The effect of non-directive play therapy upon self-concept in young children

Twenty-four pre-school children were pre-tested with an orally administered measure of self-concept and randomly assigned to two groups, the Therapy croup and the Control eroup. The Therapy group ~embers were provided with a total of ten 30-minute sessions of individual, non-directive play therapy; the Control group members received an equal ntunber of sessions of individual attention without therapeutic orientation. A post-test of self-concept was performed at the termination of the treatment period. A 2 x 2 x 2 (Treatment Group x Date of Testing x Sex) a.~alysis of varia~ce was performed on the data to determine whether or not a si8?1.ificant prepost increase in the self-concept scores of the children in the Therapy group occurred as a result of the play therapy experience. Althoueh the mean score increase for the Ss in the Therapy group was notably greater than that of the .§.s who received no play therapy, significance at the .05 level was not reached. The author attributes this absence of statistical support to several reasons, the primary factor being the observation that while the majority of the pre-post changes occurred in the hypothesized direction, a few of the changes were so radically discrepant that the impact of the total pattern of change was attenuated in the data analysis. The Effect of Non-Directive Play Therapy Upon Self-Concept in Young Children Establishine communication in therapy is fre~uently a difficult task, and the difficulty increases when one is dealing with a young child who has not yet acquired fluid verbal skills. To facilitate the therapeutic process, it is necessary to find a oedium of communication which is both effective and comfortable for the child in that situation; "the therapeutic medium best suited for young children is play" (Gir1ott, 1961, p.7). Through the manifestations of a child's imagination and spontaneity, one can build a communication bridge which provides both.an unobstructed road for his self-expression and a pathway toward learning.about the child. Non-directive play therapy builds this bridge by first allowing the child to be himself. Ee is fully accepted for who he is, not for who he could or should be (Moustakas, 195 3). He is respected as a :person who is aware of his Ow"'l1. though ts and fee 1 ings, and who is ca:;-.able of dealing with theo successfully. The process also is clientcentered in that no questions are asked and neither interpreta.tions nor suggestions are given; it is a growth process which is directed entirely by the child. The r.articipation of the therapist involves providing a sensitive, understa...-viding environr..ent in which the child can feel se9ure enough to open up and exrress himself fr.eely. The therapist's task is to listen, to be aware of what the child is experiencing, and. to reflect those feelinss back to him accur3.tel;:,r in order to help him understand what he is experiencing (AY.line, 1969). In this kind of environ~ent, a child's play can ;generate a total exposure of his uself" so that it is recognized by the child. Only then will he be able to understand himself and direct himself, allo':·rine; the therapeutic process to advance. Play therapy has been offered as a therapeutic process for both "normal" and ":problem" children (Axline, 1969; Moustakas, 19.51, 1959; r1iuro, 1968). It is suggested to be beneficial as a growth experience, in which the attitude of non-d.irecti ve therapy provides the child with the freedom to explore his world and his emotions within an atmosphere of support and respect. Play therapy also may be considered an experience of catharsis, in that the child is given the opportunity to release all of his repressed emotions and direct them toward the play materials without fear of repercussion (lfoustakas, 195 3). He can deal directly with what he is feeling, allowing himself to "let ea" and express himself wholly. To rid himself of the uncertainty and the guilt of these hidden emotions should be a positive action for the child. As Axline has stated, "He can bring his self-concept out of the shadow land and into the stm." (1969, p.13). Knowing also that he is still accepted by a significant adult during this process, and that he is, in fact, respected for his ability to deal with his emotions in an adequate manner, it appears correct to suppose that the child does begin to gain confidence in himself and obtain support for his image of himself as a worthwhile person (Axline, 1955). Some research has centered around social benefits of this hypothesized inner growth. A study by Thombs and Muro (1975) examined improvement in sociometric position as a product of tnerapy. They asked second graders each to choose five classmates with whom he would like to work on a class project. The students ·were then assigned scores by receiving five po in ts for being anyone's f"irs t choice, continuing to one point for being a fifth choice. Twelve children who had low sociometric scores were provided with 15 half-hour sessions of group cou.Tlseling with :play media. Post-treatment sociometric testing fotmd a significant increase in the scores of this play therapy group over those of a control group of low-scoring children, whose members had no treatment. Although not reaching sienificance, the score increase of the play therapy group also was greater than that of a similar group of children who received verbal counseling during the treatment period. Cox (1953), in an early investigation of sociometric status as an 2