Summary: Religious Faith In Play Therapy

Article Reviews over Play Therapy

Baggerly, J. (2018). Religious faith in play therapy: Survey findings. International Journal of Play

Therapy, 27(2), 114-123. doi:10.1037/pla0000070

This first article talked about how it studied religious faith in play therapy. This article stated that, “The study was done to bring awareness of individual religious views, awareness of children’s spirituality, information of numerous religious faiths, knowledge of a child’s religious faith, and knowledge of children’s spirituality demonstrated in play therapy. The article also stated, “the basis of this study is to discover religious faith in play therapy; explain awareness, knowledge, and skills related to children’s religious faith; describe a survey of

It states in the article, “Techniques were functional with the therapy to encourage teaching children self-evaluation techniques, understanding their wants and needs, and making plans, which may support delayed gratification (Wubbolding, 2017). Furthermore, reality therapy offers itself to working with current desires, areas, and needs which will change as children and adolescents progress through a variety of developmental stages (Wubbolding, 2017). Writers have expected that choice theory and reality therapy could be operative with a host of children’s given fears including: obesity, foster care, parents in prison, off-task behaviors, and attention deficit/hyperactivity disorder (Cameron, 2010; Holmes, 2008; Jones & Parish, 2005; Shillingford & Edwards, 2008; Yarbrough & Thompson, 2002). So, it seems sensible that combining the views of reality therapy with play therapy could be valuable for those working with a diversity of children” (Stutey, D. M., & Wubbolding, R. E.

The study emphasizes on including playful events such as art, sand, building blocks, and puppetry to mix the reality therapy skills and techniques of WDEP, basic needs, quality world, and total behavior. We suggest utilizing the RePT model with children ages 7–14 years of age who are more likely to be developmentally responsive to the cognitive nature of this model. RePT will utilize both directive and nondirective play therapy techniques to allow the child to exercise control and choice in the playroom and throughout the therapeutic process. A case example of RePT with an 8-year-old client is provided at the end to demonstrate each of these proposed activities” (Stutey, D. M., & Wubbolding, R. E.