The Handbook of Gestalt Play Therapy

Practical Guidelines for Child Therapists

Rinda Blom

• Editorial: Jessica Kingsley Publishers
• Año: 2006
• ISBN:
  9781846425370
• Categoría: Psychology
• Categoría: Movements in Psychology

This book sets out a clear theoretical framework for Gestalt Play Therapy, giving examples of questions the therapists might ask the child at certain stages, and offering the whole gamut of play therapy and travelling through the therapeutic journey.'

- Dramatherapy

This book is an introduction to gestalt play therapy a technique which combines the principles of gestalt theory with play techniques, so that children are able to use play to address their needs and problems.

Research has shown that this approach can be applied successfully in children with different types of emotional problems in order to improve their self-support and self-esteem.

The Handbook of Gestalt Play Therapy provides the reader with an explanation of gestalt theory, a practical explanation of the gestalt play therapy model and also a wide range of play techniques that can be applied during each phase of the therapy process. It also features case studies throughout which illustrate how the techniques work in practice.

PART ONE

INTRODUCTION TO GESTALT PLAY THERAPY

In this section, consisting of one chapter, attention is given to the historical background of gestalt therapy, as well as to the theoretical concepts in gestalt play therapy and the application of these when doing gestalt play therapy with children.

Gestalt therapy is a humanist and process-oriented form of therapy. It includes principles from various other theoretical approaches such as psychoanalysis, gestalt psychology and humanist theories. It is also an existential approach with the emphasis on awareness of the present and immediate experience (Magill and Rodriquez 1996; Oaklander 1994a). According to Yontef and Jacobs (2000, p.313), gestalt therapy is: ‘a radical ecological theory that maintains there is no meaningful way to consider any living organism apart from interactions with its environment’. Gestalt therapy encompasses the cognitive and emotional totality of each person, each moment and during each event. This theory emphasizes right-hemisphere, non-linear thought and is characterized by the use of metaphors, fantasy, figurative language, body posture and movement, and full expression of emotion by using the entire body in action (Clarkson 1989).

Violet Oaklander is considered the founder of gestalt play therapy. She mentions the following in this respect: ‘People often ask me incredulously, “[h]ow can you do gestalt therapy with children?”’ (Oaklander 1992, p.64). According to her, the philosophy, theory and practice of gestalt therapy can also be used with slight adaptation in therapy with children (Oaklander 1992, 1994a, 1994b, 1997). This aspect is consequently discussed throughout this book. After many years in private practice doing gestalt play therapy with children, the author shares this opinion with Oaklander.

DEFINITION OF CONCEPTS

Before discussing the theoretical concepts of the gestalt theory, the three concepts, namely gestalt, gestalt therapy and gestalt play therapy, must be described in detail in order to give the reader a clear idea of what is meant by each one.

Gestalt

The gestalt concept is a German term that has no equivalent in English (Clarkson 1989; Yontef and Jacobs 2000). These authors regard the concept as the shape, the pattern, the whole form, the configuration. It connotes the structural entity which is both different from and much more than the sum of its parts. Papalia (1985) defines the gestalt concept as the meaningful arrangement of the parts of a whole in a way which the individual parts are not, whereas Gouws et al. (1987) describe it as a whole that has a certain degree of structure, that is more than the total of the parts and that is transposable, i.e. it is recognizable, even if the component parts are substituted, as long as the relationship between the parts remains.

The gestalt concept can be considered an entity or whole of which the total is more than its component parts, which has a certain degree of structure and which remains recognizable as a whole, as long as the relationship between the parts remains. This aspect is related to holism as one of the theoretical concepts of the gestalt theory, discussed in more detail in Chapter 1.

Gestalt therapy

Gestalt therapy is considered a form of psychotherapy that focuses on that which is immediately present. The aim of gestalt therapy is to help the client to improve the perceptions of his or her experiences in their totality (Gouws et al. 1987). It is also considered an existential and phenomenological approach, with the emphasis on awareness in the here and now and immediate experience (Fagan and Shepherd 1970; Hardy 1991; Magill and Rodriquez 1996). In the opinion of Yontef (1993), gestalt therapy is defined by three principles, namely:

1.This therapy is phenomenological; the exclusive aim is awareness and the methodology is that of awareness. In this respect, Korb, Gorrell and van de Riet (1989) mention that the phenomenological basis of gestalt therapy implies that each person constructs his or her world in a unique manner. People are thus active in organizing their world of experience and in creating meanings about it.

2.It is based on existential dialogue, in other words I–thou contact and withdrawal.

3.The conceptual foundation of gestalt therapy is gestalt, which is holism and the field theory. In respect of the latter, Clarkson (1989) mentions that it implies that it is impossible to look at a person without taking into account the context of his or her environment field. The interdependence between the person and his or her environment thus forms a central concept of the gestalt approach.

Hardy (1991) adds that gestalt therapy emphasizes organismic self-regulation by promoting awareness. According to this theory, describing an emotion does not suffice; it must also be experienced in order to achieve the gestalt objectives. The existential nature of gestalt therapy focuses on the fact that people can choose their behaviour, thereby defining the significance of their life. By focusing on consciousness, the individual can choose and experience his or her own behaviour.

Gestalt therapy can be considered an existential, phenomenological and holistic approach, with the emphasis on awareness in the here and now and the interdependence between people and their environment. This improves organismic self-regulation in that people become aware of choices they can make in respect of their behaviour and they can thus define the significance of their life.

Gestalt play therapy

Play therapy is, according to Gouws et al. (1987), defined as a psychotherapeutic technique whereby the therapist attempts to give the child the opportunity to express his or her feelings verbally and non-verbally. It is assumed that the child will play out his or her problems in a symbolic manner, will learn to know and will channel his or her own emotions more effectively, will learn to enter into a relationship of trust with another person and that devious behaviour will consequently be normalized. Oaklander (1992, 1994a, 1994b, 1997) describes gestalt play therapy by mentioning that a number of theoretical principles of gestalt therapy – such as relationship, organismic self-regulation, contact boundary disturbances, awareness, experience and resistance – are directly related and have an effect during therapeutic work with children. She also mentions a therapeutic process when play therapy is used with children and adolescents according to the gestalt approach. This process is associated with the philosophy, theory and practice of gestalt therapy and starts with the building of a therapeutic relationship as a prerequisite, followed by making contact, confirming the child’s sense of self and emotional expression. This stage is followed by self-nurturing and concluded with termination. Various forms of play such as creative, expressive, projective and dramatized play can be used, for instance clay play, fantasies, story-telling, puppet-shows, sand play, music, body movement and sensory contact-making exercises.

Gestalt play therapy can be considered a psychotherapeutic technique that uses the principles and techniques of gestalt therapy during play therapy with the child. By developing a therapeutic relationship and contact, and according to a specific process, children are given the opportunity to confirm their sense of self verbally and non-verbally, to express their thoughts and to nurture themselves. Various forms and techniques of play are used during the different stages.

REFERENCES

Clarkson, P. (1989) Gestalt Counseling in Action. London: SAGE.

Clarkson, P. and Mackewn, J. (1994) Fritz Perls. London and New Delhi: SAGE.

Fagan, J. and Shepherd, I.L. (1970) Gestalt Therapy Now: Theory, Techniques, Applications. California: Palo Alto.

Gouws, L.A., Louw, D.A., Meyer, W.F. and Plug, C. (1987) Psychology Dictionary, 2nd edition. Johannesburg: McGraw-Hill.

Hardy, R.E. (1991) Gestalt Psychotherapy: Concepts and Demonstrations in Stress, Relationships, Hypnosis and Addiction. Springfield: Charles Thomas.

Korb, M.P., Gorrell, J. and van de Riet, V. (1989) Gestalt Therapy: Practice and Theory, 2nd edition. New York: Pergamon.

Magill, F.W. and Rodriquez, J. (eds) (1996) International Encyclopedia of Psychology: Volume One. Chicago: Fitzroy Dearborn.

Oaklander, V. (1992) ‘The relationship of gestalt therapy to children.’ The Gestalt Journal 5,1, 64–74.

Oaklander, V. (1994a) ‘From meek to bold: a case study of gestalt play therapy.’ In T. Kottman and C. Schaefer (eds) Play Therapy in Action: A Casebook for Practitioners. London: Jason Aronson.

Oaklander, V. (1994b) ‘Gestalt play therapy.’ In K.J. O’Connor and C.E. Schaefer (eds) Handbook of Play Therapy, Volume Two: Advances and Innovations. New York: Wiley-Interscience.

Oaklander, V. (1997) ‘The therapeutic process with children and adolescents.’ Gestalt Review 1,4, 292–317.

Papalia, D.E. (1985) Psychology. New York: McGraw-Hill.

Yontef, G.M. (1993) Awareness, Dialogue and Process: Essays on Gestalt Therapy. New York: Gestalt Journal Press.

Yontef, G.M. and Jacobs, L. (2000) ‘Gestalt therapy.’ In R.J. Corsini and D. Wedding (eds) Current Psychotherapies, 6th edition. Itasca, Illinois: F.E. Peacock.

Chapter 1

Theoretical Perspective of Gestalt Play Therapy

This chapter presents a theoretical perspective of gestalt play therapy as a therapeutic model for rendering assistance to children. The historical background of gestalt therapy is discussed first, followed by a discussion of the theoretical concepts of gestalt play therapy.

1.1 HISTORICAL BACKGROUND OF GESTALT THERAPY

Fritz Perls, who is considered the father of gestalt therapy, primarily developed the gestalt theoretical approach. After completing his medical studies, he studied psychoanalysis at the Berlin and Viennese Institutes for Psychoanalysis. Perls initially worked in Europe, where he was exposed to the ravaging effect of the First World War. Hitler’s Nazism in 1933 caused him to flee to Holland, whereupon he was invited to come to South Africa. During his time in South Africa, he established among others the South African Institute for Psychoanalysis. Perls challenged Freud’s psychoanalytical theory for 30 years. Apart from his rejection of some of Freud’s theories, personal rejection by Freud contributed to his breaking the final bonds with formal psychoanalysis. Initially many people were sceptical of this theory, but in the course of time it was greeted more positively. At the age of 53 he returned to New York where gestalt therapy was formally born. The theory blossomed in the 1950s and 1960s and reached theoretical and ethical maturity in the 1980s (Aronstam 1989; Clarkson 1989; Clarkson and Mackewn 1994; Fagan and Shepherd 1970; Oaklander 1994a; Phares 1984; Thompson and Rudolph 1996).

According to Yontef and Jacobs (2000), gestalt institutes, literature and journals have proliferated worldwide in recent decades. Furthermore there are gestalt therapists and gestalt play therapists all over the world. Gestalt therapy tends to attract therapists inclined to an experiential approach. Although literature on gestalt play therapy is still not widely available and Oaklander remains the main author of most of this, there is extensive gestalt literature and a growing number of books that address various aspects of gestalt theory and practice.

1.2 THEORETICAL CONCEPTS OF GESTALT PLAY THERAPY

Theoretical concepts from gestalt theory, which also apply to gestalt play therapy, include the following: holism, homeostasis and organismic self-regulation, means of self-regulation, figure-ground, process of gestalt formation and destruction, contact and contact boundary disturbances, polarities and the structure of the personality. These concepts are discussed with specific reference to the way in which they apply during gestalt play therapy with the child.

1.2.1 Holism

Yontef and Jacobs (2000) believe that most humanistic theories of personality are holistic. This implies that human beings are in themselves self-regulating, that they are growth-oriented and that people and their symptomatic behaviour cannot be understood apart from their environment. The concept of holism can be considered the most important theoretical concept of gestalt therapy.

A fundamental principle of holism is that all elements in the world, such as plants, animals, people and things, survive in a changing process of coordinated activities. Man is but an active element in the complex ecological system of the cosmos. However, Perls in particular was interested in holism with respect to the human organism (Clarkson and Mackewn 1994). Although individuals always function as an entity, they cannot survive without the environment, as they need the environment for satisfying their needs (Aronstam 1989).

According to Perls, people are an entity, both within themselves and in their environment. He thus rejects the dichotomy between the psyche and the soma (body), which forms part of the psychoanalytical theory. The entity is more than the sum total of its various components. Although one can distinguish between the components, these can never be separated (Aronstam 1989). This emphasizes the inseparable entity of the body, emotional and spiritual aspects, language, thought and behaviour. If the child thus experiences a specific emotion such as sadness, it will always be associated with a physiological and psychological component. According to Perls, man has learnt in the present times to separate the psyche from the soma (body) – in other words, to live as a fragmented person. One of the objectives of gestalt therapy is to redress intrinsic holistic harmony within the individual. This is referred to as integration (Clarkson and Mackewn 1994; Yontef and Jacobs 2000). From a holistic point of view, the therapist holds the opinion that the individual is more than the sum total of his or her behaviour, perceptions and dynamics and that each individual moves towards an entity. The...