains - the game. What is the right way to play with a child?

Almost every child loves to draw. This is where games usually start. The kid draws his family, house. Through these drawings, he can show his fears, experiences and even psychological traumas that he cannot voice. Be careful what your child draws. It is not at all necessary to have a psychological education in order to determine from the pictures that your baby is worried or afraid of something. Draw with him, ask him in the form of a game who is drawn in the picture, what he is doing, why he is like that, etc. Thus, you will not only become emotionally closer with your child, but you will also be able to calm him down, dispel his doubts and anxieties with your warm and pleasant participation.

One of the most accessible and at the same time effective games is role-playing - in dolls or in daughter-mothers. Children are happy to give them the names of real people, for example, parents. From the child's play, the parent can determine what the baby likes and what not. If the situation in the family is favorable for the child, his dolls are likely to be friends; if the dolls are fighting, the baby feels some kind of conflict in the family, and it is urgent to eliminate it.

For a child, play is as natural a function as breathing. Do not be afraid to offer your baby new games! He is always ready to follow an interesting invention of an adult.

Different games for different purposes

There are games aimed at achieving certain goals. Next, we will consider them in more detail.

These games help:

• establish contact between the child and parents;
• relieve nervous tension;
• charge with optimism and cheerfulness;
• reduce fears of loneliness, punishment, attack, confined space;
• improve the physical health of the child, develop coordination of movements, dexterity and dexterity.

Games aimed at improving overall psychological well-being include:

Age criterion - from 4 years.

The leader is chosen. He is blindfolded with a scarf. All other players run around him and clap their hands.

The driver catches the participant and must recognize him by touch. If the participant is identified, he becomes the leader.

2. Fifteen

Age criterion - from 3 years.

Here, too, the driver is selected. He runs after the other players, catches up with them and "stains" - slaps his hand on the arm, leg or back. The one who is "tarnished" becomes the leader.

During the game, the driver can shout out comic threats: “Now I’ll catch up!”, “I’ll catch!”. And the players tease him: “You won’t catch it!”, “I’m faster than you!”.

This game is always accompanied by joy and fun, helps to unite all family members.

Everyone knows this children's game. But for maximum effect, you need to make some additions to it.

The driver is appointed again. He is blindfolded, he counts to ten (during this time all the players hide), removes the bandage and goes to look. At the same time, in the process of searching, he angrily exclaims: “Where did he hide? Now I will find him!”.

The player who was found later than everyone else becomes the driver.

Then the game can be complicated and played in the dark.

4. Obstacle course

Age criterion - from 2 years.

From improvised means - boxes, chairs, ottomans, blankets and pillows - an obstacle course is built: tunnels, mountains, bumps. Players take turns overcoming obstacles.

In this game, it is useful to support the baby with the words: “Well done! Hooray! Faster!".

1. Battle

A real battle is simulated: players throw paper balls at each other, small soft toys, you can from a shelter.

The game ends with a general truce and hugs.

2. Evil cats are kind

Age criterion - from 2 years.

All players, on the command of the driver, turn either into good cats that arch their backs, purr, caress, or into evil cats that hiss and scratch.

3. Karate

A hoop is placed on the floor. The player stands in the middle of the hoop, and, without going beyond its edges, sharply moves his legs, imitating blows. Spectators encourage him with shouts: "Stronger!".

If, instead of kicking, the player makes punches, then such a game will be called "Boxer".

4. Name-calling vegetables, fruits and berries

Age criterion - from 3 years.

The players begin to call each other names with angry faces, using the names of fruits and vegetables instead of swearing: “You are a radish!”, “And you are a cabbage!” etc. If a player starts cursing for real, using offensive words or showing physical aggression, the game is over.

Then the participants call each other flowers: “You are a tulip”, “And you are a rose”.

Such games help the child to throw out aggressive energy in a constructive way.

Games aimed at relieving stress, relaxation

1. Snowman

Age criterion - from 3 years.

Players turn into snowmen: they stand up, puff out their cheeks and spread their arms out to the sides. This position should be held for 10 seconds.

Then the parent says: “And now the sun has come out, its rays touched the snowman, and it began to melt.” The players gradually relax, begin to lower their arms, squat down, and finally lie down on the floor.

2. Pinocchio

Mom or dad says the text and performs movements with the baby:

1. Imagine that you have turned into a Pinocchio doll.
2. Standing straight, freeze in the pose of a doll. The whole body becomes rigid.
3. Tighten your shoulders, arms, fingers. Imagine that they have become wooden.
4. Tighten your legs, knees, feet. Walk as if the body has become wooden.
5. Tighten your face, neck, clench your jaw, wrinkle your forehead.

And now from dolls turn back into people. We relax and soften.

3. Soldier and rag doll

Age criterion - from 4 years.

Invite the child to imagine that he is a soldier. Show him how they stand on the parade ground - stretched out to attention and frozen.

As soon as you say the word "soldier", have the player pretend to be a soldier.

Second command: "rag doll". The child should relax to the maximum, lean forward so that his hands dangle like cotton wool.

Then again the player becomes a "soldier".

4. Pump and ball

Age criterion - from 4 years.

The players stand opposite each other. One is a ball, the other is a pump. The “ball” first stands “lowered” - the head fell down, the arms hang sluggishly, the legs are bent at the knees.

The "pump" makes movements that imitate pumping. The more intense the movements of the “pump”, the more inflated the “ball” becomes: it puffs out its cheeks, stretches its arms to the sides.

Then the “pump” inspects its work. You may now have to deflate the "ball" a little. Then you can show pulling out the pump hose. After that, the "ball" is completely blown away and falls to the floor.

5. Affectionate paws

Age criterion - from 4 years.

The parent picks up several small items of different textures: a bead, a piece of fur, a glass vial, a brush, cotton wool, etc. All this is laid out on the table.

The child rolls up the sleeve of the garment to the elbow. The parent explains that the “animal” will run along the hand and touch it with gentle paws.

The kid must, with his eyes closed, guess which "animal" walks on his hand, that is, guess the object. Touches should be pleasant, stroking, gentle.

6. Colored palms

Age criterion - from 3 years.

Invite your child to draw the sun, grass, clouds with their fingers, dipping them in paint. For older children, they offer to draw a plant, animal, person.

7. Modeling from salt dough

Age criterion - from 2 years.

This is the kids favorite game. First you need to prepare salty dough - in half flour and salt, water according to the norm. After kneading the dough, put it in the refrigerator.

You can sculpt anything - people, animals, fairy-tale characters. Finished figures can be baked in the oven, and then painted.

In the summer it is good to sculpt from the sand on the street. Such games help relieve stress, soothe, and joint activities bring together.

This block of games teaches the child to alternate muscle tension and relaxation, relieve muscle clamps, reduce aggressiveness, and develop sensory perception.

1. Brave mice

Age criterion - from 2 years.

Choose "cat" and "mouse". The cat sleeps in his house, and the mouse runs around and squeaks. The cat wakes up and runs after the mouse. The mouse runs away, hides in the house.

Then they switch roles.

2. Ghost

Age criterion - from 3 years.

The leader is chosen. They put a sheet on him, he turns into a ghost, runs after other players and scares them with shouts: “U-u-u!”.

Caught by a ghost becomes a driver.

3. Owl and hares

Age criterion - from 3 years.

This game needs the ability to gradually create darkness, so it's better to play in the evening.

A hare and an owl are selected. During the day - when the light is on - the owl sleeps, and the hare jumps. At night, when the lights go out, an owl flies out, and with a cry: “U-u-u” is looking for a hare. The hare freezes.

When the owl finds the hare, they switch places.

These simple and warm games will help you spend pleasant and useful time with your child, helping him to be joyful and happy, and strengthening your relationships in the family.

But remember that the most important thing is not what game to play, but how to play. And the answer to this question should be - with love! The most useful psychotherapy is the love of mom and dad.

Kiss, hug your child as often as possible, tell him about your love, about how wonderful he is with you. Then any games will be the best!

Love your children and be happy!
Anna Kutyavina for site site

Game room, game material and set of games. The size and furnishings of the playroom are very important in child therapy. If the room is small, then the children are too close to each other and from the therapist, which can frustrate them, increase their defenses, provoke aggression in children prone to it, and contribute to even greater withdrawal of the withdrawn child. A room that is too large, on the other hand, allows withdrawn children to avoid contact with the therapist and group members and induces a desire to indulge and play violent games in aggressive children.

One of the most important criteria for the equipment of a playroom is safety, the minimum possibility of injury to children. To do this, the room must be well lit, it should not be glass doors and large windows. The floor must be non-slip and easy to clean, the furniture must be durable. Toys are best placed on shelves firmly attached to the wall. Since children are allowed to do almost whatever they want in the playroom, it is desirable that the walls of the room can be easily repainted, the table for drawing and modeling is covered with oilcloth, and a washbasin is also desirable. Children are characterized by a desire for constant movement, so the room should have conditions for climbing (vertical pole, Swedish wall or rope ladder) [see: Age-psychological approach ...; Osipova; Ginott].

Toys and materials used in play therapy should provide:

modeling and playing areas of communication that are significant for the child, typical conflict situations (in the family, kindergarten, school, hospital, outdoor, etc.);

the possibility of expressing negative emotional states;

development of personal qualities (confidence, positive self-image, reduction of anxiety, etc.);

opportunity for mental development.

All toys can be grouped into three large classes:

toys from real life: a roomy toy house, a doll family, a varied dining room and kitchen dishes, plastic food, furniture, bathroom accessories, vehicles, medical kit, cash register and toy money, school board, puppets, wigs and hats, telephones that can ring, etc.;

toys that help respond to aggression and fear: toy soldiers, military equipment, cold and firearms, handcuffs, noise musical instruments, wolf masks, monsters, etc.;

means for creative self-expression: plasticine, clay, paints, crayons, sand, water, pencils, designers, building blocks, etc.

Toys should be quite simple, since their function in play therapy is to help the child play a particular role, and entertaining, complex toys provoke the child’s desire to just sit and play with them [see: Age-Psychological Approach ...; Newson; Osipov].

The set of games used in play therapy includes games with structured game material and plot and unstructured games.

The first type includes family games (people and animals), aggressive games, games with puppets (puppet theater), construction games that express constructive and destructive intentions, etc.

Unstructured games include motor games. exercise games(jumping, climbing), playing with water, sand, clay, drawing with fingers, brush, pastel, colored pencils.

Games with unstructured material are especially important in the early stages of play therapy, when the child's feelings are not yet manifested and not realized by him. Playing with water, sand, paints, clay gives you the opportunity to express your feelings in a non-directional way. Later in the process of therapy, the emphasis, as a rule, shifts to structured games that open ways for expressing the child's feelings and experiences, including aggressive, socially acceptable ways [see: Osipova].

Limitations in play therapy. There is no consensus on the issue of limiting the child, the introduction of rules in play therapy. However, most experts believe that restrictions in play therapy are one of the important elements. It is the combination of a game and a set of rules that provides the child with maximum freedom, gives an amazing liberating effect. The grounds for such restrictions may be safety, ethical and financial considerations. There should not be many such rules, for example:

a certain time of classes (45 minutes - 1 hour), while the child must be warned about the end of the lesson in advance: “We only have 5 minutes left”;

you can not harm the psychologist and yourself;

do not take toys out of the room;

Do not deliberately break toys.

E. Newson believes that such rules should be formulated impersonally or using the pronoun "we": you can only fight for fun; you can only break for fun; when it's time to go home, we go home and take nothing with us [see: Newson, p. 174; Ginott].

Indications for play therapy. Game classes are recommended for children aged 3 to 10 years, separate tasks and exercises can also be used when working with adolescents (11-14 years old).

General indications for play therapy are behavioral, characterological and affective disorders, which include: social infantilism, inadequate level of claims, unstable self-esteem, insecurity, egocentrism, shyness, communication difficulties, fears and phobias, anxious and suspicious character traits, bad habits, aggressiveness. Play therapy is effective in correcting mutism, lag in speech development, learning difficulties at school, the consequences of various psychotraumas (parental divorce, loss loved one etc.), intellectual and emotional development mentally retarded children, treatment of stuttering, relief from psychosomatic diseases [see: Zakharov; Osipov].

There are two forms of play therapy: individual and group. V. Exline notes that in cases where the child's problems are associated with social adaptation, group therapy may be more useful than individual therapy. In cases where problems are centered around emotional difficulties, individual therapy is more beneficial for the child [see: Exline]. Most often, the process of play therapy includes both forms of work. First, the child undergoes individual therapy, and the duration of this stage depends on the initial mental status of the child. At favorable conditions it may simply be an acquaintance and the establishment of primary trusting relationships between the psychologist and the child. This is followed by the stage of group therapy, which, according to most experts, has a number of advantages.

Group therapy helps to establish a therapeutic relationship. The presence of other children reduces tension and the child becomes more willing to communicate with and trust the therapist than in individual therapy. In addition, he has the opportunity to establish multilateral interpersonal relationships, to identify himself not only with the therapist, but also with other members of the group, to re-evaluate his behavior in the light of their reactions. For example, an overprotective child may become less dependent, identifying with more independent members of the group; hyperactive children can become less active and more thoughtful under the neutralizing influence of calm children.

In individual therapy, the child often engages in only one activity in each session, such as painting only with a brush and not trying to paint with his hands. By looking at the children in the group, he can learn to use all the variety of materials and ways of using them, which increases the supply of his sublimation channels.

It is important to understand that, unlike communicative training, play therapy does not involve solving any group problems, its goal is not group interaction. The focus of both individual and group play therapy is an individual child, and not a group as a whole, so groups can be either open (their composition may change during work) or closed (the composition is formed before the start of classes). However, the relationships between group members are important elements of therapy, so its effectiveness depends to a large extent on the composition of the group. This is especially true of non-directive play therapy, in which children are given maximum freedom of action, and the leader takes a passive position. H. J. Ginott formulated the criteria for selecting children for group non-directive therapy, while describing in some detail and even figuratively the characteristic personality and behavioral characteristics of the categories of children he designated.

Indications for group non-directive therapy:

Introverted children (depressed, schizoid, submissive, fearful, shy, uncommunicative, silent, reserved and meek). Many of these children have no friends and avoid social contact. Their main problem is social isolation, so most of all they need free and safe interpersonal communication. For such children, an active but soft group is optimal. Friendly adults and peers, interesting toys do not allow them to withdraw into their minks.

Immature (infantile) children are children whom their parents love as babies, and not as adults with their own needs. Such children are usually overprotected, spoiled and completely unprepared for the realities of life outside the family. These children usually really want to communicate with their peers, but they cannot adequately accept the needs and feelings of others, they always insist on their own. Therefore, they always come into conflict with other children, thereby creating confusion at school and in the yard. The group offers these children a safe space to test new behaviors, in which they try to adjust to the values ​​of their peers and learn essential social skills: sharing things, interacting, competing and cooperating, arguing and settling quarrels, not giving in and compromising. All this helps them to accept their peers as equals.

Children with phobic reactions are children whose anxiety is expressed in specific repressed fears, such as dirt, darkness, loud noises. They support their anxieties by refusing activities that seem dangerous to them. In a group, it is difficult for a phobic child to avoid his problems, he is forced to face his anxiety.

Good children are too good, obedient, neat, well-behaved and overly generous. They worry

about the health of the mother, are concerned about the father's finances and seek to patronize the younger ones. Their whole life is focused on appeasing their parents, and they have little energy left to satisfy their own desires or to build relationships with peers. They are afraid of their aggressive impulses and the aggressive responses of adults. These children bring gifts, draw pictures, clean the playroom, tell the therapist how nice he is, but don't mistake it for a real relationship. Group therapy encourages them to give up obedience to adults and acquire normal aggressiveness.

Children with "bad habits" such as thumb sucking, nail biting, eating problems, tantrums. If there is no more serious pathology, then these disorders are transient, and they can be regarded as an expression of repressed desires for independence. In most cases, these difficulties do not begin in early childhood, but appear later, as a result of the parents' inability to come to terms with the growing independence of the child. In the process of group play therapy, the desire of such children for independence is encouraged due to the absence of prohibitions on the part of an adult and through identification with more independent peers.

Children with behavioral disorders, manifested in fights, cruelty, absenteeism, general destructiveness. This behavior can occur at home, at school, in the yard. When a child misbehaves only at home or, conversely, only outside the home, this may indicate that the main reason for such behavior is an unconscious protest against real or imagined mistreatment by parents. In this case, the optimal method of treatment is group therapy.

The most difficult thing in the therapeutic process is to establish a trusting relationship with such children, since they are suspicious of all adults, therefore they are afraid of the therapist, do not trust his kindness and cannot bear that he allows everything. The group for such children acts as an insulator, diluting the tension that creates close contact with the therapist [see: Ginotte, p. 30-37].

Contraindications to play therapy. Individual play therapy is ineffective in the case of those diseases and developmental disorders in which the child is not capable of either communication or play actions, for example, a profound degree of mental retardation, complete autism, non-contact schizophrenia.

Group therapy is contraindicated for children with an unformed social need; those in an acute post-traumatic state; with significant mental impairment; with borderline conditions or with a psychiatric status not receiving special treatment; with obvious antisocial behavior. These children need individual therapy.

The effectiveness of group play therapy, as noted above, depends on the composition of the group. If it is selected randomly, this method of therapy is not only ineffective, but can be harmful. Given the characteristics of group non-directive therapy, H. J. Ginott formulated the criteria for refusing it to certain categories of children.

Contraindications to non-directive play therapy:

Acute feud between siblings. Children with strong hostility towards their siblings perceive all members of the group as substitutes for their siblings and treat them in the same way. They torture their bandmates in a variety of ways. Such children are initially shown individual therapy.

Children with overdeveloped sexual desires are children who have been sexually overstimulated (parents could unknowingly seduce them with erotic caresses, they could sleep in their parents' bedroom and be witnesses of what is happening in it). Such children exhibit precocious sexual interests and activities and require in-depth treatment, individual therapy, before they can be included in a group.

Children with perverted sexual experience (involved in homosexual relationships). They may activate hidden homosexual tendencies in other children or involve them in unwanted experiments.

Children who steal (have exactly a long experience of stealing). Constant theft is a serious symptom, often reflecting an acute hostility towards society. Such children may steal from the therapist, group members, in the playroom, and encourage other children to steal. Such theft cannot be overcome quickly. If children steal, for example, only at home, this may be revenge for mistreatment. Such children can be placed in a group.

Deep stressful situation. The behavior of children who have experienced severe psychological trauma or a sudden catastrophe may persist with severe symptoms without comorbid personality disorders. The child may react to fire, traffic accidents, the death of a loved one, etc. by developing symptoms similar to neurotic or psychotic symptoms. These children need immediate individual therapy.

Overly aggressive children. The degree of aggression of the child must be assessed before starting psychotherapy. If this aggression is rooted in deep hostility, homicidal tendencies, psychopathy, or a masochistic need to intensify punishment, then group psychotherapy is contraindicated. Such children should not be allowed freedom of action, this only leads to further disorganization of the personality. Strong inhibitions must be placed on their actions in order to force them to "think before acting." This policy should not be carried out in a free group atmosphere due to the negative effect it may have on other children.

sociopathic kids. Children are usually not diagnosed as a sociopath. But in clinical practice, quite often there are children of 7-8 years old who act as if they are completely devoid of conscience. These children are superficial, proud, overactive, capable of extreme cruelty without apparent guilt or anxiety. They seem to be completely devoid of empathy and completely indifferent to the welfare of others. They may appear charming and considerate, but they are actually cold and aloof.

Such children love to come to the group, but they make other children's lives miserable, bully playmates, try to manipulate the therapist, take ownership of all materials, steal toys, and generally create an atmosphere of hatred in the group and frustration in the therapist. They effectively block the process in therapy, preventing other children from acting and playing autonomously. Therapeutic prohibitions do not apply to them. These children quickly change the subject when the meaning of their behavior is discussed. They also interrupt the discussion of other children's problems, as if they are afraid of any insight. Even direct criticism has little effect on them, because they are completely indifferent to what others think of them.

However, in a child under the age of 8, even if his personality carries sociopathic tendencies, the character is still not fully formed, so he can be placed in a group on an experimental basis. It is important that there is only one such child in the group. Individual therapy is not suitable for such children. They reject any authority, including the therapist [see: Ginotte, p. 37-41].

Group members. H. J. Ginott believes that the number of children in a group of non-directive play therapy should not exceed five. Larger groups are difficult to control and do not allow the therapist to follow each child's activities. An optimal group with an odd composition of participants, as this stimulates the activity of children, promotes the dynamics of relations, the flexibility of role positions, and creates more opportunities for children to try out different roles. An even number of children provokes the creation of stable-rigid dyads, in which inadequate models of dominance relations are fixed - subordination, leadership, inadequate roles [see: Ginott].

Some authors believe that the difference in the age of children in the group should not exceed 12 months. Others, on the contrary, consider different age groups useful. But everyone notes that the presence of even one unsuitable person in a group can cause dissension in it enough to block therapy.

In the case of combined play therapy, one can also rely on the clinical and psychological criteria for the formation of a group, identified by A. I. Zakharov [see: Zakharov, p. 207], according to which the age boundaries of groups should be determined by the same level of socialization of children and allow the use of age examples for pedagogical purposes. Accordingly, the groups of children will be optimal: 4-5 years old (4 people); 5-7 years old (6); 7-9 years old (6); 9-11 years old (6); 11-14 years old (8 people).

The experience of many specialists shows that therapy is more effective when the group is led by two game therapists (preferably a man and a woman), in which case the number of children in the group can be increased, but not more than 1.5 times. Working in pairs, the facilitators can take a more objective look at the group, discuss the features of what is happening along the way, and indirectly influence the formation of the correct gender identity in children [see: Zakharov; Osipov].

The composition of the group depends on the problems with which the participants come to class, and on the goals corrective work. There are two approaches to the question of whether children with similar or different developmental problems and difficulties should be included in the group. Some psychologists believe that the group must be formed in such a way that children exert a corrective influence on each other. Introverted children should be able to model themselves on the model of their more sociable peers, timid ones should be placed in the company of more courageous, aggressive - in groups along with strong, but not belligerent children, etc. Other experts believe that the "problem-specialized" group makes it possible to carry out targeted correction with the help of specially selected games [see: Age-psychological approach...].

A. I. Zakharov, based on his experience of working with children with characterological and affective disorders, considers the most effective diverse groups that allow you to reproduce a variety of intra-group connections similar to the communication of participants in life. The main criterion is clinical and psychological compatibility, which is achieved by selecting participants, their dyads and triads in the process of individual psychotherapy [see: Zakharov].

It is undesirable to place brothers and sisters in one group. During therapy, the child should not take care of the younger sister or listen to the instructions of the older brother. It is better not to place in the same group those children who are in contact with each other outside the therapeutic situation, since one of the tasks of psychotherapy is to replace old relationships with new ones. The presence of a familiar sometimes provokes a return to old patterns of behavior.

In a group, it is recommended to have one well-adapted child who does not have too many problems and has high self-control. Such a child has a mild positive influence on too active children with his fair remarks [see: Age-Psychological Approach...; Ginott].

The main stages of the implementation of the correctional and developmental program of group game therapy. It has already been noted earlier that today most domestic game therapists use a combined approach, combining the principles of non-directive and directive therapy. In general, the sequence of stages in the process of group play therapy and their content, described by different authors, do not have fundamental differences. A fairly detailed and structured correctional and developmental program of play therapy is presented in the work of G. V. Burmenskaya and E. I. Zakharova [see: Age-psychological approach ...]. This program includes four main stages, which differ in tasks, methods and means of work, tactics of the psychologist's behavior and the duration of the stage:

Estimated;

Actualization and objectification of typical difficulties in the development of children and the conflict situations they experience;

Constructive-forming;

Generalizing and reinforcing.

Approximate stage - duration 1-2 lessons.

Tasks:

establishing emotionally positive contact with the child;

orientation of the child in the atmosphere of the playroom and the rules of behavior in it;

getting to know the members of the group and establishing the first interpersonal relationships.

The tactics of the behavior of a psychologist is non-directive, the child is given freedom, independence within the rules of behavior, initiative is encouraged, empathic listening, game and non-game techniques are used to introduce rules.

Methods and means: spontaneous improvisational role-playing games aimed at getting to know and establishing relationships with peers (“Pass the ball in a circle”, “Brook”, etc.); to form a sense of belonging to a group and identification with the group, special techniques are used (initiations into the group, badges, ritual greetings, etc.).

The stage of objectifying developmental difficulties, problematic situations and conflicts - the duration of 2-3 sessions - has a pronounced diagnostic character.

Tasks:

actualization and reconstruction of conflict situations;

identification of negative tendencies in the child's personal development in play and in communication with adults and peers (disobedience, jealousy of siblings, aggressiveness, anxiety, fear, etc.);

diagnostics of features of behavior of the child in conflict situations;

providing emotional response by the child of feelings and experiences associated with negative past experience of interaction.

Psychologist's tactics: non-directiveness is replaced by a balanced combination of directiveness (setting tasks, participation in the game, systematic deployment of the game scenario, etc.) and non-directiveness (giving the child freedom in choosing the form of response and behavior).

Methods: directed role-playing games of a projective diagnostic type; outdoor games with rules; art therapy; empathic listening.

Constructive-forming stage - 10-12 lessons.

Tasks:

formation of adequate ways of behavior in conflict situations;

development of social and communicative competence of the child;

development of the ability to realize oneself and one's capabilities;

increasing the level of self-acceptance and self-attitude;

expanding the sphere of awareness of feelings and experiences of both one's own and other people, developing the ability to empathize, overcoming emotional and personal egocentrism;

formation of the ability to arbitrarily regulate their behavior and activities.

Psychologist tactics: the measure of directiveness increases and extends to the selection of games, exercises, themes of drawings, the distribution of roles and game objects; providing children with feedback on the effectiveness of their behavior and communication, support and encouragement of the most insignificant achievements.

Methods: empathic listening; methods of confrontation; directed role-playing games; dramatization games, art therapy methods; outdoor games with rules; game exercises for the development of empathy, better awareness of feelings and emotions; relaxation; token method; desensitization method; behavioral training.

Generalizing-fixing stage.

Tasks: generalization of the methods of activity formed at the previous stage and transfer of new experience into the practice of the child's real life.

Techniques: playing real conditional situations; joint gaming and productive activities (drawing, modeling, design), activities of children with parents; using homework.

It is desirable to involve the closest social environment of the child in joint work [see: Age-psychological approach..., p. 203-205].