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Sandplay and storytelling: Social constructivism and cognitive [An article from: The Arts in Psychotherapy]
Book Details
Author(s)M.F. Russo, J. Vernam, A. Wolbert
PublisherElsevier
ISBN / ASINB000P6O2BM
ISBN-13978B000P6O2B4
MarketplaceIndia 🇮🇳
Description
This digital document is a journal article from The Arts in Psychotherapy, published by Elsevier in 2006. The article is delivered in HTML format and is available in your Amazon.com Media Library immediately after purchase. You can view it with any web browser.
Description:
Sandplay and storytelling are therapeutic techniques that are used to elicit significant themes in clients' social-emotional lives, and social constructivism is an appropriate theoretical framework with which to conceptualize the process of play therapy [Dale, M. A., & Lyddon, W. J. (2000). Sandplay: A constructivist strategy for assessment and change. Journal of Constructivist Psychology, 13, 135-154; Russo, in press]. The purpose of this study was to use the combined sandplay-storytelling technique to explore counselors' understanding of the manner in which children's interpersonal relationships and developmental status are reflected in their reconstruction of their social worlds in the sandtray. This qualitative study focused on the language of play as expressed in the context of young clients' cognitive developmental levels via sandplay-storytelling techniques. Six counselors participated in the study and worked with child and adolescent clients. Case analyses conducted by the counselors revealed themes that were consistent with clients' cognitive developmental status according to Piagetian developmental stages. Younger children, 5-8 years of age, showed a transition from preoperational to concrete operational thought, whereas adolescents, 12-18 years of age, operated from a concrete to abstract orientation. In addition, counselors observed the stages of sandplay as outlined by Allan and Berry [Allan, J., & Berry, P. (1993). Sandplay. In C.E. Schaefer & D.M. Cangelosi (Eds.). Play therapy techniques (pp. 117-123). Northvale, NJ: Jason Aronson Inc.) in that clients were able to develop resolution to their stories by repositioning figures to a more adaptive stance.
Description:
Sandplay and storytelling are therapeutic techniques that are used to elicit significant themes in clients' social-emotional lives, and social constructivism is an appropriate theoretical framework with which to conceptualize the process of play therapy [Dale, M. A., & Lyddon, W. J. (2000). Sandplay: A constructivist strategy for assessment and change. Journal of Constructivist Psychology, 13, 135-154; Russo, in press]. The purpose of this study was to use the combined sandplay-storytelling technique to explore counselors' understanding of the manner in which children's interpersonal relationships and developmental status are reflected in their reconstruction of their social worlds in the sandtray. This qualitative study focused on the language of play as expressed in the context of young clients' cognitive developmental levels via sandplay-storytelling techniques. Six counselors participated in the study and worked with child and adolescent clients. Case analyses conducted by the counselors revealed themes that were consistent with clients' cognitive developmental status according to Piagetian developmental stages. Younger children, 5-8 years of age, showed a transition from preoperational to concrete operational thought, whereas adolescents, 12-18 years of age, operated from a concrete to abstract orientation. In addition, counselors observed the stages of sandplay as outlined by Allan and Berry [Allan, J., & Berry, P. (1993). Sandplay. In C.E. Schaefer & D.M. Cangelosi (Eds.). Play therapy techniques (pp. 117-123). Northvale, NJ: Jason Aronson Inc.) in that clients were able to develop resolution to their stories by repositioning figures to a more adaptive stance.
