PERSPECTIVES

Integrative Approaches to Play Therapy

 

Symptoms of ADHD may be diminished using the Gottman Method when integrated with Reality Play Therapy (RePT) and/or Circus Arts Therapy fitness and play therapy program (CAT). While participating in play therapy, the therapist may utilize questioning methods from the Gottman Sound Relationship House’s (SRH; Gottman & Silver, 2015) seven phases in supporting parents and children to discover more about one another. This in turn helps them comprehend each other as individuals and as a family, thereby utilizing and acquiring coping mechanisms in helping to diminish ADHD symptoms in children and young adolescents. The integration process is explained with examples from each stage.


ADHD is described as a “persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development, as characterized by either inattention or hyperactivity/impulsivity” (American Psychiatric Association, 2013, p. 59).

The disorder impacts not only the affected children, but also parents and siblings, causing disruptions in family and marital functioning (Harpin, 2005). As the children age, the ADHD symptoms may trigger disturbances in the individual’s professional and personal lives, including increased healthcare costs (Harpin, 2005). Psychoeducation, psychotherapy and stimulant medications are effective treatments in combating ADHD.

For an individual to be diagnosed with ADHD, six or more of the following symptoms must have been present for at least six months: 1) inattention—trouble paying attention, difficulty following directions and tasks, shy or withdrawn behavior, being easily sidetracked, disorganized, and/or slow to process information; 2) hyperactivity—restlessness, impulsive speech/actions, talkative, loud interactions with others, frequent interruptions, overexcitement, and holding a quick temper (APA, 2013). ADHD is categorized into three subgroups, depending on description/severity of symptoms; combined presentation (both inattention and hyperactivity/impulsivity), predominantly inattentive presentation, or predominantly hyperactive/impulsive presentation.

Males are more likely than females to develop ADHD with a ratio of 2:1 (APA, 2013). Females may present mostly with inattentive features. While ADHD must not be confused with Oppositional Defiant Disorder (ODD), Conduct Disorder (CD), or Disruptive Mood Dysregulation Disorder (DMDD) it is very likely that an individual with ADHD will also be diagnosed with one or more of these disorders.  ADHD is prevalent in approximately 5% of children and about 2.5% of adults (APA, 2013).

The Gottman method that can be used with children

The Gottman Method, Sound Relationship House (Gottman & Silver, 2015), used as a treatment approach for couples’ therapy, may also be utilized in family therapy with children. Gottman argues that the four horsemen of contempt, criticism, defensiveness, and stonewalling lead to the dissolution of a marriage and of a family. When children are criticized, shown hostility and disapproval for their behavior, they feel demoralized. Thus, they shrivel and wither. Conflicts are hidden by “acting out” behaviors. Rather than say, “I can’t do it,” they voice “I will not do this.” Feelings are masked for fear of rejection or humiliation. Table 1 gives examples of diminishing the four horsemen using the tips of SRH.   

Sound Relationship House for Families with ADHD

Reality play therapy

Reality play therapy (RePT) is based on choice theory, which relies on how the human mind works, and puts emphasis on human motivation and human needs (Stutey & Wubbolding, 2018). The theory is based on “WDEP,” which assesses client’s wants, direction, self-evaluation, and plan. It is found to be effective in working with children, particularly those struggling with obesity, foster care, parents in prison, off-task behaviors, and ADHD (Stutey, & Wubbolding, 2018).  Combined into RePT, therapists focus on including art, sand, building blocks, drawing, as well as puppetry into therapy sessions to determine the child’s WDEP. It is suggested that the model should be used with children 7-14 years of age who may be responsive to the cognitive nature of RePT. They will be assisted with feelings, actions, views/opinions, and physiology.

Circus arts therapy

Recommended for children between the ages of 4-17, Circus Arts Therapy (CAT) integrates therapist-directed activities with nondirective methods implemented within a circus-based setting (juggling, trapeze, tight wire), and evaluates the physical/emotional benefits of participating in this form of therapy (Heller & Taglialatela, 2018). This model can be used in combination with other therapeutic models, or if other methods of play therapy fail. Children learn to work in teams, to follow instructions, and gain control over their emotions. Focus is given to social education, physical education, and emotion, while children learn to collaborate with others, not compete against them (Heller & Taglialatela, 2018).  Its aim is to create a safe place for change and trust to happen. TEEL techniques are utilized—tracking, empathy, encouragement, and limit setting.

Parent interviews are used to gather information about the child’s lifestyle/personality. The therapist will follow through and provide statements on how/why the program benefits the child, as well as allow the child room to change and move through challenges when ready to do so (Heller & Taglialatela, 2018). For instance, if children choose the tight wire, they will be asked questions based on what it was like, in which they would indicate that they have become centered and calm while walking and after walking the wire. They will then be asked to imagine walking the wire prior to a spelling test. This helps them gain emotional control. The CAT room, depending on where they receive therapy, would be approximately 1,300 square feet. Therapists would begin therapy with clients in the low area, moving to the high area in time and with progress.     

Integrating the Gottman methods with RePT and CAT

The goal of this approach is to reduce symptoms of ADHD utilizing the Gottman method along with RePT and CAT, when necessary. Each of the eight sessions is broken up into two or three sections depending on the progress of therapy. The initial session of therapy will see the family meet with the therapist in the information gathering first meeting. Here, goals and expectations are discussed. Information learned during the intake interview assists the therapist with case conceptualization and treatment planning. The second session begins with 20 minutes being spent with the family, where the first level of Gottman’s SRH, love maps, is brought up (Gottman & Silver, 2015). The therapist can determine how well family members understand and know one another. By the end of the session, each are provided homework assignments with questions including “Can you name three of your child’s friends?” or “What are some of your child’s life goals?” The questions are aimed at understanding the identified patients’ (IP) likes/dislikes and building the love map of the caregivers toward the children.  This is assigned to bring the family together and to understand the mind of an ADHD child.

The next 20 minutes are dedicated to teaching the child how to juggle. To start, only two balls are provided at first. This helps lower the children’s stress levels, in addition to keeping them focused and concentrating on the task at hand. During this time, the children may talk about things going on in their lives. Use this opportunity to deepen the joining. Instruct the children to visualize juggling balls prior to engaging in difficult tasks. Coach them to use the calming method each time they feel stressed. Hashemi, sadat Banijamali, and Khosravi (2018) argue that “over the past 20 years, the efficiency of play therapy for children with ADHD has been tested clinically and experimentally and is recognized as a useful treatment tool” (p. 76). The last 10 minutes of the session are spent with the entire family and providing homework to ensure they follow up for a third session.

The third through eight sessions are conducted in a similar manner, incorporating the Gottman method with either RePT or CAT. Focus is on the family understanding the IP (using the SRH methods), and the IP understanding and reducing ADHD symptoms (through play therapy). Levels 2 (fondness and admiration) and 3 (turning toward vs. turning away) of the SRH are combined in the third session. While the IP is juggling three balls for this meeting, the children’s parents are given the revised Conners’ Parent Rating Scale (CPRS-R; Conners, Sitarenios, Parker, & Epstein, 1998), an instrument utilized to pinpoint ADHD symptoms and behaviors from the parental point of view, which consists of 26 questions (Hashemi, sadat Banijamali, & Khosravi, 2018). The purpose is to determine how the parents view their children and ADHD. The therapist will use this information to target homework at increasing the parents’ fondness/admiration/appreciation of the IP. Homework assignments are given to the families to work on levels 2 and 3 at home and to report them in the fourth session.

In the fourth session, levels 4 (positive sentiment override) and 5 (regulation of conflict) are discussed. The fifth session starts off with going over level 6 of the SRH—supporting one another’s dreams—in this case, supporting the IP’s dreams. During CAT, while juggling three balls, it can be discovered what the IP’s dreams and hopes are. Eisenberg (1996) states that “parents may not always be aware of their feelings about their own and their children’s emotions” (p. 269), thus parents may not know of their IP’s feelings about their dreams. The IP is encouraged to inform parents of their dreams, so the family can then work through the issues and sort out their emotions. The children and their families will be evaluated for progress, particularly regarding the SRH. All remaining sessions utilize a combination of RePT and CAT methods of play therapy, while continuing to check in on the SRH.   

In utilizing the methods of psychotherapy discussed here, the family system begins to see positive results within the family unit when they come to understand one another. Thus, it may lead to a reduction in the children’s ADHD symptoms as they learn to maintain focus in enjoyable activities at home and school. Change will occur gradually as the system begins to transform and adjust to the individual with ADHD. More research is needed to validate this approach, especially utilizing a large sample size to determine the best way to incorporate the models. Clients and their families will benefit if methods are utilized in a constructive and positive manner.

Change will occur gradually as the system begins to transform and adjust to the individual with ADHD.

Sandra Fragomeni

Sandra Fragomeni, MA, is a student in the Masters program of Marriage and Family Therapy in the Department of Marriage and Family Sciences, Northcentral University. Correspondence concerning this article should be addressed to Sandra Fragomeni at NYMFTCounseling@gmail.com.

Michael Whitehead

Michael Whitehead, PhD, is an AAMFT Clinical Fellow and professor with the Department of Marriage and Family Sciences, Northcentral University.

 

This content is solely the responsibility of the authors and does not necessarily represent the official views of Northcentral University.


REFERENCES

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.

Conners, C. K., Sitarenios, G., Parker, J. D., & Epstein, J. N. (1998). The revised Conners’ Parent Rating Scale (CPRS-R): Factor structure, reliability, and criterion validity. Journal of Abnormal Child Psychology, 26(4), 257–268.

Eisenberg, N. (1996). Meta-emotion and socialization of emotion in the family—A topic whose time has come: Comment on Gottman et al. (1996). Journal of Family Psychology, 10(3), 269-276.

Gottman, J. M., & Silver, N. (2015). The seven principles for making marriage work. New York: Random House/Crown/Harmony.

Harpin, V. A. (2005). The effect of ADHD on the life of an individual, their family, and Community from preschool to adult life. Archive of Disease in Childhood, 90(1), 2-7.

Heller, C., & Taglialatela, L. A. (2018). Circus arts therapy fitness and play therapy program shows positive clinical results. International Journal of Play Therapy, 27(2), 69-77.

Hashemi, M., sadat Banijamali, S., & Khosravi, Z. (2018). The efficacy of short-term play therapy for children in reducing symptoms of ADHD. Journal of Family Medicine, 16(4), 76-84.å

Stutey, D. M., & Wubbolding, R. E. (2018). Reality Play Therapy: A case example. International Journal of Play Therapy, 27(1), 1-13.

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