Live Session

Psychoanalytic Play Theory
Abstract

Play therapy conceptualizes the natural and non-simulated problem-solving techniques that communicate patient’s experiences and the plausible healing

processes. As a self-guide to personal acceptance and knowledge, play therapy helps solve psychosocial problems by integrating growth and development

with the constructs of social dynamics. The psychoanalytic theory of play on the other hand, stresses out the desire aspects that are functional in

the evaluation of play therapy, by analyzing its therapeutic value on satisfaction of attainable goals. In this case, play therapy acts as the cellar

foundation while the psychoanalytic theory co-creates the aspects of building the therapy itself. That is, the evaluation of the theory on the basis

of knowledge; its strengths and weaknesses, how it responds to clients’ needs and the appealing aspects, forms the functional analysis of the play

therapy.
The psychoanalytic theory of play finds its strengths on the flexibility aspects whereby it promotes learning by defining roles and identity for

self-regulated acceptance behavior(s). As the natural mode of expression, the theory supplements the play therapy by helping children define and

monitor their motor skills in a symbolic and fantasy-based environment (Giordano, Landreth & Jones 2005).
The theory is appealing more so in the separation of developmental phase(s) whereby, for instance, the sphere stage addresses the formal and/or

informal ego adjustments to the world. The microsphere stages attempt to redefine the mastering process based on the internal feelings about toys and

the external environment, and the final stages where the child is introduced to the world; observing the play behavior of others and learning social

rules (Badenoch, 2008).
Initially, I used to think that play therapies could apply only to cases that require formal and systematic operational settings, but integration

with the informal settings is fruitful too. For instance, Cooper and Alfille (2011) observed that by symbolizing desires through play(s), the theory

responds well to the clients’ needs by allowing them adjust to the external demands of reality through the incorporation of the theory’s cathartic

potential; eliminating theory’s perceived weaknesses.
Conclusion
Psychoanalytic play theory plays a major role of supplementing play therapy by providing structured and unstructured approach strategies, and by

offering reflective and flexible methods of analysis. In addition, the combination of cognitive and functional environmental conditions promotes the

implementation of the play therapy by coordinating the material set-up in relation to personalities and the degree of satisfaction (O’Connor &

Braverman, 2009).

References
Badenoch, B. (2008). Being a brain-wise therapist: A practical guide to interpersonal neurobiology. New York: W.W. Norton & Co.
Cooper, J., & Alfille?, H. (2011). A guide to assessment for psychoanalytic psychotherapists. London: Karnac Books.
Giordano, M., Landreth, G. L. & Jones, L. (2005). A practical handbook for building the play therapy relationship. Lanham: Jason Aronson.
O’Connor, K. J., & Braverman, L. D. (2009). Play therapy theory and practice: Comparing theories and techniques. Hoboken, N.J: John Wiley & Sons.

• Topic Preparation – Project Presentation
Resources
• Using Adobe Connect.
• Disability Services.
For the live session in this unit, you and your peers will each conduct a 5–10 minute presentation based on your course projects.
Anticipate that the live sessions in this unit may require more than an hour, depending on the length and number of presentations. If there is

sufficient time, you may have an opportunity to ask questions of your peers at the conclusion of their presentations. If not, your questions and peer

feedback can be delivered in the Project Presentation Summary discussion.
As in every unit, you are encouraged, but not required, to attend both of these live sessions. You must attend one of the presentation sessions and

complete the corresponding discussion post. Your instructor will host the sessions, as usual.
If you are unable to attend the live session in which your presentation has been assigned, contact your instructor as soon as possible. If possible,

your instructor will reschedule your presentation. If your instructor is not able to reschedule your presentation, an alternative will be arranged.

The preferred alternative would be an Adobe Connect recording of your presentation that can be shared with fellow learners prior to the end of the

course. Note that this alternative arrangement is only for special emergency situations that would make your presence in a live session unreasonable.
Completing Your Presentation
Create a 5–10 minute oral presentation on your course project. Present the following topics:

• A description of child client, including pertinent information.
• A description of selected theory and rationale for the choice.
• An explanation of the strength of the theory.
• An explanation of the fragility of the theory.
• Your analysis of how working with the theory influenced your evolving theoretical orientation.
You are encouraged, but not required to use supportive materials, such as a PowerPoint, for your presentation.