Going beyond traditional play therapy, this innovative book presents a range of evidence-based assessment and intervention approaches that incorporate play as a key element. It is grounded in the latest knowledge about the importance of play in child development. Leading experts describe effective strategies for addressing a wide variety of clinical concerns, including behavioral difficulties, anxiety, parent–child relationship issues, trauma, and autism. The empirical support for each approach is summarized and clinical techniques are illustrated. The book also discusses school-based prevention programs that utilize play to support children’s learning and social-emotional functioning.
Table of Content
I. Play in Child Development
1. Cognitive and Affective Processes in Play,
Sandra W. Russ, Julie Fiorelli, and
Sara Cain Spannagel
2. Play and Interpersonal Processes
Jason F. Jent, Larissa N. Niec, and
Sarah E. Baker
II. Play in Evidence-Based Assessment
3. Assessment and Pretend Play,
Astrida Seja Kaugars
4. Measuring Parent-Child Interactions through Play,
Elizabeth
Brestan Knight and
Christie A. Salamone
5. Play, Playfulness, and Creativity in Therapeutic Assessment with Children,
Deborah J. Tharinger, Gina B. Christopher, and
May Matson
III. Play in Evidence-Based Intervention
6. Parent-Child Interaction Therapy: The Role of Play in the Behavioral Treatment of Childhood Conduct Problems,
Larissa N. Niec, Cheryl Gering, and
Emily Abbenante
7. The Use of Play in Trauma-Focused Cognitive-Behavioral Therapy,
Kristin M. Briggs, Melissa K. Runyon, and
Esther Deblinger
8. Play Interventions for Children with Autism,
Connie Kasari, Linh Huynh, and
Amanda C. Gulrud
9. Integrating Play into Cognitive-Behavioral Therapy for Child Anxiety Disorders,
Donna B. Pincus, Rhea M. Chase, Candice Chow, Courtney L. Weiner, and
Jessica Pian
10. Cognitive-Behavioral Play Therapy,
Sue M. Knell and
Meena Dasari
11. The Importance of Play in Both the Assessment and Treatment of Young Children,
Elizabeth J. Short, Maia Noeder, Suzanne Gorovoy, Michael J. Manos, and
Barbara Lewis
IV. Play in Evidence-Based Prevention Programs in School Settings
12. Play and Head Start,
Sandra J. Bishop-Josef and
Edward F. Zigler
13. Play Intervention and Prevention Programs in School Settings,
Sandra W. Russ and
Beth L. Pearson
14. Conclusions and Implications for the Use of Play in Intervention and Prevention Programs,
Sandra W. Russ and
Larissa N. Niec
About the author
Sandra W. Russ, Ph D, a child clinical psychologist, is Professor of Psychology at Case Western Reserve University. Her research and publications focus on pretend play, creativity, and adaptive functioning in children. Dr. Russ has served as President of the Society for Personality Assessment; the Society of Clinical Child and Adolescent Psychology (APA Division 53); and the Society for the Psychology of Aesthetics, Creativity and the Arts (APA Division 10). She is the developer of the Affect in Play Scale.
Larissa N. Niec, Ph D, is Professor of Psychology in the Clinical Psychology Doctoral Program at Central Michigan University (CMU) and Director of the CMU Parent-Child Interaction Therapy Clinic. Dr. Niec conducts basic and applied research on play, child maltreatment, and parent-child interaction therapy. The overarching goal of her research program is to reduce barriers to evidence-based treatment for children and families. She is involved in national efforts to increase the effectiveness of treatment dissemination to community therapists.
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