In this paper presented at the first CBT-Italy congress, November 4-5, 2022 a survey work is carried out aimed at understanding the frequency with which psychotherapists with a CBT orientation, use play in clinical practice; to know the characteristics with which play is used in the therapeutic setting; to know how many of them have received specific training and, if they know Cognitive-Behavioral Play Therapy (CBPT).
The results of this survey showed that Play turns out to be an essential element in the clinical practice of Italian psychotherapists, especially those with a CBT orientation, as it can be used for all ages, at different stages of the therapeutic path and with different purposes. The survey underscores the great interest in the use of play.However, this survey also highlights the lack of knowledge about how play can be applied within developmental cognitive-behavioral psychotherapy.
The present study presented at the EABCT 2022- 52nd European Association for Behavioural and Cognitive Therapies congress in Barcelona, Sept. 7- 10, 2022, aims to verify the effectiveness of CBPT treatment on the reduction of problem behaviors and the development of coping skills aimed at managing aggressive behavior and conduct problems.
It’s 8-year-old child with aggressive behavior and conduct problems underwent 20 sessions of CBPT over a 6-month period and was evaluated at three time points: pre-treatment (T1), post-treatment (T2) and 12-month follow-up (T3). At each assessment, parents and teachers completed the Child Behaviour Checklist (Achenbach and Rescorla; 2001) and the Conners Rating Scales (Conners, 2007). In addition, data were collected on baseline monitoring of aggressive behavior and frequency of conduct problems.
The intervention was developed following the phases of the S. Knell (1999) model: introduction/orientation, assessment, intermediate and conclusion. Play therapy activities (Kaduson, Schaefer, 2002) were used to improve problem solving and literacy and emotional regulation through the use of puppetry, storytelling and expressive arts.
The results of this study demonstrated the effectiveness of CBPT on the regulation of aggressive behaviors. Specifically, the data support the hypothesis that the adaptation of CBT to younger children through play therapy activities facilitates behavioral regulation and belief displacement, enabling the reduction of emotional-behavioral problems and the enhancement of adaptive thoughts and behaviors.
The present work presented at ICCP 2021: 10th International Congress of Cognitive Psychotherapy – VIRTUAL CONGRESS, 13th-15th May 2021 aims to verify the effectiveness of CBPT treatment on the reduction of problem behaviors and on the development of coping skills aimed at emotional regulation.
This is the case of a 7-year-old boy with anger management problems. The study design: pre-treatment (T1), post-treatment (T2) and 30-month follow-up (T3) evaluation. The tools used are Child Behavior Checklist (Achenbach and Rescorla; 2001); Conners Rating Scales (Conners, 2007) and monitoring the baseline frequency of problem behaviors.
The intervention protocol was structured in 15 CBPT sessions over a 6 month period. Previously 12 Child Centered Play Therapy – CCPT sessions were conducted to ensure a safe climate and child acceptance. The intervention was developed following the steps of the S. Knell model (1999): introduction/ orientation, evaluation, development and conclusion.
Play therapy activities (Kaduson, Schaefer, 2002) have been used to improve problem solving, literacy, and emotional regulation through the use of puppetry, storytelling and expressive arts.
Cognitive-Behavioral Play Therapy is an intervention that adapts cognitive and behavioral techniques in a play setting with young children. This intervention emphasizes the direct involvement of the child, with various issues, in the therapeutic process. In addition, regular meetings are scheduled with parents in order to gather information about the child’s progress, monitor and intervene by giving key directions to achieve therapeutic goals.
In light of scientific evidence, with this book the author argues that the Cognitive-Behavioral Play Therapy model embedded in a developmental psychotherapy pathway can provide an immediate and concrete response to the psychological distress of children and their families.
Although fear is part of every child's development, if excessive and persistent it can turn into a specific phobia towards a certain object/situation. With CBPT the child learns coping skills to deal with feared stimuli and manage the feelings associated with fear through the use of play.
Anxiety disorders are among the most prevalent psychiatric disorders in children and adolescent. Cognitive-Behavioral Play Therapy allows the child to learn specific skills through play that allow him to acquire control and mastery over his negative emotions.
Sexual abuse has major traumatic impact and long-term consequences on the child that can persist into adulthood. Cognitive Behavioral Play Therapy (CBPT) offers children a conceptual framework that gives them the opportunity to reveal what has happened and indirectly express their emotions, thoughts and beliefs.
Parental divorce is considered a highly stressful experience that often accelerates manifestation of a complex range of symptoms in children. CBPT allows children who are facing a divorce during their development to acquire specific skills that will determine their ability to cope with the event.
Children with Selective Mutism have control over their silence. To change, therefore, they must take control of their speech. Cognitive Behavioral Play Therapy (CBPT) is effective because it allows children to be part of the change, to experience a sense of mastery and control over speaking, and to learn more adaptive responses to situations that cause silence.
Knell and Moore presented the case of a five-year-old child with primary nonretentive encopresis and a language disorder. The treatment included a structured, focused, cognitive-behavioral play therapy program in combination with a behavioral management program implemented by the parents.
Children with difficult school adjustment are at risk of developing future problematic behaviors. Therefore, it is crucial to increase their coping skills and positive school adjustment in the early school years.
