Goals with Groups Resources Attributes and Evaluation of Discussion Contributions. Professional Communications and Writing Guide. Assume for this discussion that you will be working with a group of families, rather than an individual family alone. In your initial post, respond to the following questions in the context of developing the treatment plan for filial therapy: What factors do you think you should consider? Looking at the model developed by Guerney and those by VanFleet and Landreth, how do you determine which is best? Be sure to connect your treatment goals to the choice you make. Studies Video Role Play: Imaginary Play Skill Article I. Imaginary Play Article II. RUNNING TIME: 2:38Filial Play Therapy: Imaginary Play Skill Pre-Filial Play Session Therapist: What we are going to practice now is the imaginary play skill. I am going to ask you to play with me. What I want you to do is refrain from directing me in any way, even when you start having fun. I want you to ask me questions about what I want you to do whenever you are not clear, even when you think that you know. I am going to ask you to help me create a tea party, or I might ask you to help me do a puppet show. Caregiver: Okay. Therapist: And I want you to track and reflect feelings. You will have to reflect feelings when we do imaginary play skills. You do not have to track when we are doing the imaginary play, but I want you to practice these skills before and after the imaginary play. So, are you ready? Caregiver: Yup, okay, I will give it a shot. Filial Play Session Therapist: Good! Let’s go over to the play session area. Therapist (as child): Okay, I want to have a tea party and I want you to be in my tea party. (walking over to the parent) And I want you to help me set up for the tea party. Caregiver: What do you want me to do? Therapist (as child): I want you to put all of the plates in this circle, with all of the cups in the circle, and I want you to put all the dolls out in the circle and I want you to sit down and share with us. Caregiver: And what am I serving? Therapist (as child): You are serving green tea and donuts. Caregiver: Okay. Here is the green tea and here is the donut. Caregiver: What do you want me to do now? Therapist (as child): Well, I think I want you to sit down and join us. Therapist (as child): Make sure that the babies get fed, too. Therapist (as child): Okay. We are done. Caregiver: Oh, you are done now and you are putting away everything. Therapist (as child): Yes. We are done now and I am putting away everything, and why are you saying these things to me so weird? Caregiver: You are wondering why I am saying these things to you. Therapist (as child): Yeah. I think it is weird. Caregiver: You think it is weird? Therapist (as child): Okay. I want you to be my puppy dog . Caregiver: Well, what should I do? Therapist (as child): I want you to get down and bark. Caregiver: How do you want me to bark? Therapist (as child): Really loudly. Caregiver: Ruf! Ruf! Ruf! Caregiver: You think that is really funny. Therapist (as child): Do not talk to me. You are still a dog. Caregiver: Do you still want me to be the dog? Therapist (as child) No. You can stop that now. Therapist: Okay. That was great. You really did a great job of going with the flow. How did it feel to you to pretend to be a dog barking? Caregiver: I felt kind of weird. That is the kind of thing that I was worried about actually, but I could see that it really made the child happy when I did that. So I decided just to go with it. Credits Subject Matter Expert: Deb Hickey Interactive Design: Patrick Lapinski Instructional Design: Joe Lane Project Management: Julie Greunke, MAEd Talent: Zoe Bentson, Clarence Wethern Launch Presentation Download Transcript Video Role Play: Therapeutic Limit-Setting Article III. Therapeutic Limit-Setting RUNNING TIME: 7:58FILIAL PLAY THERAPY: THERAPEUTIC LIMIT-SETTING Pre-Filial Play Session Therapist: So you have really come a long way in learning how to conduct play sessions with your child. You have learned how to structure the play session and prepare the play area. You explained to your child that in this special play session time, she gets to choose what to do. You also explained that you will let your child know if she is doing something that she cannot do. You learned how to follow your child’s lead and not to direct the play. You learned how important it is to occasionally join into your child’s play, if she wants you to, and you learned that your child is still the director of that part of the play session. You have learned how to track your child, to attune to your child’s feelings, and to occasionally reflect those feelings. Now we are going to talk about setting limits because there are times when we do need to do that. Occasionally, children will want to do things that disrupt the play session. Of course, the more limits we set, the more difficult it becomes for children to express themselves freely and authentically. So, we try to keep the limits to a minimum: the fewer the limits, the better the play sessions are likely to be. When you do set a limit, it is important that you make it clear and that you follow through. That way, your child will learn that you mean what you say. Once your child understands that, you will be subjected to much less testing behavior. Before we go on to additional specifics, do you have any questions about what I have described so far? Caregiver: Well, I am wondering when I should set the limit. What are some examples of things that I should set a limit for? Therapist: The limits that are usually set in play sessions include limits like no hurting the caregiver or parents, and no kicking, no shoving, no punching, no tying up. In other words, no hurting. If the child is making overtures towards hurting himself or herself, that is an opportunity for an appropriate limit to be set as well. Caregiver: Good. That’s pretty important to me. Therapist: Yes. Other limits that are often used are situations in which children want to break something, like a toy, or create possible harm in other ways, like throwing sand or pouring water on you on themselves. Now, there is some flexibility there. I have some colleagues who actually permit children to get wet in session. So there are varying degrees of comfort and you have the final decision about these limits. Most importantly, though, no hurting anybody in the session and no really hurting materials. Caregiver: What if I do not think my child did something intentionally? Therapist: So, for example, if a toy is accidentally broken? Yes, that is different. That is an accident and we simply say, œOops! That was an accident. No problem. Any questions about the limits? Are there limits that you think you would like that stand outside of the ones that I have talked about? Caregiver: No, I do not think so. Therapist: I can understand that. Caregiver: Oh, okay. So how do I set the limit and what do I do? Therapist: Let us walk through an example of how the sequence might go. It is a three-step sequence of setting the limit, giving a warning and then enforcing the consequence during filial play session. There is an important component involved “ reflecting. You will want to reflect the feeling that you see is driving what the child wants to do. Therapist: So let me give you an example. You see a child pick up the dart gun and point it at you. Stating the limit is where you start: œI can see that you would like to shoot that dart gun at me. Remember, I said I would let you know if there is something you may not do. One of the things that you may not do here is point or shoot a dart gun at me when it is loaded. But you can do just about everything else. So that is setting a limit. You are acknowledging what the child may want to do. You are letting the child know what she cannot do. Make sense? Caregiver: Yes. Therapist: So let us pretend that the child actually does shoot the dart gun. What you can then say is, œOkay, we need to put the dart gun away and you can play with it again next time. Remember I told you that if you pointed or shot the dart gun at me, we would have to put the dart gun away. Since you chose to point it at me, we will put it away now. So, you set the limit, give the warning and then enforce the consequences. There is no wiggle room once you get to enforcing the consequences. Therapist: Sometimes the consequence might be ending the session. I rarely encourage or would want parents to do that, but there are circumstances where that might be in order. For instance, let us pretend that the session goes forward, the child is now angry at the caregiver for putting the dart gun away, and the child lunges at the parent or the caregiver and tries to kick them. If that were to happen, you could say, œBoy, I can tell that you are really angry at me, so angry at me that you want to kick me. If you kick me, we will need to end the session today. And then of course, if they kick you, you end the session. So that is an example of what you can do when they break another limit and it is more serious in nature. The important thing is, first, to state the limit and insert into that a reflection of the feeling. œI can tell that you are really angry at me that I put the dart gun away. I can see that you are so angry that you want to kick me. If you kick, we will have to end the session. Therapist: Then, if the child kicks, œWe need to end the session. Caregiver: Oh my goodness, I will probably be ending all of our sessions. Therapist: I think you will be really surprised at how little you actually use these limits, and when you do, how quickly children catch on to them. This is especially true when you insert into the limit your understanding about what is driving the child’s behavior. Do you have any questions about what you are supposed to say and do when, as the child, I do these things? Caregiver: Well, I am not sure about the words still. Can you go over the words again? Therapist: Sure. When the child points the gun at you, you say: œI can see that you would like to shoot the dart gun at me. Remember I said that I would let you know if there is something you may not do. One of the things that you may not do here is point or shoot the dart gun at me when it is loaded. You could do just about anything else. If the child continues to point the gun, you say: œRemember I said that you could not point or shoot the dart gun. You just shot it at me and so we need to put it away. Put the dart gun away. If the child starts to kick you, you say: œBoy, I can tell that you are really angry at me that I put the dart gun away. Hitting me and kicking me are not things that are okay. We are going to need to end the session today. But we will have another play session next week. And you have another opportunity to actually play with the dart gun next week. Okay? Caregiver: Yup. Got it now. Thanks. Therapist: Good. I want you to practice the skills, all of them together, starting with setting up the play session. I want you to practice tracking me, practice reflecting the feelings, and then practice therapeutic limit-setting. So we get all of those skills together except for the imaginary play. Ready to try it? Caregiver: Okay, I will try it. Filial Play Session Caregiver (smiling): This is your special play session. You can pretty much decide what you want to say or do here. If you do or say something that I need you to stop, I will let you know. Caregiver: Boy, I see that you looking at those horses. You are making them ride together. You are running around the play session area. You are so excited. Caregiver: Oh, you are putting them back now. Oh, you picked up the dart gun. You are pointing it at me. Remember I said I would let you know if there is something you may not do. One of the things that you may not do here is point or shoot the dart gun at me when it is loaded. Therapist: (as child) But I want to! Caregiver: Remember I told you that you could not do that, point or shoot the dart gun at me when it is loaded. You have done that and so we need to put that away for now. Caregiver: I can see that you are really angry with me and it looks like you want to kick me. If you choose to kick me, we will need to end the session. Caregiver: Oh my goodness, I cannot let you hurt either one of us. Our session will need to end now. But we will have another session next time. Therapist: Great job! You did wonderfully! How did that feel for you? Caregiver: Well, I guess I can say those words. I am just not sure that it is really going to work with my child. Therapist: I am confident that if you use this three-step sequence of stating the limit and the intention, giving a warning and then enforcing the consequence, that you will not have to really encounter limit-setting a lot in these play sessions. Launch Presentation Download Transcript Case Scenario Background: Meet the Families FILIAL PLAY THERAPY: THERAPEUTIC LIMIT-SETTING Pre-Filial Play Session Therapist: So you have really come a long way in learning how to conduct play sessions with your child. You have learned how to structure the play session and prepare the play area. You explained to your child that in this special play session time, she gets to choose what to do. You also explained that you will let your child know if she is doing something that she cannot do. You learned how to follow your child’s lead and not to direct the play. You learned how important it is to occasionally join into your child’s play, if she wants you to, and you learned that your child is still the director of that part of the play session. You have learned how to track your child, to attune to your child’s feelings, and to occasionally reflect those feelings. Now we are going to talk about setting limits because there are times when we do need to do that. Occasionally, children will want to do things that disrupt the play session. Of course, the more limits we set, the more difficult it becomes for children to express themselves freely and authentically. So, we try to keep the limits to a minimum: the fewer the limits, the better the play sessions are likely to be. When you do set a limit, it is important that you make it clear and that you follow through. That way, your child will learn that you mean what you say. Once your child understands that, you will be subjected to much less testing behavior. Before we go on to additional specifics, do you have any questions about what I have described so far? Caregiver: Well, I am wondering when I should set the limit. What are some examples of things that I should set a limit for? Therapist: The limits that are usually set in play sessions include limits like no hurting the caregiver or parents, and no kicking, no shoving, no punching, no tying up. In other words, no hurting. If the child is making overtures towards hurting himself or herself, that is an opportunity for an appropriate limit to be set as well. Caregiver: Good. That’s pretty important to me. Therapist: Yes. Other limits that are often used are situations in which children want to break something, like a toy, or create possible harm in other ways, like throwing sand or pouring water on you on themselves. Now, there is some flexibility there. I have some colleagues who actually permit children to get wet in session. So there are varying degrees of comfort and you have the final decision about these limits. Most importantly, though, no hurting anybody in the session and no really hurting materials. Caregiver: What if I do not think my child did something intentionally? Therapist: So, for example, if a toy is accidentally broken? Yes, that is different. That is an accident and we simply say, œOops! That was an accident. No problem. Any questions about the limits? Are there limits that you think you would like that stand outside of the ones that I have talked about? Caregiver: No, I do not think so. Therapist: I can understand that. Caregiver: Oh, okay. So how do I set the limit and what do I do? Therapist: Let us walk through an example of how the sequence might go. It is a three-step sequence of setting the limit, giving a warning and then enforcing the consequence during filial play session. There is an important component involved “ reflecting. You will want to reflect the feeling that you see is driving what the child wants to do. Therapist: So let me give you an example. You see a child pick up the dart gun and point it at you. Stating the limit is where you start: œI can see that you would like to shoot that dart gun at me. Remember, I said I would let you know if there is something you may not do. One of the things that you may not do here is point or shoot a dart gun at me when it is loaded. But you can do just about everything else. So that is setting a limit. You are acknowledging what the child may want to do. You are letting the child know what she cannot do. Make sense? Caregiver: Yes. Therapist: So let us pretend that the child actually does shoot the dart gun. What you can then say is, œOkay, we need to put the dart gun away and you can play with it again next time. Remember I told you that if you pointed or shot the dart gun at me, we would have to put the dart gun away. Since you chose to point it at me, we will put it away now. So, you set the limit, give the warning and then enforce the consequences. There is no wiggle room once you get to enforcing the consequences. Therapist: Sometimes the consequence might be ending the session. I rarely encourage or would want parents to do that, but there are circumstances where that might be in order. For instance, let us pretend that the session goes forward, the child is now angry at the caregiver for putting the dart gun away, and the child lunges at the parent or the caregiver and tries to kick them. If that were to happen, you could say, œBoy, I can tell that you are really angry at me, so angry at me that you want to kick me. If you kick me, we will need to end the session today. And then of course, if they kick you, you end the session. So that is an example of what you can do when they break another limit and it is more serious in nature. The important thing is, first, to state the limit and insert into that a reflection of the feeling. œI can tell that you are really angry at me that I put the dart gun away. I can see that you are so angry that you want to kick me. If you kick, we will have to end the session. Therapist: Then, if the child kicks, œWe need to end the session. Caregiver: Oh my goodness, I will probably be ending all of our sessions. Therapist: I think you will be really surprised at how little you actually use these limits, and when you do, how quickly children catch on to them. This is especially true when you insert into the limit your understanding about what is driving the child’s behavior. Do you have any questions about what you are supposed to say and do when, as the child, I do these things? Caregiver: Well, I am not sure about the words still. Can you go over the words again? Therapist: Sure. When the child points the gun at you, you say: œI can see that you would like to shoot the dart gun at me. Remember I said that I would let you know if there is something you may not do. One of the things that you may not do here is point or shoot the dart gun at me when it is loaded. You could do just about anything else. If the child continues to point the gun, you say: œRemember I said that you could not point or shoot the dart gun. You just shot it at me and so we need to put it away. Put the dart gun away. If the child starts to kick you, you say: œBoy, I can tell that you are really angry at me that I put the dart gun away. Hitting me and kicking me are not things that are okay. We are going to need to end the session today. But we will have another play session next week. And you have another opportunity to actually play with the dart gun next week. Okay? Caregiver: Yup. Got it now. Thanks. Therapist: Good. I want you to practice the skills, all of them together, starting with setting up the play session. I want you to practice tracking me, practice reflecting the feelings, and then practice therapeutic limit-setting. So we get all of those skills together except for the imaginary play. Ready to try it? Caregiver: Okay, I will try it. Filial Play Session Caregiver (smiling): This is your special play session. You can pretty much decide what you want to say or do here. If you do or say something that I need you to stop, I will let you know. Caregiver: Boy, I see that you looking at those horses. You are making them ride together. You are running around the play session area. You are so excited. Caregiver: Oh, you are putting them back now. Oh, you picked up the dart gun. You are pointing it at me. Remember I said I would let you know if there is something you may not do. One of the things that you may not do here is point or shoot the dart gun at me when it is loaded. Therapist: (as child) But I want to! Caregiver: Remember I told you that you could not do that, point or shoot the dart gun at me when it is loaded. You have done that and so we need to put that away for now. Caregiver: I can see that you are really angry with me and it looks like you want to kick me. If you choose to kick me, we will need to end the session. Caregiver: Oh my goodness, I cannot let you hurt either one of us. Our session will need to end now. But we will have another session next time. Therapist: Great job! You did wonderfully! How did that feel for you? Caregiver: Well, I guess I can say those words. I am just not sure that it is really going to work with my child. Therapist: I am confident that if you use this three-step sequence of stating the limit and the intention, giving a warning and then enforcing the consequence, that you will not have to really encounter limit-setting a lot in these play sessions. Launch Presentation | Transcript Readings Use your Landreth & Bratton text, Child Parent Relationship Therapy (CPRT): A 10-Session Filial Therapy Model, to complete the following: Read the following chapters, which provide the basic process, skills, and attitudes needed for filial play therapy: o Chapter 4, œCritical Components in Facilitating the Process of CPRT, pages 47“76. o Chapter 6, œThe 10-Session CPRT Training Process, pages 109“126. o Chapter 7, œCPRT Training Session 1: Training Objectives and Reflective Responding, pages 127“163. o Chapter 8, œCPRT Training Session 2: Basic Principles for Play Sessions, pages 165“197. Review Chapter 5, œCPRT Skills, Concepts, and Attitudes to be Taught, pages 77“108. Use the Capella University Library to complete the following: Read Guerney’s 1964 August article, œFilial Therapy: Description and Rationale, from Journal of Consulting Psychology, volume 28, issue 4, pages 304“310. This article provides Bernard Guerney’s early perspective on filial therapy. Books Landreth, G. L., & Bratton, S. C. (2006). Child parent relationship therapy (CPRT): A 10-session filial therapy model. New York, NY: Routledge. ISBN: 9780415951104. VanFleet, R. (2000). A parent’s handbook of filial play therapy: Building strong families with play. Boiling Springs, PA: Play Therapy Press. ISBN: 9781930557062. VanFleet, R. (2014). Filial therapy: Strengthening parent-child relationships through play (3rd ed.). Sarasota, FL: Professional Resource Press. ISBN: 9781568871455.