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Relevant bibliographies by topics / Gestalt approach to play therapy

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Academic literature on the topic 'Gestalt approach to play therapy'

Author: Grafiati

Published: 4 June 2021

Last updated: 17 February 2022

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Journal articles on the topic "Gestalt approach to play therapy"

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Pill, Shane, and Brendon Hyndman. "Gestalt Psychological Principles in Developing Meaningful Understanding of Games and Sport in Physical Education." Journal of Teaching in Physical Education 37, no. 4 (October 1, 2018): 322–29. http://dx.doi.org/10.1123/jtpe.2018-0033.

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In a games-based approach, the idea of understanding is located within the concept of games as decision-laden, problem-solving contexts. However, the concept of “understanding” is largely implicit in much of the germane literature. We are arguing for a more deliberate framework to approach the concept of understanding. We propose that the game-based approach to teaching physical education can be underpinned by the Gestalt psychological theoretical principles to provide students with more meaningful engagement in the process of learning to play games. The Gestalt psychological principles underpin the learning of games and sport through the Principle of Totality and the Principle of Psychological Isomorphism (Reproductive Thinking). The Gestalt psychological principles are underpinned by meaning-making, which is proposed as much “deeper” knowledge, developed over time, involving reflection, and agency. Although game-based approaches provide an alternative to technical and mechanical (progressive part) notions of what players need toknowanddoto be “skilled players,” in this paper, we question whether game-based approaches also encompasshowstudents in physical education are learning with understanding.

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Fourie, Arina, and Mariette Van der Merwe. "THE VIEWS OF PROFESSIONALS ON FAMILY PLAY THERAPY IN THE CONTEXT OF CHILD SEXUAL ABUSE IN SOUTH AFRICA." Southern African Journal of Social Work and Social Development 26, no. 2 (March 2, 2017): 214–40. http://dx.doi.org/10.25159/2415-5829/2248.

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This article reports on the information gathering and synthesis phase of an intervention research process. The aim was to obtain the views of professionals working in the field of child sexual abuse (CSA) in South Africa on family play therapy. This article outlines the findings based on data gathered from focus groups with professionals. Data were analysed and four themes emerged. The first theme centred on the importance of moving increasingly to systemic approaches in the context of CSA. Theme 2 outlined the views of professionals on inadequate knowledge and skills to engage in family play therapy. The third theme expanded on a family play therapy framework with suggestions that gestalt therapy theory can be valuable. Theme 4 pointed to a structured an individualised approach with a helping process where there is a balance between process goals and problem goals.

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Oaklander, Violet. "Gestalt play therapy." International Journal of Play Therapy 10, no. 2 (2001): 45–55. http://dx.doi.org/10.1037/h0089479.

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Venhorst, Andreas, Dominic Micklewright, and Timothy D. Noakes. "Towards a three-dimensional framework of centrally regulated and goal-directed exercise behaviour: a narrative review." British Journal of Sports Medicine 52, no. 15 (August 23, 2017): 957–66. http://dx.doi.org/10.1136/bjsports-2016-096907.

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The Central Governor Model (CGM) ignited a paradigm shift from concepts of catastrophic failure towards central regulation of exercise performance. However, the CGM has focused on the central integration of afferent feedback in homeostatic control. Accordingly, it neglected the important role of volitional self-regulatory control and the integration of affective components inherently attached to all physiological cues. Another limitation is the large reliance on the Gestalt phenomenon of perceived exertion. Thus, progress towards a comprehensive multidimensional model of perceived fatigability and exercise regulation is needed. Drawing on Gate Control Theory of pain, we propose a three-dimensional framework of centrally regulated and goal-directed exercise behaviour, which differentiates between sensory, affective and cognitive processes shaping the perceptual milieu during exercise. We propose that: (A) perceived mental strain and perceived physical strain are primary determinants of pacing behaviour reflecting sensory-discriminatory processes necessary to align planned behaviour with current physiological state, (B) core affect plays a primary and mediatory role in exercise and performance regulation, and its underlying two dimensions hedonicity and arousal reflect affective-motivational processes triggering approach and avoidance behaviour, and (C) the mindset-shift associated with an action crisis plays a primary role in volitional self-regulatory control reflecting cognitive-evaluative processes between further goal-pursuit and goal-disengagement. The proposed framework has the potential to enrich theory development in centrally regulated and goal-directed exercise behaviour by emphasising the multidimensional dynamic processes underpinning perceived fatigability and provides a practical outline for investigating the complex interplay between the psychophysiological determinants of pacing and performance during prolonged endurance exercise.

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Francesetti, Gianni, and Jan Roubal. "Gestalt Therapy Approach to Depressive Experiences." Psychotherapie-Wissenschaft 10, no. 2 (October 2020): 39–45. http://dx.doi.org/10.30820/1664-9583-2020-2-39.

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Mourning and depressive experience are distinguished to highlight the core of the suffering of people in depression. In the mourning experience a specific person or situation becomes unreachable and therein lies the loss suffered. The experience of melancholic depression differs: what is lost is that which anchors the subject to the fabric which connects him/her to the world. A radically relational approach to depression where the client and therapist are seen as depressing here and now in the therapy’s situation is introduced.

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Armstrong, Dick. "Gestalt Therapy - A Systemic Approach to Individual Change." Australian and New Zealand Journal of Family Therapy 9, no. 4 (December 1988): 203–8. http://dx.doi.org/10.1002/j.1467-8438.1988.tb01266.x.

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Pibernik, M., H. Reljanovic, I. Pavlic-Renar, and J. Golub. "Gestalt therapy approach in blood glucose awareness training." Patient Education and Counseling 23 (June 1994): S41. http://dx.doi.org/10.1016/0738-3991(94)90182-1.

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Degeneffe, Charles Edmund. "Understanding Traumatic Brain Injury From a Gestalt Approach." Journal of Applied Rehabilitation Counseling 50, no. 4 (December 1, 2019): 252–67. http://dx.doi.org/10.1891/0047-2220.50.4.252.

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This article proposes ways in which the theories, philosophies, and techniques of Gestalt therapy can assist rehabilitation counselors to better understand traumatic brain injury (TBI). The article describes the central tenets of Gestalt therapy and its unique fit to TBI. Discussion focuses on how an appreciation of Gestalt therapy can assist rehabilitation counselors to understand and address the psychological, familial, and service system implications of TBI. A conceptual framework is presented on the pathways of maladjustment and adjustment to living with TBI from a Gestalt perspective. A central assumption of this model is that without intervention, the onset of TBI activates a process of maladjustment for many persons with TBI and their family caregivers expressed by fragmentation, unfinished business, and lack of self-awareness. The model underscores the importance of rehabilitation counselor attention on both individual and contextual levels.

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Grossman, Elise F. "The Gestalt Approach to People with Amputations." Journal of Applied Rehabilitation Counseling 21, no. 1 (March 1, 1990): 16–19. http://dx.doi.org/10.1891/0047-2220.21.1.16.

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Gestalt therapy emphasizes the development of self-support and self responsibility. This is consonant with the goal of rehabilitation counseling, which is to assist people in the attainment of independence and self-sufficiency. The theory underlying Gestalt therapy will be discussed as well as its applications, both emotionally and vocationally, to individuals with amputations.

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Polínek, Martin Dominik. "2. Gestaltdrama as an Integrative Psychotherapeutic Approach." Review of Artistic Education 11, no. 1 (March 1, 2016): 139–45. http://dx.doi.org/10.1515/rae-2016-0017.

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Abstract The following text is an overview study which defines the basic phenomena and effective factors of Gestalt drama and outlines some of the researches carried out in this area by the author during recent years. Gestalt drama is the name of a specific psychotherapeutic approach applied by the author in his practice, which combines Gestalt therapy with expressive approaches (especially with dramatherapy, theatrotherapy and fairytale-therapy). Linking Gestalt therapy and expressive techniques results in a specific psychotherapeutic approach whose versatility and holistic conception makes it suitable not only for psychotherapy but also for self-development of people with special needs, as it has the potential to meet the higher psychological needs even when the lower needs are not sufficiently saturated. The article further presents the interpretation of the partial results of research focusing on the analysis of integration performance where gestaltdrama techniques have been applied. These performances resulted from one-day dramatherapy workshops with clients suffering from mental retardation and with clients with behavioural disorders. This includes the analysis of differences between dramatical expression within the above target groups.

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Dissertations / Theses on the topic "Gestalt approach to play therapy"

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Kotze, Etna. "'n Spelterapieprogram vir die adolessente dogter wat seksueel misbruik is." Thesis, Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-12132006-145617.

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Venter, Estelle. "Die benutting van projektiewe tegnieke ten opsigte van die moeder se emosionele belewenis van 'n miskraam." Diss., Pretoria : [s.n.], 2003. http://upetd.up.ac.za/thesis/available/etd-10132004-081502.

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Stander, Charlize. "Communicating through Gestalt play techniques: the experiences of adolescents with a hearing impairment." Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/78027.

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Hearing impairment is a major impairment that disrupts one of the most important functions and needs of the human being, namely, to communicate. Due to elusive understanding of the phenomenon, hearing impairment is seen as one of the serious anomalies, next to visual impairment. Hearing loss has adverse effects on speech, language, cognitive and psychosocial development, and subsequently affects educational and vocational attainment. There is also an effect of hearing loss on behavioural and social functions, as well as general quality of life. The effects of hearing loss are different for everyone, but most hearingimpaired adolescents suffer some social, psychological and physical problems as a result of their hearing loss. It is against this background that the study sought to explore whether the communication between the adolescent with a hearing impairment and a social worker or a counsellor could be improved. The researcher therefore implemented the use of Gestalt play techniques with adolescents who live with a hearing impairment with the aim of exploring their experiences of communication by means of these techniques. Gestalt play techniques were utilised in order to gain insight into the experiences of adolescents when making use of these techniques for communication. The research was conducted by means of a qualitative research approach. The study was exploratory and descriptive in nature and the type of research was applied. The vii researcher made use of an instrumental case study as a research design. Non-probability sampling methods were used, as the sample was not randomly selected. Specific criteria were specified for selection of five participants. Data collection by means of semistructured interviews was conducted after group sessions were held to explore the experiences of adolescents with a hearing impairment of communicating through Gestalt play techniques. During the research, play techniques were used to enhance communication and the ‘sense of self’. There was, however, no exploration of specific issues and therapy was not provided. Data was analysed by making use of thematic analysis by identifying themes or patterns in the data. The empirical findings confirmed different experiences by participants in terms of communication by means of play techniques. Techniques selected were non-threatening, easy to understand and not for therapeutic purposes. The use of contact functions enhanced the sense of self, which allowed participants to express their emotions. The participants indicated drawing, clay and drawing a safe place as useful and positive experiences. The use of play techniques and activities that were abstract in nature were not generally experienced in a positive manner. The participants were supportive in the group setting as they had shared experiences and understandings, which enabled them to talk freely and openly. Their need to connect with peers, especially having a hearing impairment in common, bonded them. Therefore, play techniques to enhance communication had a positive emotional effect on participants as heightened awareness of emotions were experienced. Recommendations for practice can be highlighted as social workers or counsellors should be knowledgeable regarding adolescent development and hearing impairment as a phenomenon, about various communication forms and should be able to adjust their communication style when communicating with hearing-impaired children/adolescents. It is also important that time is spend on the establishment of a therapeutic relationship with the child/adolescent.
Mini Dissertation (MSW (Play-based Intervention))--University of Pretoria, 2020.
Social Work and Criminology
MSW (Play-based Intervention)
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Janse, van Rensburg Liza. "The experiences of professionals utilizing sensory–motor play with young children in Gestalt play therapy / Elizabeth Sarah Janse van Rensburg." Thesis, North-West University, 2011. http://hdl.handle.net/10394/7357.

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The aim of this study was to explore and describe the experiences of professionals utilizing sensory-motor play (SMP) with young children (YC) in Gestalt play therapy in order to provide recommendations for professionals and to create an awareness of the value of SMP in Gestalt play therapy. Coming from an occupational therapy background, the researcher became aware of the potential value of utilizing sensorymotor play in Gestalt play therapy with YC. SMP, being a vital part of the sensory integration developmental process of YC, promotes body awareness through muscle movement and control. Awareness is one of the major aims of Gestalt play therapy. All the senses contribute to YC's awareness, including the frequently unacknowledged vestibu lar and proprioceptive senses. In order to treat YC holistically, the developmental importance of SMP should be acknowledged and integrated in the therapy process. Professionals young children working in this field, coming from diverse educational backgrounds, do not necessarily have the knowledge or experience of the utilization of SMPwith YC. A qualitative research approach with a case study research design was adopted in order to explore and describe the experiences of professionals regarding the utilization of SMP with YC in Gestalt play therapy, through applied research. The empirical data was collected by conducting two focus group discussions with professionals from diverse educational backgrounds. Two main themes with different sub-themes and categories were identified by analysing the data. The main themes are that participants are of the opinion that SMP enhances the therapeutic relationship and that SMP has a self-regulatory function. The researcher concludes that professionals gained a new awareness regarding the subject of discussion and experienced that uti lizing SMP in Gestalt play therapy with YC can promote and facilitate whole body/mind awareness and integrated healing.
Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2012.

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Louw, Elsabe. "Gestaltspeltegnieke in die assessering van die pleegkind se eiewaarde in sy middelkinderjare." Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-04172007-145003.

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Coetzee, Elthea. "Creative group music teaching and the principles of Gestalt play therapy in the foundation phase in South African education." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5290.

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Thesis (MMus (Music))--University of Stellenbosch, 2010.
ENGLISH ABSTRACT: Music teaching in groups is an important aspect of the development of the child in Foundation Phase teaching. Early childhood has been described as the most critical period in the child’s musical development. With the introduction of Outcomes based Education in South Africa, the curriculum regarding the presentation of music classes has changed. Similarities between music group classes and Gestalt Play Therapy were investigated, with the aim of incorporating concepts of Gestalt Play Therapy into music group classes. Legislation was studied in order to determine the expectations of the South African government, and specifically the education departments, relating to music teaching. In the present curriculum, the weight allocation for music in the Foundation Phase was significantly reduced from what it was previously. Teachers must structure their own music programme into their curriculum. Investigation into the presentation of creative music group classes, with the incorporation of the principles of Gestalt Play Therapy, was undertaken in this research study. Gestalt Play Therapy is a holistic approach that combines the principles of Gestalt theory with Play Therapy. Research was undertaken to investigate whether specific stages in Gestalt Play Therapy could be successfully combined with music group classes. This research emphasizes that the developmental stages of the child, specifically physical, neurological, cognitive and language development, should be taken into account when presenting lessons, and that children may be guided towards a higher level of integration and balance in themselves. Research into OBE principles suggests that the way forward could be a continuation of the OBE model, but with certain amendments. An inductive study of practical observation and presentation of creative group classes was undertaken. It was found that most teachers were not adequately qualified to present music classes, and creativity was not satisfactorily addressed in their lessons.
AFRIKAANSE OPSOMMING: Musiekonderrig in groepe is ‘n belangrike aspek rakende die ontwikkeling van die kind in Grondslagfase onderrig. Vroeë kinderjare word beskryf as die mees kritieke periode in die kind se musikale ontwikkeling. Met die inwerkingstelling van Uitkomsgebaseerde onderrig in Suid-Afrika, het die kurrikulum aangaande die aanbieding van musiekklasse verander. Ooreenkomste tussen musiekonderrig in groepe en Gestalt Spelterapie is ondersoek, met die doel om konsepte van Gestalt Spelterapie in musiekonderrig in groepe te inkorporeer. Wetgewing is bestudeer om die verwagtinge, aangaande musiekonderrig, van die Suid Afrikaanse regering, en spesifiek die onderwysdepartemente, te bepaal. Binne die huidige kurrikulum is die gewig toegeken aan musiek, binne die Grondslagfase, aansienlik verminder van voorheen. Onderwysers moet self hul musiekprogramme binne hulle kurrikulum struktureer. ‘n Ondersoek is geloods om die aanbieding van kreatiewe musiekonderrig in groepe te kombineer met die beginsels van Gestalt Spelterapie. Gestalt Spelterapie is ‘n holistiese benadering wat die beginsels van Gestalt teorie kombineer met Spelterapie. Navorsing is gedoen om te bepaal of spesifieke stadia in Gestalt Spelterapie suksesvol gekombineer kan word met musiekonderrig in groepe. Hierdie navorsing benadruk dat die ontwikkelingsstadia van die kind, spesifiek fisiologies, neurologies, kognitief en taalontwikkeling, in ag geneem moet word wanneer lesse aangebied word, en dat kinders hierdeur gelei kan word na ‘n hoër vlak van innerlike integrasie en balans. v Navorsing gedoen betreffende die beginsels van Uitkomsgebaseerde onderrig is aanduidend dat hierdie onderrigmodel wel voortgesit sou kon word, maar met bepaalde aanpassings. ‘n Induktiewe studie van praktiese waarneming sowel as aanbieding van kreatiewe groepsklasse is onderneem. Daar is bevind dat die meeste onderwysers nie voldoende gekwalifiseerd is om musiekklasse aan te bied nie, en kreatiwiteit is ook nie bevredigend in hulle lesse aangespreek nie.

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Serfontein, Mariana. "The effect of Gestalt group work on behavioural aspects of ADHD among adolescents in a school setting." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/62656.

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Parents and educators are often the first to notice that a learner is not coping in the school setting and is displaying certain disruptive behavioural aspects associated with a diagnosis of ADHD. For many parents this behaviour and resulting diagnosis of ADHD comes as a shock and they do not understand where it originates from, how it manifests within each individual or how to manage these symptoms successfully. Attention Deficit Hyperactivity Disorder (ADHD) is a chronic, neurodevelopmental disorder with no cure that can be identified according to the criteria laid out in the DSM-V (2013). Although no longer diagnosed as a learning disorder per se, ADHD is associated with several co-morbid conditions such as learning disabilities and psychological conditions that have a negative effect on learning (DSM-V, 2013:59). The goal of this study was to explore and describe the effect of Gestalt group work on the behavioural aspects associated with ADHD among adolescents in a school setting. Gestalt play therapy and in particular Gestalt group work, was employed in order to assist the adolescent diagnosed with ADHD in managing these disruptive behaviours. The research was conducted with adolescents in a secondary school in Gauteng. These adolescents were diagnosed with ADHD and were often singled out as being disruptive within the classroom. The population for this study was adolescents between the ages of 13 and 17 years, previously diagnosed with ADHD, who formed part of a specific school community. The researcher made use of non-probability sampling; specifically purposive and volunteer sampling. Seven adolescents were selected to take part in the quantitative research study, over a period of eight sessions (Strydom & Delport, 2011:392). The study was exploratory in nature and the type of research was applied research. The research design that was appropriate was the single-system design, seeing that this design enhances the link between research and practice (Strydom, 2011a:160). A standardised check list, the 'Current ADHD symptoms scale self-report' was used to obtain information by means of a pretest, mid-point and posttest measurement. This is a standardised measuring instrument that has been developed and tested through empirical methods of instrument development (Adler, Spencer, Faraone, Kessler, Howes, Biederman & Secnik, 2006). The data collected for this study was analysed statistically, through the univariate method of analysis. Computerised worksheets in Excel enabled the researcher to structure findings and to make the most valid and objective recommendations through organised interpretation of data collected (Fouchè & Bartley, 2011). Findings were presented graphically and illustrated in figures. All relevant ethical considerations were considered, for example participants provided informed assent, while their parents provided informed consent for the research to be conducted. Gestalt play provided for theme-based group sessions, assisting participants in recognising as well as mastering positive behaviour, as an alternative to the disruptive behavioural aspect of this condition. The research provided useful research data with regards to the use of both group work and Gestalt play techniques in assisting the adolescent with ADHD in addressing their disruptive behaviour. Gestalt group work as method of intervention seemed to have a positive effect on disruptive behaviour related to ADHD. The group as a whole had improved their behaviour for both the characteristics of ADHD. Behavioural aspects characterised by inattention, as well as hyperactivity and impulsivity for the group of respondents, had improved through the application of Gestalt play techniques. The group of respondents therefore perceived that they had benefited in terms of the improvement of these behavioural aspects of ADHD. It is recommended that educators, parents and caregivers be trained regarding ADHD in order to comprehend the nature of this disorder and the impact thereof on the learner and fellow learners in the classroom. Learners should become aware of their diagnosis, the symptoms and the disruptive element of their behaviour, the impact that this behaviour has in the classroom, as well as the resources available for the adolescent in addressing challenges.
Mini Dissertation (MSW)--University of Pretoria, 2017.
Social Work and Criminology
MSW
Unrestricted

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Brisbois, Blake. "The Lived Experience of Facilitating the Violet Oaklander Model of Psychotherapy for Children and Adolescents." Antioch University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1467798020.

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Ablort-Morgan, Catherine Elizabeth. "The impact of music within play therapy on the classroom behaviour of autistic children." Diss., Pretoria : [s.n.], 2003. http://upetd.up.ac.za/thesis/available/etd-10152004-082824.

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Fourie, Susanchen Maria. "The use of the Nine Figure Picture Story within Gestalt play therapy for adolescent survivors of sexual trauma / Susanchen Maria Fourie." Thesis, North-West University, 2012. http://hdl.handle.net/10394/8459.

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Sexual abuse of children and adolescents has reached pandemic proportions in Namibia. It is widely recognised that this traumagenic experience could have a profound and long-lasting effect on survivors. Nevertheless, few survivors in Namibia access therapy; often because of non-disclosure or non-reporting, being socioeconomically disadvantaged and the overburdened public sector therapists. This study set out to explore how adolescent survivors use the Nine Figure Picture Story (9FPS) embedded within the context of Gestalt Healing tasks. A variety of play therapy experiments was used to raise the clients’ awareness and to evoke their therapy stories (as these relate to Gestalt therapy) and their trauma stories (by means of the 9FPS). The researcher-therapist hoped that the study would enhance the understanding of the meaning-making of sexually abused adolescent clients, and in doing so, contribute to therapeutic practice in Namibia and elsewhere. Research which aims to uncover personal meaning-making and hear the voice of the participants already suggests that the qualitative paradigm would be apposite. An exploratory case study was conducted in Namibia between August 2010 and November 2010. Two adolescent survivors of sexual abuse who met the eligibility criteria were drawn from the population by means of nonprobability sampling. The sample was heterogeneous: one participant was a survivor of chronic intrafamilial rape; the other of a single incident, extrafamilial child sexual abuse (CSA). The data corpus included six and ten recorded therapeutic sessions with the two clients respectively; transcribed intake and termination semi-structured interviews with the parents; the researcher’s process and observation notes; and the clients’ objets d'art and Therapy diaries. To capture the tapestry of CSA accurately and holistically, the stories of the two participants were first analysed individually and thereafter synthesised into a theoretical comparative analysis. Trustworthiness was enhanced by means of investigator, theory, data and methodological triangulation. A number of safety, beneficence and non-maleficence measures contributed to the ethicality of this sensitive research. The research uncovered that, despite their differences, the two participants presented with posttraumatic signs and patterns often reported in the literature. Most insightful was how the survivors disavowed the CSA to become “not me” (Joyce & Sills, 2006: 92). As it relates to neurobiological hypotheses, it was revealed that the tactile and visuospatial Gestalt play therapy, specifically the 9FPS, seemed to access and address the fragmented, non-sequenced and non-verbal trauma memory. It was found that the 9FPSs gave the unfinished business from the past a miniaturised dimension in the present and that the “differentiated unity” (Reynolds, 2005: 162) enhanced its assimilation into the self.
Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2012

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Books on the topic "Gestalt approach to play therapy"

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Play therapy: A strategic approach. Springfield, Ill., U.S.A: C.C. Thomas, 1990.

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Harris, J. B. Working with anger in therapy: A Gestalt approach. Manchester: Manchester Gestalt Centre, 1993.

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Philippson, Peter. The emergent self: An existential-gestalt approach. London: Karnac, 2009.

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Organizational consulting: A Gestalt approach. New York: Gardner Press, 1987.

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Organizational consulting: A Gestalt approach. Cambridge, MA: Gestalt Press, 2001.

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Nevis, Edwin C. Organizational consulting: A Gestalt approach. Cleveland, Ohio: Gestalt Institute of Cleveland Press, 1987.

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Kottman, Terry. Partners in play: An Adlerian approach to play therapy. 3rd ed. Alexandria, VA: American Counseling Association, 2016.

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Partners in play: An Adlerian approach to play therapy. Alexandria, Va: American Counseling Assoc., 1995.

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Gestalt reconsidered: A new approach to contact and resistance / by Gordon Wheeler. New York: Gardner Press, 1991.

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M, Van der Merwe, ed. Entering the child's world: A play therapy approach. Pretoria: Kagiso Publishers, 1996.

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Book chapters on the topic "Gestalt approach to play therapy"

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Hartwig, Elizabeth Kjellstrand. "The Child-Centered Approach to Puppet Play With Children." In Puppet Play Therapy, 77–85. New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315181349-6.

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Peabody, Mary Anne, Deborah Johnson, and A. Dirk Hightower. "Primary Project: An Evidenced-Based Approach." In School-Based Play Therapy, 163–80. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2012. http://dx.doi.org/10.1002/9781118269701.ch8.

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King, Pamela K. "Solution Focused play therapy." In The Solution Focused Approach with Children and Young People, 15–21. Abingdon, Oxon ; New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429198120-3.

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Bratton, Sue C., Kara Carnes-Holt, and Peggy L. Ceballos. "An Integrative Humanistic Play Therapy Approach to Treating Adopted Children With a History of Attachment Disruptions." In Integrative Play Therapy, 341–70. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2011. http://dx.doi.org/10.1002/9781118094792.ch18.

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Spooner, Cathi. "Rationale for an Attachment-based Family Play Therapy Approach Integrating Play and Expressive Arts." In Attachment-Focused Family Play Therapy, 3–25. New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781315672847-1.

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Hess, Esther B. "DIR®/Floortime™: A Developmental/Relational Play Therapy Approach Toward the Treatment of Children With Developmental Delays, Including Autism Spectrum Disorder (ASD) and Sensory Processing Challenges." In Handbook of Play Therapy, 357–79. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2015. http://dx.doi.org/10.1002/9781119140467.ch18.

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Higgins-Klein, Dottie. "Play-Family Therapy: A Biobehavioral Team Approach to Chronic Medical Symptoms." In Functional Symptoms in Pediatric Disease, 425–35. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4939-1974-1_28.

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Higgins-Klein, Dottie. "Play-Family Therapy: A Biobehavioral Team Approach to Chronic Medical Symptoms." In Functional Symptoms in Pediatric Disease, 425–35. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4899-8074-8_28.

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Tariq, Saima, Sara Baber, Asbah Ashfaq, Yasar Ayaz, Muhammad Naveed, and Saba Mohsin. "Interactive Therapy Approach Through Collaborative Physical Play Between a Socially Assistive Humanoid Robot and Children with Autism Spectrum Disorder." In Social Robotics, 561–70. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-47437-3_55.

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"Gestalt Play Therapy." In Encyclopedia of Child Behavior and Development, 701. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_5699.

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Conference papers on the topic "Gestalt approach to play therapy"

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Ku Johari, Ku Suhaila, Mohamad Isa Amat, Zuria Mahmud, and Salleh Amat. "Screening Process on Children’s Emotional and Behavioral Well-being Using the Play Therapy Approach." In 1st Progress in Social Science, Humanities and Education Research Symposium (PSSHERS 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200824.158.

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Li, Ching-Wen, Pao-Hsin Yen, and Gou-Jen Wang. "A Cascade Microfluidic Device for High Quality Mitochondria Extraction." In ASME 2015 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/detc2015-46117.

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Abstract:

Recent researches have demonstrated that cells ingest mitochondrial by endocytosis to repair cell damage. This new mitochondrial therapy approach can be used for curing particular disease of neuropathy related diseases. Hence the obtainment of high quality and healthy mitochondria play an important role in mitochondrial based disease therapy. In this study, we propose a cascade microfluidic device for green extraction of healthy mitochondria. The geometry of the device was designed using the commercially available COMSOL package. Soft lithography process was than conducted to realize the device of PDMS. We used C2-GFP cells to demonstrate the efficiency of the proposed cascade microfluidic device. The total protein assay kit (complex I-V) was conducted to examine the extractive protein and the SDS page (Tom 20) was used for measuring the activity of the extracted mitochondria. Experimental results illustrate that the complex I-V expression of the extracted mitochondria by the proposed device is much higher than that of the extracted mitochondria by conventional kit. Furthermore, the results of the Tom 20 expression also demonstrate that our device is able to extract more amounts of mitochondria than the conventional kit.

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