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• W2285033963 abstract "'what did you do at the clinic to-day?' Mother asks Tim. 'Nothing. Just play,' is the frustrating reply. Mother wonders if it is worth all the bother of taking him to his sessions, if that's all he does. He could do that at home. This rather familiar interchange (for 'clinic' substitute' school') illustrates some important points to bear in mind when undertaking therapy with children. Children, especially younger ones, are usually brought to therapy, and therefore the parents' motivation has to be assessed as well as the child's and their co-operation sought. Otherwise they can consciously or unconsciously sabotage the therapy, or break it off prematurely. Pare11ts may feel left out from what is going on between the therapist and the child, particularly if the child comes out with tell-tale signs of play like paint or water on clothes or plasticine under fingernails. Naturally parents do not want to entrust their child to someone who has not been properly vetted by them. For these reasons, I never take on children for therapy without one or two preliminary interviews which include the parentsboth parents, if at all possible. If the child is with a single parent, as so often happens nowadays, it is still worth making every effort to see the other parent if he or she has any contact at all with the child, especially if there is shared care or custody. Seeing the parents is also important if the child is seen in a school or residential setting, even though they are not involved in bringing him or her to therapy. If there is uncertainty about whether the child needs help, it may be wise to see the parents on their own first, but on most occasions I find it helpful to see the whole family together. Preliminary family interviews have a number of advantages. They enable a more complete assessment to be made of the family dynamics and the part the referred child is playing in them, so that one can judge what kind of intervention would be best and most acceptable to the parents. It is useful if the child hears what the parents say about her, or him, and I have found that most children are interested to hear how they were as a baby and their parents' account of their history. They may not have heard it all before, and such an account is sometimes therapeutic in itself. You can also then use this information in work with the child without betraying confidentiality." @default.
• W2285033963 created "2016-06-24" @default.
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• W2285033963 date "1999-03-01" @default.
• W2285033963 modified "2023-09-28" @default.
• W2285033963 title "Child Psychotherapy or Just Play?" @default.
• W2285033963 cites W603762000 @default.
• W2285033963 doi "https://doi.org/10.1080/03060497.1999.11085915" @default.
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