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Therapeutic Play Continuum - Definition Matrix

'So what's the difference between all the different applications of play?'

After considering the different applications of play, Play Therapy UK (PTUK) identified a number of variables that would distinguish one application from another.  These are called the defining variables. The matrix is presented in two parts combining the levels of the therapeutic play continuum with the defining variables to arrive at contextual definitions. It helps to explain in some detail the differences between, for example 'play work' and 'therapeutic play'. The matrix has also been used as the basis of contextual definitions of the applications of play.

Part 1 - Play, Play Work, Therapeutic Play Work and Therapeutic Play

Part 2 - Filial Play, Play Therapy and Child Psychotherapy

The matrix compares the different applications of play: Play, Play Work, Therapeutic Play Work, Therapeutic Play, Filial Play, Play Therapy and Child Psychotherapy with the defining variables: Objectives (Level of functioning), Description & Role of Provider(s), Age Range (Emotional), Play Content, Application of Psychological Theories, Type of Intervention, Safety Issues, Clinical Supervision, Quality Management


Level

Play

Play Work

Therapeutic Play Work

Therapeutic Play

Variable
Objectives

 

 

 

 

(Level of functioning)

Enjoyment

Individual learning

Self development

 

Normal

Care & Support

Educational

 

 

 

Normal

Care, support and emotional well being

(Organisation centred and behaviour focussed)

(Mainly preventative)

Slight impairment

Emotional well being

(Child centred)

Acute mild condition

Deal with one off problems

Slight impairment

Description & Role of Provider(s) None Play Worker

Teacher

Caring, supporting, teaching

Play Worker

Teacher,

 

Mainly observational and prescriptive.

Treatment of one off slight/mild conditions.

Play Worker, Teacher, Care Assistant, Nurse

Mainly observational and prescriptive.

Treatment of acute slight/mild conditions.

Age Range

(Emotional)

Any 3 - 16 3 - 16 3 - 16
Play Content 100% 50 - 90% 50 – 90% 90 - 99%
Psychological Theories None None Basic Basic
Type of Intervention

 

None

(Self Help)

Learning, comfort & physical support Support & diagnostic leading to onward referral Support & diagnostic leading to onward referral
Safety

 

Physical Physical

 

Physical

 

Physical

Confidentiality

Clinical Supervision None None None Desirable
Quality Management None Level of care

Educational attainment

Level of care

Educational attainment

Simple reporting / feedback

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Level

Filial Play

Play Therapy

Child Psycho-Therapy / Clinical Psychology Psychiatry

Variable
Objectives

 

 

(Level of functioning)

Emotional well being through improved parenting skills.

(Developmental)

Acute mild conditions

 

Impairment of infant development

Mental Health & emotional well being

(Preventative and curative)

Chronic mild, moderate and severe conditions

Mild to moderate/severe

impairment

Mental Health

Severe acute and chronic problems

Personality problems

Co-morbidity

Severe impairment considerable loss of functioning

Description & Role of Provider(s) Impart basic skills to parent/carer(s) through demonstration. Apply play and other therapeutic techniques to infant/child. Form a therapeutic relationship - short to medium/long term. (months/year). This will normally be between therapist and child but may also be between a therapeutic team and a child. Form a therapeutic relationship – often long term. (Year(s))

Use of medication and talking therapies with some play.

Age Range (Emotional)

0 - 14

3 - 14

3 - 18

Play Content

Balance

50% -80%

Nurturing

Training parent/carer

80 - 90%

Assessment

Case management

Outcome measurement

Small amount

(Play is used as a ‘lure’ or as an adjunct to other therapies)

Application of Psychological Theories Intermediate Intermediate Advanced
Intervention

Demonstration, observation, imparting skills, play therapy Integrative play therapy techniques Integrative talking therapy techniques, and medication
Safety

 

 

Physical

Confidentiality

Physical

Emotional & Psychological safety

Confidentiality

Physical

Emotional & Psychological safety

Confidentiality

Public safety

Clinical Supervision Essential Essential Essential
Quality Management Feedback through simple outcome measure Complex – multiple outcome measures Complex – multiple outcome measures
Code of Ethics Organisational Professional (eg PTA/PTI, BAPT) Professional eg (BPS, UKCP)
Degree of Training & NVQ level 4

 

 

Level 4 (Certificate, Diploma, MA)

 

Level 4 MA plus specialised post graduate training

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