'Play' in practice in psychotherapy and education

摘要

The authors argue that play is not merely something that is 'fun': it is the creative space potentially present in psychotherapy, education - and indeed, in preparing a paper. For this space to emerge, firm but human boundaries must be set. There must also be willingness to remain reflective, tolerant of anxiety, uncertainty and difference, and realistic about one's own and others' needs. The authors show how psychoanalytic concepts, notably Winnicott's 'transitional space', can throw light on the issues involved, and they give illustrations from their own work. Education professionals can learn from psychotherapy the importance of supervision in managing the anxieties intrinsic to both fields. It is argued that institutional and political dynamics, in particular the contemporary regulatory culture, tend to erode and suppress the potential for working creatively. This culture is presented as an extension of the 'scientific management' of the 1920s, making for fragmented rather than integrated work. Practitioners are challenged to remain resilient and hopeful rather than succumbing to despair: there is still room for creativity in both psychotherapy and education.