Play Therapy in Schools

摘要

School counselors, psychologists, and social workers are the three primary groups of practitioners that work within schools to address the educational, social, vocational, and psychological needs of children and adolescents. Each of these professional groups came into existence as a result of the vocational and educational demands of the Industrial Revolution as well as a need for social reform and concern over child labor during the Industrial Revolution (Allen-Meares, 1996; Fa-gan, 1996; Gysbers & Henderson, 2001). As such, from the late 1800s through the early 1900s dramatic changes occurred within schools to address the needs of children and adolescents as well as the potential ramifications of these needs on future emotional, educational, and vocational outcomes. During this period and as a parallel, the forefathers of psychotherapy began writing about their work with children. At some point in time, during our play therapy education, we have all learned about the early uses of play as part of mental health treatment. We first see this documented in 1909, by Sigmund Freud, in his writings about the treatment of Little Hans (Freud, 1909/1955).