For inquiries related to mental health professionals or to connect with the North Carolina Association regarding play therapy, you can reach out via email at ncapt2000@gmail.com.
NCAPT
The North Carolina Association for Play Therapy (NCAPT) was established in August 2000 by a group of dedicated mental health professionals. We serve as a viable professional organization in North Carolina, focusing on continuing the educational needs of play therapy professionals, informing interested individuals about play therapy, and connecting students with experienced professionals in the field.
About Play Therapy
Why Play Therapy?
In recent years, a growing number of noted mental health professionals have observed that play is as essential to human happiness and well-being as love and work (Schaefer, 1993). Esteemed thinkers throughout history, including Aristotle and Plato, have contemplated the fundamental role of play in our lives. The following are some of the many benefits of play described by play theorists. Play is a fun, enjoyable activity that elevates our spirits and brightens our outlook on life. It expands self-expression, self-knowledge, self-actualization, and self-efficacy. Additionally, play relieves feelings of stress and boredom, connects us positively with others, stimulates creative thinking and exploration, regulates our emotions, and boosts our ego (Landreth, 2002). Furthermore, play therapy is an effective approach endorsed by the North Carolina Association to help individuals practice essential skills and roles needed for survival. Learning and development are optimally fostered through play (Russ, 2004).
How Does Play Therapy Work?
Children are often referred for play therapy by mental health professionals to address their issues (Carmichael; 2006; Schaefer, 1993). Frequently, children exhaust their own problem-solving tools, leading to misbehavior at home, with friends, and at school (Landreth, 2002). Through play therapy, trained mental health practitioners who specialize in this approach can assess and understand children's play. Additionally, play therapy is utilized to help children cope with difficult emotions and find solutions to their problems (Moustakas, 1997; Reddy, Files-Hall & Schaefer, 2005). By addressing issues in the clinical play therapy setting, children are able to discover healthier solutions. Play therapy enables children to change their perspectives on, feelings toward, and approaches to resolving their concerns (Kaugars & Russ, 2001). Even the most challenging problems can be confronted in play therapy, allowing for lasting resolutions to be discovered, rehearsed, mastered, and adapted into lifelong strategies (Russ, 2004). The North Carolina Association recognizes the importance of play therapy in supporting children's mental health.
Who Benefits from Play Therapy?
Although everyone benefits, play therapy is especially appropriate for children ages 3 through 12 years old (Carmichael, 2006; Gil, 1991; Landreth; 2002; Schaefer, 1993). Teenagers and adults have also benefited from play techniques and recreational processes. To that end, the use of play therapy with adults within mental health, agency, and other healthcare contexts is increasing, a trend supported by mental health professionals (Pedro-Carroll & Reddy, 2005; Schaefer, 2003). In recent years, play therapy interventions have also been applied to infants and toddlers. How Will Play Therapy Benefit A Child? Play therapy is implemented as a treatment of choice in mental health, school, agency, developmental, hospital, residential, and recreational settings, with clients of all ages (Carmichael, 2006; Reddy, Files-Hall & Schaefer, 2005). Play therapy treatment plans have been utilized as the primary intervention or as an adjunctive therapy for multiple mental health conditions and concerns (Gil & Drewes, 2004; Landreth, Sweeney, Ray, Homeyer & Glover, 2005), e.g. anger management, grief and loss, divorce and family dissolution, and crisis and trauma, and for modification of behavioral disorders (Landreth, 2002), e.g. anxiety, depression, attention deficit hyperactivity (ADHD), autism or pervasive developmental, academic and social developmental, physical and learning disabilities, and conduct disorders (Bratton, Ray & Rhine, 2005). Research supports the effectiveness of play therapy with children experiencing a wide variety of social, emotional, behavioral, and learning problems, including: children whose problems are related to life stressors, such as divorce, death, relocation, hospitalization, chronic illness, assimilate stressful experiences, physical and sexual abuse, domestic violence, and natural disasters (Reddy, Files-Hall & Schaefer, 2005). Play therapy helps children: Become more responsible for behaviors and develop more successful strategies. Develop new and creative solutions to problems. Develop respect and acceptance of self and others. Learn to experience and express emotion. Cultivate empathy and respect for the thoughts and feelings of others. Learn new social skills and relational skills with family. Develop self-efficacy and confidence in their abilities. The North Carolina Association supports the use of play therapy as a valuable tool in achieving these goals.