Game therapy and fairy tale therapy in the work of a child psychologist (part 1)
Game, game activity is an integral part of the life of not only a child, but also an adult. Therefore, the inclusion of methods of game therapy and fairy tale therapy as types of art therapy in the arsenal of the work of a practical psychologist, teacher is logical and important for the provision of psychological assistance to the child.
At the Psychological Center “HOUSE” (Moscow), our employees have developed and successfully implemented the program “Art Therapy in Education”, the program introduces modern techniques of game therapy, fairy tale therapy. All materials are based on many years of experience in psychological counseling on issues of parent-child relationships.
Art therapy is primarily aimed at developing the child’s creative imagination and thinking, art therapy brings new colors to the child’s world, fills it with vivid emotions, and with the help of art therapy the child learns to perceive the world and himself in a new way. Creativity is the creation of a new, previously non-existent, this is the creation of subjective values. In this sense, human life is a creative process, everyone creates, creates his life. The result of creativity is always unique. In modern vocabulary, the concept of creativity is often replaced by the concept of creativity. Creativity is rather a way of organizing the creative process. Creativity is subordinated to a pragmatic goal, while creativity in itself is not pragmatic.
The beauty of the game for the child is that he, from the concept to its implementation, is the author of his improvisation. Nobody imposes a game on him. In game psychotherapy, the specialist only directs the child’s game to help cope with the tasks that life has before the growing person.
The main objectives of game psychotherapy are:
changing perceptions of oneself and one’s capabilities,
expansion of the role range and, as a result, the development of new forms of behavior,
the ability to overcome the negative consequences of traumatic situations.
It is unlikely that we are thinking about the fact that, for example, games such as “blind man’s glasses”, “hide and seek” can be considered as the prevention of children’s neurosis, or that these games can be a good method to overcome the fears of the dark, closed space. Such games are good models of real situations that cause fear in the child. Being involved in the game, in the game of excitement, fear goes by the wayside, the child thinks more about how to win, rather than not being afraid.
In game psychotherapy, a technique such as “role replacement” is often used. This is an exchange of roles between two participants, for example, a child acts as an adult (one of the parents, teacher, educator), and an adult takes on the role of a child in this game. Unlike the previous case, dolls are not used in this technique. The doll acts as a mediator in the expression of feelings, it takes on all the qualities and problems of the participants in the dialogue, the doll, thus, softens the psychological blows, creates a buffer zone for the child to perceive her difficulties. When we use the role replacement technique directly, the child and the adult interact directly, directly. This gives them the opportunity to immediately actualize the conflict of interests, views, values and look for ways of a reasonable compromise.