Check it out here: https://www.psychotherapy.net/interview/jessica-stone-on-play-therapy!

The post Play Therapy in the Digital Age first appeared on Jessica Stone, PhD, RPT-S.

By Fiona Hill, LPC, RPT

The Story

Feeling or being ‘stuck’ is difficult. ‘Stuckness’ can look and feel differently, depending on who you are talking to.  Personally, a common theme has been that I want to run away.  Seemingly, life starts to close in around me and breathing can become very difficult.  Then, my focus is how to get out of the situation as quickly as possible. 

Lately, I’ve been working to improve my Minecraft skills…not to perfection, but to the point I’m not bogged down by the mechanics.  At first, practicing Minecraft wasn’t really something I wanted to do.  Honestly, I would often find the game so frustrating and overwhelming that I clearly avoided playing.  However, I really felt drawn to the game for a couple of reasons: 1) In hearing other clinicians talk about it, I knew that there can be lots of therapeutic value 2) many of my clients talk about, play it, and are very drawn to the game and 3) I really do like a challenge—the best way to get me to do something is to tell me I can’t.  So, I started slowly:  googling how to work various mechanics; watching YouTube videos; informally playing with colleagues and friends; then, as I became more comfortable I began to play more on my own and ‘try things out.’  For me, a turning point away from avoidance of direct play was in playing with a colleague who had graciously volunteered to give me a Minecraft ‘lesson.’  It was described as a ‘sandbox game.’  You mention anything sand related and there is an automatic connection for me.  However, that wasn’t even really the most impactful.  I was getting a tour of the amazing realm, and we were about to cross over some very high planks.  Even though we were playing ‘just a game,’ my fear of heights kicked in and I was immobilized-stuck.  My chest became tight and I’m pretty sure I stopped breathing in that moment.  My colleague’s avatar graciously carried my avatar across the planks.  Immediately, I felt relief.  I felt safe. Now, I was ready to more deeply explore Minecraft, both as a game and as a therapeutic tool.

A few days ago I was playing Minecraft, and found myself stuck underground. It was dark. There was a tightness in my chest because I couldn’t see my way out. I literally turned my avatar in circles and all I could see was pitch black. I wanted out; so, I turned the game off.  Went back another day…same thing. The next day…same thing. Today was different, though. I went into my ‘world’ and I was stuck. My avoidance had served me well—I had forgotten about my situation.  I was more than slightly irritated.  I mentioned to friends that I was stuck in Minecraft and my exact words were ‘I just turned on my Minecraft world and remembered I’m STUCK and haven’t been able to get out…so I just keep turning it back off……#Iwillgetout.’ As I’m turning looking for a way out, I remember ‘OH! I can use a lantern for light!’ Within a matter of a minute or so I was back out into the daylight. I could see the house I had built, and the tightness in my chest was gone.

Clinical Application

What I shared above is a personal experience.  If I were to sum up my experiences in two words, they would be co-regulation and resilience.  Looking at my personal experience through a clinical lens, there are many opportunities for therapeutic work.  The same can be said for many, if not all, of our clients with whom play therapy is our mode of treatment.  Play therapy is more than ‘just play,’ whether it is traditional or digital.  How powerful it can be to immersively partner with clients in providing co-regulation and building resilience through the use of digital tools—and these are only a small glimpse into the therapeutic possibilities! 

Fiona Hill is a Licensed Professional Counselor-Supervisor and a Registered Play Therapist in the state of Missouri.  She currently works in a group practice as a children-family therapist specializing in working with childhood trauma, attachment disruption, as well as families impacted by varying developmental needs within the family system.  In addition, she has a sub-specialty of incorporating digital tools into therapeutic practice.

The post Schooled by Minecraft: The Impact of the Digital World in Therapy – Guest Blog first appeared on Jessica Stone, PhD, RPT-S.

Leslie Baker, MFT, NCC, RPT-S

The purpose of this article is to explore Technology Integrated Multimodal Play Therapy. All the steps can be integrated with technology in order to facilitate a client’s experience as a modality for change in the clinical setting.

Introduction to Technology Integrated Multimodal Play Therapy

Share with the client that over the next four to ten sessions the client will process their bullying trauma with the Multimodal Play Therapy Intervention. It involves the use of three different types of technology to allow a client to interact with the moderate-to-prolonged exposure to their choice of a bullying incident at their pace. They have the option to stop at anytime or to switch to the none technology option.

A Stepped Approach: Overview of Multimodal Play Therapy Intervention

1. Safety and downregulating with mediation/relaxation.
2. Drawing a scene from their choice of a bullying incident.
3. Creating a Virtual Sandtray®© of the bullying incident (iPad or iPhone).
4. Creating a drama play of the bullying incident with the Thera-Tool™ Figure or large toys.

• Each session includes the option for the downregulation as needed and includes witnessing, supporting and processing by the clinician.

Step I   Choose Bullying Incident

Have client choose a bullying incident that has been troubling them. If there are more than one, pick the first incident or the one that has been the most difficult for the client.

Step II Create Safety and Down Regulate

Introduce MUSE™ meditation application to assist the client with self-regulation.

The MUSE system is a medical grade EEG device that allows the client to listen to mindful mediation sounds and to simultaneously, on their phone app, track their ability to downregulate themselves and/or meditate. The objective is to slow their brain waves into a relaxed state. The client places the MUSE headband across their forehead and behind their ears. MUSE syncs up with their phone app and the session begins. The client can choose which sounds appeal to them, from ocean, forest etc.

The more they relax their brain and settle into a meditative state the quieter the sound of the storm and the more the client will hear little chirping birds fly by. The client and therapist can decide on the amount of time to try the MUSE application from as little as three minutes to more depending on the amount of time that suits a client’s need to downregulate. The MUSE app allows the client to see their progress in their ability to downregulate themselves and to see their progress. MUSE provides biofeedback for clients to see the progress they can make in self-regulation.

Step III Draw it Out

Invite your client to draw the bullying incident on the Computer/tablet or phone.

Witness as your client draws and invite them to share their story. It is important not to name or guess at the client’s creation. Let the client lead you and express what they have created if they so choose. They may choose to lend voice to a figure they have drawn or remain silent. As a clinician, remain open and supportive but refrain from interpretation. Rather be open to their interpretation if they offer one. Explore their emotional state and expressions as they offer them.

You are processing their bullying experience and you may offer the MUSE for downregulating as needed.

Clients may choose to draw one picture or over one to two sessions draw a few scenes that reflect their bullying experience. For the purpose of this modality you will have them choose one of the incidents they experienced to use throughout the rest of the process.

A clinician will need a Windows /Mac/ iPad /iPhone or Android to provide a drawing surface. A free drawing app like MediBang Paint will do a great job. A larger surface is preferable. Nothing complicated unless you are planning on doing more Art therapy-type interventions. A drawing pen is very helpful, which can be purchased separately depending on the device you own. Some will allow fingers as a pen, or special tip on a traditional pen can work well with some programs.

Step IV: Virtual Sandtray®© Creation and Processing

Invite your client to re-create the bullying incident they have chosen from drawing session(s) in the Virtual Sandtray. Choosing figures and other elements they wish to create the scene they are thinking about. A clinician should expect a change from what the client may have drawn. Metaphor often enters here but also may not show up, it really depends on the client.

Witness as your client works in the Virtual Sandtray and invite them to share their story. As in the drawing sessions, it is important not to name or guess at the client’s creation. Let the client lead you and express what they have created in the Virtual Sandtray if they so choose. They may choose to lend voice to a figure they have placed in the Virtual Sandtray or remain silent. As a clinician, remain open and supportive but refrain from interpretation. Rather be open to their interpretation if they offer one. Explore their emotional state and expressions as they offer them. You can ask “What is the title for your Virtual Sandtray?” and/or “What is the moral of your Virtual Sandtray?” or “What is your Virtual Sandtray trying to show others?”  

Clients may choose to create one Virtual Sandtray over one to two sessions and/or create a few Virtual Sandtrays that reflect their bullying experience(s).

Step V: Play It Out

Invite your client to re-create the bullying incident they have chosen from tablet drawing(s) or the Virtual Sandtray session(s) and dramatize it into live form dramatic play. For other characters, the client can utilize the Thera-Tool™ Figure as well as assign a role to the clinician. Large stuffed animals, puppets or inflatable animals can also be used as props if needed. Material provides an inexpensive way for the client to dress up and provide dress up for their characters. I recommend a basket of material 1½- 2-yard pieces in red, black, royal blue, green, pink and brown and two shear materials. I recommend various sizes of 2’wide to 1½ yard strips for tying material around themselves or the characters. The material serves as capes, covers, dresses and drapes for the client and the characters in their drama play. The ties also become several props, from blind folds to masks to various other props depending on the client’s imagination.

Leslie Baker, MFT, NCC, RPT-S: Licensed since 1991, Leslie serves couples, families, women, men and youth who are dealing with challenges in connecting to themselves, others and to their lives. Her specialties include: depression, anxiety, trauma, grief, loss and parenting issues; and she assists couples, individuals and families facing all types of life’s transitions and challenges. She provide safe and supportive, compassionate, results-oriented sessions to help reduce symptoms, increase resilience and options and facilitate well-being and happiness. https://gottmanreferralnetwork.com/therapists/leslie-baker

Medibang paint: https://medibangpaint.com/en/

Virtual Sandtray: http://www.sandtrayplay.com

Thera-tool: https://www.trinaswerdlow.com/thera-tool-figure/

The post An Effective Method For Children Suffering From Bullying – Guest Blog first appeared on Jessica Stone, PhD, RPT-S.