Play therapy experiences as described by child participants.
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r-pHERAPISTS have their intentions i in therapy clearly defined in their own minds. They have their theories and goals and methods of evaluating the outcomes of therapeutic experiences. In all likelihood there wpuld be general agreement among all therapists that a "successful" therapeutic experience for a child would bring about marked and noticeable changes in the child's behavior—physically as well as psychologically. For example, reports from parents at the conclusion of "successful" therapy for the child include observations that the child is more relaxed, eats better, sleeps better, shows improvement in his coordination, no longer manifests overt behavior symptoms of tension or anxiety such as nail-biting, bed wetting, hair-pulling, or any of the other possible symptoms that he may have had prior to the therapeutic experiences. Usually the child is reported as being more cooperative, happier, more spontaneous in all of his behavior. In other words, the descriptions given of the child at home and at school indicate that the child has achieved adequate adjustability so that he functions with ease and enjoyment both, individually and in groups. He has become a happy child in harmony with his world. From such observational evaluation, the therapist draws up a picture of what has happened to the child during the period of his therapeutic experience. There are differences of opinion as to the dynamics that are in operation which facilitate these observable changes. Theories and explanations of process are varied. The perceptions of different therapists are often at variance. The question that is raised frequently is one that is a challenging and provocative one: What element or elements in all successful therapeutic approaches are the essentials that bring about these changes? Are the changes that are observed immediately after the termination of therapy lasting changes? Speculation alone does not provide the answers, but research, followup studies, and investigations from various angles into the process might throw additional light in this direction.
[1] V. M. Axline. Nondirective therapy for poor readers. , 1947, Journal of consulting psychology.