Play Therapy
Effects of psychosocial stimulation and dietary supplementation in early childhood on psychosocial functioning in late adolescence: follow-up of randomised controlled trial. (1/18)
OBJECTIVE: To determine whether dietary supplementation or psychosocial stimulation given to growth retarded (stunted) children age 9-24 months has long term benefits for their psychosocial functioning in late adolescence. DESIGN: Sixteen year follow-up study of a randomised controlled trial. SETTING: Poor neighbourhoods in Kingston, Jamaica. PARTICIPANTS: Of 129 stunted children identified at age 9-24 months, 103 adolescents aged 17-18 were followed up. INTERVENTION: Supplementation with 1 kg milk based formula each week or psychosocial stimulation (weekly play sessions with mother and child), or both, for two years. MAIN OUTCOME MEASURES: Anxiety, depression, self esteem, and antisocial behaviour assessed by questionnaires administered by interviewers; attention deficit, hyperactivity, and oppositional behaviour assessed by interviews with parents. RESULTS: Primary analysis indicated that participants who received stimulation had significantly different overall scores from those who did not (F = 2.047, P = 0.049). Supplementation had no significant effect (F = 1.505, P = 0.17). Participants who received stimulation reported less anxiety (mean difference - 2.81, 95% confidence interval - 5.02 to - 0.61), less depression (- 0.43, - 0.78 to - 0.07), and higher self esteem (1.55, 0.08 to 3.02) and parents reported fewer attention problems (- 3.34, - 6.48 to - 0.19). These differences are equivalent to effect sizes of 0.40-0.49 standard deviations. CONCLUSIONS: Stimulation in early childhood has sustained benefits to stunted children's emotional outcomes and attention. (+info)The Israeli Rett Syndrome Center. Evaluation and transdisciplinary play-based assessment. (2/18)
Rett syndrome (RS) is a neuro-developmental syndrome of genetic origin, which mainly affects women. Individuals diagnosed with RS exhibit a variety of functional difficulties, which impair their quality of life. The variety of impairments and the differences between each child makes it necessary to administer skilled treatment, individually tailored to each client. Since the foundation of proper treatment is based on a structured, well administered, insightful assessment, the individual with RS with her complex array of difficulties should benefit from such a procedure. This notion has led to the establishment of the Israel Rett Syndrome Center. The center includes a medical branch located at the Safra Shildren's Medical Center at Tel Hashomer and an education/rehabilitation team, who performs assessments in special education facilities and residential settings throughout Israel. The assessment team works by means of arena assessment according to the concept of play-based assessment. This article presents the working model used by the education/rehabilitation team at the Israeli Rett Syndrome Center. The principles and working characteristics of the Israel Rett Syndrome Center team are suggested here as a potential model for establishing additional teams, presenting similar evaluation services for other individuals with RS as well as for analogous populations. (+info)Early childhood stunting is associated with poor psychological functioning in late adolescence and effects are reduced by psychosocial stimulation. (3/18)
Stunting is associated with deficits in cognition and school achievement from early childhood to late adolescence; however, there has been little investigation of emotional and behavioral outcomes. The objective of this study was to determine whether linear growth retardation (stunting) in early childhood is associated with poorer psychological functioning in late adolescence. The study was a prospective cohort study of stunted and nonstunted children. Participants were identified at age 9-24 mo by a survey of poor neighborhoods in Kingston, Jamaica, and a 2-y intervention trial of supplementation and stimulation was conducted in the stunted children. Psychological functioning was assessed at age 17 y in 103 of 129 stunted children enrolled and 64 of 84 nonstunted participants. Anxiety, depressive symptoms, self-esteem, and antisocial behavior were reported by participants using interviewer-administered questionnaires and attention deficit, hyperactivity, and oppositional behavior were reported by parent interviews. The stunted participants reported significantly more anxiety (regression coefficient = 3.03; 95% CI = 0.99, 5.08) and depressive symptoms (0.37; 95% CI = 0.01, 0.72) and lower self-esteem (-1.67; 95% CI = -0.38, -2.97) than nonstunted participants and were reported by their parents to be more hyperactive (1.29; 95% CI = 0.12, 2.46). Effect sizes were 0.4-0.5 SD. Participants who received stimulation in early childhood differed from the nonstunted group in hyperactivity only. Children stunted before age 2 y thus have poorer emotional and behavioral outcomes in late adolescence. The findings expand the range of disadvantages associated with early stunting, which affects 151 million children <5 y old in developing countries. (+info)Joint engagement and the emergence of language in children with autism and Down syndrome. (4/18)
(+info)Nutritional supplementation, psychosocial stimulation, and growth of stunted children: the Jamaican study. (5/18)
The benefits of nutritional supplementation, with or without psychosocial stimulation, on the growth of stunted children were evaluated. Children aged 9-24 mo with lengths less than -2 SD of the National Center for Health Statistics references (n = 129) were randomly assigned to four groups: control, nutritional supplementation, stimulation, and both interventions. A fifth group with lengths greater than -1 SD was also enrolled. Length, weight, head and arm circumferences, and triceps and subscapular skinfold thicknesses were measured on enrollment and 6 and 12 mo later. Multiple-regression analysis was used to determine the effects of the interventions in which age, sex, initial status, initial dietary intake, and several socioeconomic variables were controlled for. Stimulation had no effect on growth and there was no interaction between the interventions. After 12 mo supplemented children had significantly increased length, weight, and head circumference (all P less than 0.01). The effects of supplementation were not cumulative but occurred in the first 6 mo. (+info)The effects of response interruption and redirection and sertraline on vocal stereotypy. (6/18)
(+info)Enhancing the effectiveness of a play intervention by abolishing the reinforcing value of stereotypy: a pilot study. (7/18)
(+info)Early post-stroke physical conditioning in hemiplegic patients: A preliminary study. (8/18)
(+info)Play therapy is not typically defined in the context of medical terminology, but it is a well-established form of psychotherapy that primarily uses play as a means of helping children communicate their thoughts, feelings, and experiences, even those that are difficult or painful to express. The Association for Play Therapy defines play therapy as "the systematic use of a theoretical model to establish an interpersonal process wherein trained play therapists use the therapeutic powers of play to help clients prevent or resolve psychosocial difficulties and achieve optimal growth and development."
Play therapists create a safe, comfortable environment where children can express themselves through various forms of play, such as toys, games, art supplies, sand trays, and other materials. The therapist observes and engages in the child's play, helping them process their experiences, develop coping skills, improve self-esteem, and enhance social and emotional growth. Play therapy can be an effective intervention for children facing a wide range of issues, including trauma, anxiety, depression, behavioral problems, and developmental challenges.
Psychoanalytic interpretation is a fundamental concept in psychoanalysis, a therapeutic approach developed by Sigmund Freud. It refers to the process by which a psychoanalyst attempts to make sense of a patient's unconscious thoughts, feelings, and experiences, as expressed through their behaviors, dreams, symptoms, or free associations.
The goal of psychoanalytic interpretation is to uncover hidden meanings, patterns, and dynamics that underlie the patient's psychological distress or difficulties in living. This involves identifying symbolic meanings, exploring transference and countertransference issues, and examining defense mechanisms and unconscious conflicts.
Psychoanalytic interpretation is a collaborative process between the analyst and the patient, with the former offering tentative hypotheses that are open to revision or refutation based on the patient's responses. The ultimate aim is to help the patient gain insight into their inner world, develop a stronger sense of self, and achieve greater emotional freedom and flexibility.