Play in Clinical Practice
Evidence-Based Approaches
Hardcovere-bookprint + e-book
Going beyond traditional play therapy, this innovative book presents a range of evidence-based assessment and intervention approaches that incorporate play as a key element. It is grounded in the latest knowledge about the importance of play in child development. Leading experts describe effective strategies for addressing a wide variety of clinical concerns, including behavioral difficulties, anxiety, parent–child relationship issues, trauma, and autism. The empirical support for each approach is summarized and clinical techniques are illustrated. The book also discusses school-based prevention programs that utilize play to support children's learning and social-emotional functioning.
“This book will bring the reader up to date on the most current trends in play and playfulness, with a strong, particular emphasis on evidence-based research regarding this topic....We recommend this book to researchers interested in the newest developments in the field of play, and those who may be looking at generating research design for their projects. This is an ideal gift for anyone who expresses doubts about the scientific validity of play interventions.”
—Journal of the Canadian Academy of Child and Adolescent Psychiatry
“This is a valuable book for professionals who work with children. Play is generally thought of as a normal and beneficial component of a child's development, but in this book we see how it can become an effective tool in the healing process. The contributors present current research and different approaches to assessment and treatment. The focus on evidence makes this a unique and refreshing addition to the numerous books about play.”
—Dorothy G. Singer, EdD, Department of Psychology, Yale University
“Play research and play therapy have much to learn from one another. This book opens up an important conversation between the two fields, reviewing a variety of clinical approaches and techniques that incorporate a play component. Fostering collaboration among researchers and clinicians is sure to help all of us better serve children and their families. The book will make a good supplemental text for courses in child development or play therapy.”
—Linda E. Homeyer, PhD, RPT-S, Professional Counseling Program, Texas State University-San Marcos
“Bravo! This book offers a balanced discussion of the value of play. Weaving together chapters on play and learning, assessment, and play-based intervention, it is a timely 'go-to' resource for researchers and clinicians alike.”
—Kathy Hirsh-Pasek, PhD, Lefkowitz Professor of Psychology, Temple University
Table of Contents
I. Play in Child Development
1. Cognitive and Affective Processes in Play, Sandra W. Russ, Julie Fiorelli, and Sara Cain Spannagel
2. Play and Interpersonal Processes Jason F. Jent, Larissa N. Niec, and Sarah E. Baker
II. Play in Evidence-Based Assessment
3. Assessment and Pretend Play, Astrida Seja Kaugars
4. Measuring Parent-Child Interactions through Play, Elizabeth Brestan Knight and Christie A. Salamone
5. Play, Playfulness, and Creativity in Therapeutic Assessment with Children, Deborah J. Tharinger, Gina B. Christopher, and May Matson
III. Play in Evidence-Based Intervention
6. Parent-Child Interaction Therapy: The Role of Play in the Behavioral Treatment of Childhood Conduct Problems, Larissa N. Niec, Cheryl Gering, and Emily Abbenante
7. The Use of Play in Trauma-Focused Cognitive-Behavioral Therapy, Kristin M. Briggs, Melissa K. Runyon, and Esther Deblinger
8. Play Interventions for Children with Autism, Connie Kasari, Linh Huynh, and Amanda C. Gulrud
9. Integrating Play into Cognitive-Behavioral Therapy for Child Anxiety Disorders, Donna B. Pincus, Rhea M. Chase, Candice Chow, Courtney L. Weiner, and Jessica Pian
10. Cognitive-Behavioral Play Therapy, Sue M. Knell and Meena Dasari
11. The Importance of Play in Both the Assessment and Treatment of Young Children, Elizabeth J. Short, Maia Noeder, Suzanne Gorovoy, Michael J. Manos, and Barbara Lewis
IV. Play in Evidence-Based Prevention Programs in School Settings
12. Play and Head Start, Sandra J. Bishop-Josef and Edward F. Zigler
13. Play Intervention and Prevention Programs in School Settings, Sandra W. Russ and Beth L. Pearson
14. Conclusions and Implications for the Use of Play in Intervention and Prevention Programs, Sandra W. Russ and Larissa N. Niec
About the Editors
Sandra W. Russ, PhD, a child clinical psychologist, is Professor of Psychology at Case Western Reserve University. Her research and publications focus on pretend play, creativity, and adaptive functioning in children. Dr. Russ has served as President of the Society for Personality Assessment; the Society of Clinical Child and Adolescent Psychology (APA Division 53); and the Society for the Psychology of Aesthetics, Creativity and the Arts (APA Division 10). She is the developer of the Affect in Play Scale.
Larissa N. Niec, PhD, is Professor of Psychology in the Clinical Psychology Doctoral Program at Central Michigan University (CMU) and Director of the CMU Parent-Child Interaction Therapy Clinic. Dr. Niec conducts basic and applied research on play, child maltreatment, and parent-child interaction therapy. The overarching goal of her research program is to reduce barriers to evidence-based treatment for children and families. She is involved in national efforts to increase the effectiveness of treatment dissemination to community therapists.
Contributors
Emily Abbenante, MA, Department of Psychology, Central Michigan University, Mt. Pleasant, Michigan
Sarah E. Baker, PhD, Pediatric Prevention Research Center, Wayne State University School of Medicine, Detroit, Michigan
Sandra Bishop-Josef, PhD, The Edward Zigler Center in Child Development and Social Policy, Child Study Center, Yale School of Medicine, New Haven, Connecticut
Elizabeth Brestan-Knight, PhD, Department of Psychology, Auburn University, Auburn, Alabama
Kristin M. Briggs, EdD, NJ Cares Institute, School of Osteopathic Medicine, University of Medicine and Dentistry of New Jersey, Stratford, New Jersey
Rhea M. Chase, PhD, Center for Child and Family Health, The University of North Carolina at Chapel Hill, Chapel Hill, North Carolina
Candice Chow, MA, Center for Anxiety and Related Disorders, Boston University, Boston, Massachusetts
Gina B. Christopher, MA, Baylor College of Medicine, Houston, Texas
Meena Dasari, PhD, Metropolitan Center for Cognitive Behavioral Therapy, New York, New York
Esther Deblinger, PhD, NJ Cares Institute, School of Osteopathic Medicine, University of Medicine and Dentistry of New Jersey, Stratford, New Jersey
Julie Fiorelli, BA, Department of Psychology, Case Western Reserve University, Cleveland, Ohio
Cheryl Gering, MA, Department of Psychology, Central Michigan University, Mt. Pleasant, Michigan
Suzanne Gorovoy, MA, Department of Psychology, Case Western Reserve University, Cleveland, Ohio
Amanda C. Gulsrud, PhD, UCLA Semel Institute for Neuroscience and Human Behavior, Los Angeles, California
Linh Huynh, MA, UCLA Semel Institute for Neuroscience and Human Behavior, Los Angeles, California
Jason F. Jent, PhD, Miller School of Medicine, University of Miami, Miami, Florida
Connie Kasari, PhD, UCLA Semel Institute for Neuroscience and Human Behavior, Los Angeles, California
Astrida Seja Kaugars, PhD, Department of Psychology, Marquette University, Milwaukee, Wisconsin
Sue M. Knell, PhD, Spectrum Psychological Associates, Mayfield Village, Ohio
Barbara Lewis, PhD, Department of Communication Sciences, Case Western Reserve University, Cleveland, Ohio
Michael J. Manos, PhD, Center for Pediatric Behavioral Health, Cleveland Clinic, Cleveland, Ohio
May Matson, MA, Department of Psychology, University of Texas at Austin, Austin, Texas
Larissa N. Niec, PhD, Department of Psychology, Central Michigan University, Mt. Pleasant, Michigan
Maia Noeder, MA, Department of Psychology, Case Western Reserve University, Cleveland, Ohio
Beth L. Pearson, PhD, Children’s Health Council, Palo Alto, California
Jessica Pian, BS, Center for Anxiety and Related Disorders, Boston University, Boston, Massachusetts
Donna B. Pincus, PhD, Center for Anxiety and Related Disorders, Boston University, Boston, Massachusetts
Melissa K. Runyon, PhD, NJ Cares Institute, School of Osteopathic Medicine, University of Medicine and Dentistry of New Jersey, Stratford, New Jersey
Sandra W. Russ, PhD, Department of Psychology, Case Western Reserve University, Cleveland, Ohio
Christie A. Salamone, PhD, Columbus Psychological Associates, Columbus, Georgia
Elizabeth J. Short, PhD, Department of Psychology, Case Western Reserve University, Cleveland, Ohio
Sara Cain Spannagel, MA, Department of Psychology, Case Western Reserve University, Cleveland, Ohio
Deborah J. Tharinger, PhD, Department of Educational Psychology, University of Texas, Austin, Austin, Texas
Courtney L. Weiner, MA, Center for Anxiety and Related Disorders, Boston University, Boston, Massachusetts
Edward F. Zigler, PhD, The Edward Zigler Center in Child Development and Social Policy, Child Study Center, Yale School of Medicine, New Haven, Connecticut
Audience
Child psychologists, play and art therapists, social workers, counselors, family therapists, psychiatrists, and school psychologists; early childhood professionals; developmental psychologists.
Course Use
May serve as a supplemental text in graduate-level courses.