PLAY THERAPY: What is Play Therapy and How Does it Help?

Play therapy is one of the many therapeutic services that the Phoenix Center provides to children and adolescents with mental health needs, such as survivors of abuse, neglect and trauma.   

Play therapy utilizes play, children's natural medium of expression, to help them express their feelings more easily through toys and art instead of words.

One of the leading experts on play therapy notes "Play therapy is to children what talk therapy is to adults. Play is the child's way of communicating just as talking is the adult's natural way of communicating. In the playroom, toys are used like words and play is the child's language. Children are provided special toys in play therapy to enable them to say with the toys what they have difficulty saying with words...they can use dolls, puppets, paints, or other toys to say what they think or how they feel."

Play therapy differs from regular play in that the therapist helps children to address and resolve emotional or behavioral issues. Play therapy builds on the natural way that children learn about themselves and their relationships in the world around them. Through play therapy, children learn to communicate with others, express feelings, modify behavior and develop problem-solving skills.
 
The majority of the children who receive play therapy services at the Phoenix Center are survivors of abuse, neglect and/or trauma.  Many of our young clients are experiencing symptoms of Post Traumatic Stress Disorder.  If a child has survived abuse, play therapy provides a safe psychological distance from the traumatic experience, and allows expression of thoughts and feelings appropriate to the child's age and development.

Play Therapy International lists some of the "tools" commonly used in play therapy:
Therapeutic Storytelling
Creative Visualization (Relaxation Techniques)
Puppets and Masks
Drama & Role Play
Therapeutic Toys and Dolls
Sand & Clay
Art
Music
Play therapy has been used to help children since 1919.  In that time, research has shown its effectiveness in being beneficial to children and families.

For more information please visit:

Association for Play Therapy:  http://www.a4pt.org/ps.index.cfm
Play Therapy International:  http://www.playtherapy.org/playhowdoestpwork.html
UNT Center for Play Therapy:  http://cpt.unt.edu/about-play-therapy/what-is-play-therapy

Children and Nature

Spring is just around the corner, a time when most people enjoy getting outside. Here in central Texas, the mild weather, warm sunshine, brilliant wildflowers, flocks of migrating hawks and songbirds, and plenty of places to hike, fish, canoe, and camp just can’t be beat. It just feels good to be outside.

As it turns out, spending time in nature is also great for our minds and bodies.  When it comes to children, studies show being outdoors positively affects their physical, psychological, emotional, social, and mental well-being.  They experience reduced stress, better physical health, increased creativity, improved concentration, increased resilience, higher test scores, better problem-solving skills, better self-discipline, and increased happiness.

With so many benefits, it’s time to help our kids get outside!  There are no rules about how to do this; the important thing is to just have fun.  If you would like some guidance on getting started, here are a few tips:

• Seek variety. Look for places with a variety of habitats, such as woodlands, water, and fields. Each habitat will have its own different, interesting things to explore.
• Look for hands-on experiences. Kids of all ages love to interact up-close with nature.  Creeks and small streams are wonderful places for hands-on fun: turning over rocks to look for small critters, looking for frogs and fish, or talking about how plants can live underwater are perfect spring and summertime activities.
• Set realistic expectations. Young children may not be able to walk far or carry anything, while older kids may need more of a challenge to enjoy the trip. Keep the first few trips short in order to figure out your child’s abilities.
• Bring plenty of snacks and water.
• Be flexible. Let your children set the pace, and take your cues from them about what they find fun and interesting about the outdoors.  For instance, young children might delight in looking for different colors in nature, and older children can learn about the natural history of various plants and animals or can use a trail map to help everyone follow the right trail.
• Safety. Consider giving every child a whistle.  Teach your children to stay in one place and use their whistle if they become lost. Additionally, every child who is able can carry their own water and/or some lightweight food, such as granola bars, nuts, or dried fruit in a backpack.

These tips are only a starting place.  Below are some resources to help you expand your knowledge about nature and the outdoors as well as a few places near the greater Marble Falls area to begin exploring the natural world with your children.   

To learn more about the outdoors:

Texas Parks & Wildlife Outdoor Kids

Texas Parks & Wildlife Texas Outdoor Family Program

Children & Nature Network

National Wildlife Federation Ranger Rick

Some nearby places to explore:

Inks Lake State Park:

• A great place for all ages. Older kids can climb the granite outcroppings, and younger kids can look for deer or hunt for acorns. Rangers offer a variety of programs for kids and families.

Pedernales Falls State Park

• Easy trails and a kid-friendly bird-watching blind that is a short walk from the parking area. Young kids can easily see the birds up close, and older kids can try to identify the birds using the photos in the blind.

Balcones Canyonlands National Wildlife Refuge

• Doeskin Ranch is perfect for all ages; younger kids will enjoy the short Creek Trail and older kids might enjoy the longer trails.

Schools Work to Combat Bullying

The issue of bullying is hardly an advent of the 21st century.

On the 1950s television show “Leave it to Beaver,” Lumpy Rutherford terrorizes Wally and Beaver Cleaver on their way to school. In recent times, bullying has become an explosive issue on the international, national and local stages and in the Marble Falls Independent School District, some parents are asking for comprehensive programs to battle the problem.

One program has already started laying its roots in the middle and high school campuses, but the elementary schools have yet to install specific anti-bullying practices. “Bullying is very serious and it needs to be taken very seriously by schools, parents and communities,” said Sarah Garrett, founder of the Phoenix Center, which provides therapy for children with behavioral and emotional needs. “It’s been very common for both myself and other therapists in the area for the vast majority of our clients to be experiencing bullying,” Garrett said.

At the October Marble Falls Independent School District Board of Trustees meeting, a mother of two at Spicewood Elementary who wishes to remain anonymous spoke up about bullying in MFISD. “My son has been the victim of bullying at Spicewood since the beginning of second grade,” she said. Now a fourth grader, he has been the target of profane name-calling and physical harm, she said. And she said he is not the only one.

Garrett counted two families off the top of her head in her practice that are homeschooling their children now because of bullying. “He (my son) feels like nobody listens to him,” the mother said. “He doesn’t want to go to school.” The mother attended the school board meeting to ask the district to start an anti-bullying program in all the MFISD schools immediately. A new Texas law will make it mandatory to address bullying in all campuses by the 2012-2013 school year.

But MFISD employees have already begun the process of establishing campus programs. “We have formed a committee to look at bullying and we will start meeting in December,” said Assistant Superintendent of Academics Amy Jacobs. “By March or April we hope to have a finalized program to be approved by the school board.” The committee consists of teachers, parents and campus counselors, and its goal is to choose one or more programs to be implemented at each school. “We currently advocate for bullying prevention in our character programs,” Jacobs said. While the character programs promote six pillars of good character, they do not focus on bullying in particular, she said.

However, in Marble Falls Middle School and High School, administrators started the “No Place for Hate” campaign from the Anti-Defamation League. The middle school began the program at the onset of the fall semester and has already introduced it to students and parents with presentations and activities. A “No Place for Hate” club has also started at the high school. “The club will be half about educating students on statistics regarding teen suicide and things like that, the other half about leading by example,” said club advisor Chris Delmas. Students who join the club will work to improve the culture of the school. “The activities they come up with will be totally theirs,” he said. Some potential activities include visiting the elementary schools and stressing the negative consequences of bullying or paying random strangers compliments.

Garrett said prevention is always best practiced beginning as young as possible and she advocates starting at the elementary level. “I think it’s great that it is at the middle school and high school, but they need to start it in the third grade,” the mother of two said. Garrett said the ripple effect bullying has on children is immense. “I think the reality of it is that it affects the vast majority of children because they’re either bullies, they’re bullied or they’re bystanders,” Garrett said. She said bystanders can be hurt in the process as well because they may experience lingering feelings of guilt or shame from witnessing the event and/or not trying to stop it.

In this vein, the high school program will provide an anonymous tip line for students who have witnessed or been targets of bullies. “It’s called ‘Talk About It’ and we’ll be starting it Jan.1,” Delmas said. “The goal is to have students text or email anonymous tips, information for school officials about bullying, anything they’re struggling with, really.” Delmas and a campus counselor will be trained to talk with students who approach them. “We really want to get communication going with staff about what issues are here at the school,” Delmas said.

Garrett said frequently bullying is a silent issue. “Often, children are too scared to tell anyone about their experiences with bullying,” she said. And even some students who do inform adults do not receive the help needed to resolve the issue from administrators. Often, adults view bullying as a “playground scuffle” or a “kids will be kids” moment, Garrett said. “Some families that have approached the schools have not seen positive outcomes from that and that has led them to removing their children from the school ultimately,” Garrett said.

The term itself legally includes repetitive acts that target certain individuals meant to harm them. Many MFISD campus administrators said they do not think they have school-wide bullying problems because their students are not mean in the repetitive sense. Different types of bullying include verbal, psychological, physical, racial and sexual. “And cyber bullying has some really unique challenges because technology is 24/7 and it can be anonymous,” Garrett said.

Marble Falls High School senior Tanner Parten said bullying changes shape in high school. “It becomes more of an art when you get older, and more about excluding people,” Parten said. MFHS Student Body President Jane Johnson said by the time students get to high school, most social cliques have formed. “Cliques and who you are is determined in middle school,” Johnson said. “We want to show you can be friends with everyone.”

A culture of inclusion is one of the main pushes of the “No Place for Hate” program. “Safety is paramount,” Garrett said. “Children are not able to learn in a state of fear. First and foremost, children must feel safe in school.”

Printed with permission from The Highlander. This article originally appeared in the November 14th edition. Thanks to Katie White and The Highlander for allowing us to share this article.

The Phoenix Center is currently forming a support group for victims of bullying. Please call Sarah Garrett at 830.613.7230 for more information.

When someone you know is hurting

It’s not easy being young. Children and teens can find themselves surrounded by tremendous pressures pushing in at them from all sides. Grades, relationships, drugs and alcohol, social pressures, extracurricular activities, problems at home; these can all add up and can be hard for anyone to handle, including children, pre-teens, and teens. And when the pain, stress, or anxiety overwhelm a young person’s ability to cope, they may feel hopeless and alone and suicide can feel like the only way to make all of the pressure and pain stop.

Everyone feels overwhelmed, sad, or anxious at times, so how can you tell if a young person whom you love or care about is thinking about suicide? Below are some warning signs you can look for; pay special attention if any of these behaviors seem new or related to a painful event, such as a break-up with a boyfriend or girlfriend:

• Presence of a psychiatric disorder (e.g., depression, drug or alcohol, behavior disorders)
• Recent severe stressor, such as difficulties in dealing with sexual orientation; unplanned pregnancy, or significant real or anticipated loss
• Family instability, significant family conflict.
• Talking about wanting to die or to kill oneself.
• Looking for a way to kill oneself, such as searching online or buying a gun.
• Talking about feeling hopeless or having no reason to live.
• Talking about feeling trapped or in unbearable pain.
• Talking about being a burden to others.
• Increasing the use of alcohol or drugs.
• Acting anxious or agitated; behaving recklessly or impulsively.
• Sleeping too little or too much.
• Withdrawing or feeling isolated.
• Showing rage or talking about seeking revenge.
• Displaying extreme mood swings.
• Exposure to another’s suicidal behavior

If your child or teen shows any of these behaviors, consider finding help. Listen carefully with warmth, care, and compassion to what they are saying. Don't dismiss what they are saying by thinking they are lying or being dramatic, and don’t judge, criticize, or blame. If you need to find help, call a suicide hot line or contact a mental health professional.

National 24-hour hotlines:
Boy’s Town National Hotline: (800) 448-3000
National Runaway Switchboard & Suicide Hotline: (800) 786-2929
Trevor Suicide Hotline: (866) 488-7386
National Suicide Prevention Lifeline: (800) 273-8255

Local 24-hour hotlines:
Bluebonnet Trails Crisis Hotline: (800) 841-1255
Hill Country Crisis Hotline: (877) 466-0660

Additional Information:
National Suicide Prevention Lifeline: www.suicidepreventionlifeline.org
National Alliance on Mental Illness: www.nami.org

Managing Life's Changes

With the cooler fall weather comes falling leaves, cold fronts, Friday night football, and….monarch butterflies. Lately, these delicate black and orange jewels can be seen migrating through central Texas quietly gliding on the breeze, slowly making their way south until they reach their final winter destination.

The changes these beautiful insects go through in a year are startling. In the spring, they leave their wintering grounds in Mexico and begin migrating north. During this time, they lay hundreds of eggs on milkweed plants, on which they are dependent for their survival. Once they begin laying eggs, monarchs only live another few weeks before dying. It is the new generation of butterflies which must continue the journey north. They, too, lay eggs over the span of a few weeks before dying. This rapid birth to death cycle continues over several generations before the summer is over and fall migration begins. The last generation of butterflies to develop at the end of the summer, however, is different. While they look identical to summer butterflies, they will not mate or lay eggs until the next spring, instead embarking on a very long journey south. Using only instinct to guide them along a path they have never before traveled, these young monarchs, only about 2 months old, must find their way south to a small region of central Mexico, thousands of miles away from their place of birth. Those that survive the strenuous journey will spend their first (and only) winter high in the mountains where it is foggy, cloudy, and very cold. They cluster together in pine and fir trees which protect them from wind and occasional rain, snow, and hail. Finally, when the spring days grow longer and warmer, the entire cycle begins once again.

The life cycle of the beautiful monarch butterfly is dominated by change. For many of us, changes can be hard to deal with. When our lives take a sudden (or expected) turn, it often causes stress and anxiety, and even fear, sadness, feelings of helplessness, or depression. We can lose our balance and feel lost, confused, and alone. Some ways to cope with change include: using stress management techniques, such as deep breathing; reaching out to friends and family for support; exercising and eating healthy, nourishing foods; doing restorative activities, such as yoga or reading; and getting plenty of good sleep. Like the life of the monarch butterfly, our lives are full of change. Unlike the butterfly, however, we can work to find the opportunities that often come with change, which can help make us stronger, wiser, and more compassionate people.

Note: Butterfly photograph © Texas Parks and Wildlife Department

For more information about monarch butterflies: www.monarchwatch.org

For more information on managing life changes: www.mentalhealthamerica.net/go/mental-health-month/managing-lifes-challenges

Brain Research & Phoenix Center Programs

Phoenix Center counseling services include play therapy (utilizing our play therapy room), sand tray therapy (a form of play therapy) and art therapy. In order to expand our counseling services, I attended the International Play Therapy Institute at the University of North Texas.

One lecture presented the ways in which current brain research informs best therapies/practices when working with children who have experienced trauma (such as abuse). Based on current brain research, recommended therapies when working with children who have experienced trauma are play therapy, sand tray therapy, art therapy, multi-sensory experiences (such as therapies in nature or animal-assisted therapies) as well as movement and yoga. All of these recommended therapies and best practices are currently provided year-round and free of cost at the Phoenix Center & Camp Phoenix.

One particular study presented at the conference compared yoga to cognitive-behavioral and EMDR psychotherapies when working with individuals who have experienced trauma. Of the three, yoga was found to be the most effective (per scans of the brain). This may be because trauma is stored in the body as well as the mind. Yoga is also bi-lateral (effecting both the right and left sides of the brain and strengthening the corpus collosum connecting the two sides - the corpus collosum shrinks when a child experiences trauma).

Children are able to process trauma and their feelings through play therapy, sand tray therapy (a form of play therapy) or art therapy - feelings and past experiences that would be difficult, and not age-appropriate, to express verbally.

When youth with special needs have a place when they feel safe, a positive therapeutic relationship, and high-quality, age-appropriate therapies that meet their needs, like the story of the Phoenix, they heal, transform and rise to meet their highest potential.

Cause for Inspiration

Welcome to the Phoenix Center blog! Here you'll find true, uplifting stories of hope, healing and transformation.

At the Phoenix Center, children learn how to navigate and express challenging emotions in safe, healthy ways.

Mara [name changed] has attended our therapeutic programs for three years. She has learned "tools" to use when she feels angry, anxious or sad, such as deep breathing, progressive relaxation, yoga, and expressive art/writing. In addition, Mara recently began individual therapy services at the Phoenix Center - all free of cost.

Providing Mara with tools to navigate and express challenging emotions is of the utmost importance to her, her family, and society as a whole. All members of society benefit if children can navigate challenging emotions without violence, drug use or other unsafe behaviors.

In her own words, Mara says "[Phoenix Center] helps me a lot. I look forward to coming here all week." Now, Mara expresses her thoughts and feelings using art therapy and sees herself as an artist. She can name her strengths, talents and abilities.

Mara is a resilient, inspiring survivor who has found hope and healing. We are honored to have seen her CREATE, GROW & SHINE.