Unit 11 Other Therapies

Structure
11.0 Objectives
11.1 Introduction
11.2 Play Therapy
11.2.1 How Play Therapy Works?
11.2.2 Application of Play Therapy
11.3 Indigenous Therapies
11.3.1 Yoga
11.3.1.1Types of Asanas and Pranayam
11.3.2 Meditation
11.3.2.1 Types of Meditation
11.3.3 Mindfulness
11.3.4 Effectiveness of Yoga, Meditation and Mindfulness
11.3.5 Application of Indigenous therapies
11.4 Lets Us Sum Up
11.5 References
11.6 Key Words
11.7 Answers to Check Your Progress
11.8 Unit End Questions
11.8 Web Resources

11.0 OBJECTIVES
After reading this unit, you will be able to:
●● discuss about play therapy; and
●● describe indigenous therapies like Yoga and meditation and
mindfulness

11.1 INTRODUCTION
The learners of BAPCH were having a session on BPCC113 with Dr. Mahima
(Academic Counsellor). Though before they started with the sessions they
were having a general discussion when Dr. Mahima entered the classroom.
Dr. Mahima: Oh! looks like the class is busy in discussion. What are you
discussing?
Salim (Learner): Maam, so far we have seen various therapies, therapies that
focus on unconscious (psychoanalysis and psychodynamic psychotherapy),
therapy that focus on behaviour and reinforcement (behaviour modification),
therapies that focus on thought and therapy that focuses on thoughts,
behaviour and emotions (REBT)……….

Dr. Kshipra Vora, Faculty, Abbé Faria Post Graduate Department of Psychology, St.
Xavier’s College, Mapusa, Goa
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Sonali (Learner): …………And Maam we also discussed about the therapies Other Therapies
that fous on the individuals and his/ her potential to understand and solve
his/ her own problems (Humanistic therapies).
Salim (Learner): Is there nothing that is probably based on play or art etc.
Dr. Mahima: So that is what you were discussing. Well, learner, if you
look at the unit 11 in BPCC113 course material, it mainly talks about play
therapy. And I think you all will be greately interested in learning about the
same. Also besides the play therapy, the unit will also focus on indigenous
therapies.
Navjyot (Learner): Maam, by play therapy, we can guess that the therapy is
implemented through play. But what are indigenous therapies?
Dr. Mahima: Well, counselling and psychotherapy though are western
concepts, but they are not new to India. In India, attempts were made to
understand and deal with various mental processed. In Indian context, there
are various indigenous approaches like Yoga, meditation and mindfulness
and these will be discussed under indigenous therapies.
From the above conversation between Dr. Mahima and the learners of
BAPCH, it must be clear that we will mainly focus on play therapy and
indigenous therapy in the present unit. We will first start with play therapy
and then go on to discuss about indigenous therapies.

11.2 PLAY THERAPY

An interesting therapy that is often used to treat psychological illnesses
especially in children is play therapy. Children are not very articulate and
with difficulties in communicating their problems with parents and adults,
play seems to be a good medium. Play therapy is much more than ordinary
play.
Landreth (2012, page.11) defined play therapy as a dynamic interpersonal
relationship between a child (or person of any age) and a therapist...who
provides selected play materials and facilitates the development of a safe
relationship for the child ... to fully express and explore self (feelings,
thoughts, experiences, and behaviours) through play, the child’s natural
medium of communication, for optimal growth and development”. The act
of playing itself can be described as being therapeutic as was described by
Winnicott (1971). Play therapy provides a conducive environment to the
child or the client to explore his/ her uncertainties, fantasies fears, desired,
pain, conflicts and so on.
Play therapy can also be explained as an interpersonal process wherein a
trained therapist systematically applies the curative powers of play (for
example, relationship enhancement, role-playing, abreaction, communication,
mastery, catharsis, attachment formation, etc.) to help the clients resolve their
current psychological difficulties and help prevent future ones. Play therapy
techniques specify how to use the play materials so as to effectively implement
the therapeutic powers of play (Schaefer, 1993).
The basic focus of play therapy is dealing with children. It helps children
explore their life events and helps the therapist understand the influence of
the same. It helps children communicate, explore repressed thoughts, buried
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Treatment of Mental Disorders emotions. It allows them to address hidden traumas and through the process
of therapy learn to experience personal growth. While therapy can also be
used for adults, it is said to be important, effective and a developmentally
critical tool for mental health. The best part of play therapy is that it can be
done at the child’s choosing and therapist’s direction.
Play has always been an integral component of a child’s journey growing
up. He learns to be self-engaged as he plays, he educates himself through
play. Play is an important agent of socialisation and can be fruitfully used
as a coping tool in it being a therapy. Neurologically too, play has been
considered to contribute significantly toward neural development. This
leads to advancement in social skills, memory and emotional regulation.
Play helps child-victims of trauma, come to terms, with play providing
them a medium to vent. Furthermore, neuro-physical changes occur
during play and techniques like role-play and expression activities, move
trauma memories and sensations from the non-verbal areas of the brain
(hippocampus, amygdala, thalamus, brainstem) to the frontal lobe where
they can cognitively restructure and rewire themselves.
Psychotherapists often employ play therapy interventions. Children many a
times have difficulty is verbalising what they are going through or having a
trusted adult to express it to. They can often be misunderstood by adults as
well. This is where play therapy comes in handy. It helps children their inner
feelings and emotions without threat. Toys take greater meaning by being
symbols of significant things the child has experienced. Play helps therapist
to come down to the child’s level and bridges psychological barriers. For
this reason even behavioural, occupational therapists and social workers use
play therapy interventions.
Play reduces pressure of being guarded on children. They are able to
communicate in their own time and way. This control in their life helps
them deal with the other things they have no control over. The execution of
play therapy will depend on the therapist, the issue at hand and the child.
Observation and interviews with the parents, teachers and the child are
generally starting steps. This is followed by goal setting and charting an
action plan. Boundaries and action limits on what is permissible and what is
not is discussed with the child and its significant others.
The play therapist observes attachment patterns between the child and the
parents, how the child reacts on separation and on re-uniting with them.
Session to session behaviour changes and interaction with toys are closely
noted and inferred.
During play children find solace and heal themselves, try to solve problems
they are experiencing and even tend to act out their fears and anxieties.
Play serves as a medium for catharsis. These inputs help play therapists
to plan further course of action. It is to be kept in mind that play therapy
sessions are customised to suit the individual needs of the child. A review of
the therapy and its progress is to be taken timely. When parents, sibling or
family members are involved in play it is called filial therapy. Understanding
and improve family dynamics, conflict resolution and healing are achieved
with filial therapy too.
One of the significant models of play therapy is Child Cantered Play Therapy
(CCPT). CCPT is essentially non-directive therapy that mainly focuses on
acceptance and the child is not challenged during the activity. Thus, the
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child can play during the sessions as he/ she wished to. The core principles Other Therapies
of CCPT are as follows:
1. The play therapist needs to create a relationship with the child that is
sincere as well as friendly.
2. There is acceptance.
3. The therapist needs to display genuineness and be open in order to
encourage and facilitate the child to express his/ her feelings.
4. The therapist needs to pay attention and identify the emotions and
feelings as expressed by the child during the play activity and then
these need to be reflected in a way which helps the therapist develop
awareness and an understanding about the child’s behaviour.
5. The therapist needs to respect the skills possessed by the child that
can help him/ her solve his/ her problems when opportunity for the
same is provided.
6. The CCPT is non-directional, thus no direction is provided to the
child by the therapist.
7. The therapists needs to be patient during the therapeutic process.
8. Certain boundaries could be created in order to ensure that the therapy
is rooted in reality and that the child is aware of his/ her responsibilities.
Empathy and unconditional positive regard are two important aspects of
CCPT.
11.2.1 How Play Therapy Works?
Having understood the importance and history and development of play as a
therapy tool, now it is time to understand how it works and the interventions
used. As seen earlier, play therapy is beneficial for children with emotional
or behavioural challenges; and is very helpful in tackling inappropriate
behaviour and acting out tendencies.
Play therapy sessions can be conducted with an individual child or in groups
and typically sessions last for 30-45 minutes. Empathy, non-judgmental
attitude and genuineness are the cornerstones of the therapeutic relationship.
In play therapy, there is a playroom that is equipped with a selection of toys
and play material that help the child to express his feelings and in acquiring
healthy behaviours. The manner in which the child plays with the toys gives
the therapist information about the child’s thoughts, emotion and conflicts.
There is a wide selection of toys that can be used. These may include a
sandbox with associated miniature figurines, art materials, construction toys
like Legos or other, costumes or other clothing, dolls, a doll house with
miniature furniture, stuffed animals, puppets, indoor sports equipment, and
other indoor games. Play therapy also involves the use of clay, storytelling,
music, dance, drama and role-plays.
Initially children play as they wish, then the therapist introduces specific
items or play activities related to the issues the child is facing. Play therapy
encourages creativity, expression and awareness of emotions, troubles areas.
It promotes healing and positive decision making skills, and facilitates
social skills and communication. It can either be directive or non-directive
in approach
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Treatment of Mental Disorders Non-directive play therapy is non-intrusive since there is minimal instruction
on how should the child engage in play. Directed play therapy involves
much greater input from the therapist.
Although best meant for children, play therapy can be applied to adults
as well. Play therapy is also be used to treat issues faced by teenagers and
adults. As individuals reach adulthood they lose their ability to playfully
explore themselves. Play therapists help adolescents, adults, and even the
elderly relearn the values of play. It is even neurologically proven that
play can help adolescents and adults enhance both cognitive and physical
behaviours. Many organisations and experts are dedicated to play research
and advocacy, that play is important for people of all ages.
A play therapy session is of about 30 minutes to an hour with a once a week
duration. The number of sessions required depends on the child, the nature
of problem and how well they respond to this type of therapy. Therapy can
take place individually or in groups.
Play therapists can be directive or non-directive in their approach. The
sessions take place in an environment where the child feels comfortable, safe
and whit few limitations. The therapist may use techniques that including
creative roleplaying, story telling, using toys, puppets, soft toys etc., art
and craft related activities, playing with sand, clay (play doll) and water,
playing with blocks, dance and movements, music, creative visualisation
and soon.
The therapist might offer the child a dollhouse and some dolls, asking them
to act out a typical day at home or some problems they have. They could
encourage the child to use hand puppets to recreate something they found
stressful or frightening. Therapists ask the child to tell a “once upon a time”
story to see what the child might bring to light. Or they might read stories
that solve a problem similar to your child’s. This is referred to as biblio-
therapy. Play therapy could also involve asking questions while the child is
drawing or painting to try to gain insights into their thought process. Playing
various games with the child to encourage problem-solving, cooperation,
and social skills is also common.
Play therapy is used very effectively for intellectual disabilities, dementia,
chronic illness, palliative care, and hospice care, substance use, trauma and
physical abuse, anger management issues, post-traumatic stress disorder
(PTSD), unresolved childhood issues
When working with adults, a therapist may use dramatic role-playing or
sand-tray therapy to help get in touch with feelings that are hard to talk
about.
11.2.2 Application of Play Therapy
By now it must clear that play therapy is an effective therapy, especially
while dealing with children. It is known to enhance learning optimise
relationships, and improve overall health and well-being. Play therapy is
suitable for adolescents and adults as well. Therapists have an opportunity to
choose from a many of the modalities such as movement (body play), sand
play, dream play, nature play, and social play, pretend (fantasy) play, creative
play, storytelling, and vocal play. A variety of health challenges experienced
by adults also can be addressed by play therapy. The biggest strength of play
therapy is that it can be modified to any issue and establishing rapport and
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the therapeutic alliance is very smooth. As a therapy it helps keep aside Other Therapies
client defensiveness. Play therapy can be used to effectively treat (in children
or adults) dementia, grief and loss, post-traumatic stress, obsessions and
compulsions, attention deficit and hyperactivity, mood disorders, anxiety,
developmental delays and arrested emotional development
Play therapy is an effective therapeutic approach for people from all age
groups, though minors respond particularly well to this type of treatment.
Like a regular session, therapists employ several general guidelines and
practices in treatment in order to foster the greatest benefits for people
in their care. It is critical that when working with a child, the therapist
provides adjunctive therapy for adults who play key roles in the child’s
life. Throughout therapy, the therapist typically places emphasis on the
promotion of mental health and psychosocial development. The treatment
plan is explained to the child’s legal guardians, if necessary. Therapists may
also coordinate treatment with doctors or other health care professionals to
ensure that a child’s welfare remains the treatment priority. If inappropriately
touched by a child in treatment, the therapist may find it best to explain that
it is important that each person’s body is respected, document the event,
then discuss the situation with the child’s legal guardians at the earliest
opportunity. A therapist may also find it necessary to make arrangements to
prevent the child, or any person they are treating, from feeling abandoned,
should there be a break in treatment.
Box 11.1 Techniques of Play Therapy1
1) The Feeling Word Game: Often children have difficulty verbalising
their feelings when directly questioned, either because they are guarded
or they do not connect with those feelings they find most threatening.
When involved in playing a game, children’s defenses are reduced,
and they are more likely to talk about their feelings. The Feeling Word
Game allows children to communicate their feelings in an enjoyable,
nonthreatening manner.The Feeling Word Game can be successfully used
with all children, including those with conduct problems, attention-deficit/
hyperactivity disorder (ADHD), or anxiety problems. This technique is a
fun and nonthreatening way for therapists to discuss and question issues
that are generally too intimidating for the child to communicate about
directly.
2) Colour-Your-Life: Colour-Your-Life provides children with a
nonthreatening, concrete method of understanding and discussing various
affective states. It is critical for children to develop certain skills to
successfully manage their affect. Specifically, children need to develop an
awareness of numerous affective states, the ability to relate those states to
their environmental events, and the skill to verbally express these feelings
in an appropriate manner. Colour-Your-Life is suitable for all children
between 6 and 12 years of age. The basic requirement is that the children
are able to recognise and name colours as well as various affective states.
The technique can be used in an individual or a group format. It is helpful
to use the technique at several points throughout the therapy in order to
examine what change has occurred.

1. Box 11.1 is adapted from Unit 1, Block 3 of BPCE017 and is authored by Dr. P. Swati
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Treatment of Mental Disorders
3) The Pick-Up-Sticks Game: The Pick-Up-Sticks Game was designed
to facilitate affective expression in children. The technique is a fun way
for children to express their feelings and pair various affective states with
environmental events in a game context. In order for the Pick-Up- Sticks
Game to be successful, the children must already be familiar with color–
feeling pairs. One way to introduce them to this is by first playing Color-
Your-Life, described above. The adapted version of the Pick-Up-Sticks
Game is applicable for 6–12- year-old children. This technique can be
used in an individual or a small group format.
4) Balloons of Anger: It is crucial to help children understand what anger
is and how to release it appropriately. Balloons of Anger is an enjoyable,
effective technique that provides children with a visual picture of anger
and the impact that it can have upon them and their environment. It allows
the children to see how anger can build up inside of them and how, if it
is not released slowly and safely, anger can explode and hurt themselves
or others. Balloons of Anger is effective for aggressive children who
have difficulty controlling their anger and for withdrawn children who
internalise their anger instead of expressing it. This technique can be used
in an individual or a group format.
5) The Mad Game: The Mad Game was designed to show children that
anger is a common, acceptable feeling, and it allows children to verbally
and kinesthetically express their anger.
Applications
The Mad Game can be used in an individual or a group format. This
technique can be slightly altered to express feelings other than anger, such
as sadness or anxiety.
6) Beat the Clock: Beat the Clock was designed to increase children’s self
control and impulse control. The goal of this game is for the child to resist
distraction, remaining on task and focused for a specified period of time.
When the child successfully completes this task, she or he receives poker
chips, which can be cashed in for a prise. When the child is successful at the
game, the child is filled with a sense of competence and accomplishment.
Beat the Clock can be used in an individual or a small group format. This
technique is useful for any child who has impulse control problems (for
example, , children with ADHD).
7) The Slow Motion Game: It is well known that children learn best by
doing. The Slow Motion Game was designed to have children actively
practice self-control over their movements in a playful group context.
The Slow Motion Game is successful with any group of children that
has difficulty maintaining self-control. Also, common board games can be
effectively used to increase children’s self-control.

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 Other Therapies
8) Relaxation Training: Bubble Breaths: Bubble Breaths is an extremely
useful and concrete relaxation technique designed to teach children deep
and controlled breathing while helping them become aware of their own
mind–body connections. Bubble blowing is fun, inexpensive, and allows
nonthreatening interactions between the child and therapist. Bubble
Breaths can be used in an individual or a group format. It is a simple,
inexpensive technique that is extremely engaging and nonthreatening.
This technique is especially useful in reducing anger, anxiety, or tension
in children.
9) Worry Can: Children often worry about numerous things that they
keep bottled up inside. These worries may be the root of some of their
presenting problems, such as fears, peer conflict, temper tantrums, and
separation anxiety. Worry Can is an effective method for helping children
to identify and then discuss their worries with an adult and/or other
children. Worry Can may be used in an individual or a group format. It
can be adapted to be used as an Anger Can or as a Sad Can. A variation
of this technique is The Garbage Bag Technique Two brown sandwich
bags may be used as garbage bags one for garbage from home and one for
garbage from school. The child is instructed to decorate the garbage bags
and then place three strips of paper, each with a separate problem, in each
bag. The following session, the child picks out a piece of garbage to play
out in miniatures or in role-playing. Often children will develop their own
solutions to their problems. If this does not occur, the therapist should be
directive and intervene with suggestions in the context of the play. The
therapist needs to keep the play in the third person so as to allow the child
to maintain enough distance from the problem in order to solve it.
10) Party Hats on Monsters: Party Hats on Monsters is a drawing
strategy designed to enable children to gradually face their fears in a
nonthreatening, enjoyable manner. Most children find it more comfortable
to express their fears through drawing as opposed to verbalising them.
Furthermore, children find it reassuring when they are not required to
face their worst fear or anxiety immediately. By experiencing step by step
success facing the feared object, the children’s confidence and sense of
mastery are increased. This technique is appropriate for preschool and
school-age children. Although it is beneficial for helping children face
their common fears, it is especially effective for children who have anxiety
disorders. This technique can be slightly altered by providing children
with the option of sculpting their fears in clay.
11) Weights and Balloons: A common challenge in therapy is making
abstract therapeutic constructs understandable, meaningful, and concrete
to children. Techniques that are enjoyable and “hands-on” are an ideal
way to teach children these complex concepts. Weights and Balloons is an
easy, effective technique for teaching children the somewhat complicated
cognitive behavioural theory of depression. Weights and Balloons

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is an inexpensive technique that transforms a complex idea into something
concrete and understandable. This technique is particularly useful for
children who are depressed. However, it is useful with all children to
illustrate the effect that thoughts have on feelings.
12) The Power Animal Technique- Internalising a Positive Symbol
of Strength: Children who are referred for therapy often have low self-
esteem, ineffective problem solving skills, and difficult relationships
with peers and adults. Therefore, primary therapeutic goals often include
improving the child’s positive sense of self and increasing his or her
coping skills. However, it is often difficult for children to articulate what
strengths they wished they had or what attributes would help them cope
more effectively. The Power Animal Technique is useful with any child
who might profit from a positive introject.
13) Using a Puppet to Create a Symbolic Client: Puppets serve a crucial
role in play therapy. Frequently, children project their thoughts and feelings
onto puppets. In this way, puppets allow children the distance needed to
communicate their distress. Furthermore, the puppets serve as a medium
for the therapist to reflect understanding and provide corrective emotional
experiences in the context of the children’s play. Most children naturally
project their experiences onto the puppets. However, some children are
too fearful and withdrawn to become involved in any aspect of therapy. By
using the puppet as a symbolic client the therapist is able to engage these
children and overcome resistance. The creation of the symbolic client
removes the focus from the child, thereby increasing the child’s comfort
level and allowing him or her to remain at a safe emotional distance. This
technique is particularly effective for any child between 4 and 8 years of
age who is anxious or withdrawn in the beginning stages of therapy. A
variation of this technique would be to have the puppet present with the
same problem as the child and to enlist the child’s help in brainstorming
solutions to solve the puppet’s problem.
14) Broadcast News: It is much easier for children to play out their
problems than discuss them. Furthermore, children are better able to
solve their own problems when they can distance themselves from them.
Broadcast News is an enjoyable, nonthreatening technique that enhances
children’s verbalisation and problem-solving skills. Broadcast News is
an extremely useful technique for highly verbal children 6 years of age
and older. Children who are very outgoing will find this an easy activity,
whereas children who are withdrawn or anxious may have some difficulty.
Puppets can be used if the therapist thinks that the child needs more
distance from his or her problems.
A variation of this technique is to have a talk show where the child is the
host. The therapist is the guest and guides what “issues” she or he is going
to discuss.
15) The Spy and the Sneak: The Spy and the Sneak was designed to
transform negative family interactions into positive ones, which would
increase the family members’ enjoyment of each other and improve their
self-esteem. Parents begin to see many of their children’s positive qualities
and start to reward the good behaviour.
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 Other Therapies
Children realise that they get more attention by acting in a positive
manner than in a negative one. The Spy and the Sneak is a fun, engaging
technique that involves no cost but results in huge therapeutic gains. This
technique is excellent to use with any family that is experiencing negative
interactions. After the family has engaged in the technique for a few
weeks, the therapist may choose to instruct the parent and child to switch
roles, with the child becoming the spy and the parent becoming the sneak.
A variety of toys recommended as staples in the therapeutic playroom,
including a dollhouse with furniture and doll family, doll clothes, baby
doll with bottle, puppets, building blocks, toy cars and trucks, toy guns,
knives, and swords, stuffed animals, play telephones, crayons, paints,
scissors, glue and paper, play dough, and clothes for playing dress-up.
Toys should be available that allow children to be creative, to release
emotion, to develop insight, to test reality, and to express themes from real
life, such as anger and aggression, love and nurturing, and sadness when
children find it difficult to express their emotions directly. Puppets provide
effective stimuli for dramatised, symbolic acting out of emotions. Toy
guns, toy soldiers, play dough, doll families, and drawing and colouring
pictures can all be used to encourage expression of need for nurturance
and love. Several sources provide suggestions for play activities that may
be helpful when planning counselling sessions for children. Kaduson,
Cangelosi, and Schaefer (1997) provide suggestions for using play
therapy with children who have various internalising, externalising, or
stress-produced disorders.
Sand and water are natural media that fascinate children. The sand box
can symbolise the child’s environment, allowing the child to build the
world of his fantasy by using toy cars, building-block houses, and doll
figures. The child then plays out themes representative of the conflicts he
or she is experiencing. Use of dry and damp sand in separate waterproof
trays that are painted blue so that a lake is represented when the sand is
pushed aside provide stimuli for the changing themes of children’s play.
Chaos, struggle, and resolution are common stages that recur in children’s
sand play. Additionally, water play has been used for work with overly
active and constricted children, providing an outlet for aggression or for
relaxation.
Check Your Progress I
1) Briefly state the application of play therapy.
_______________________________________________________
_______________________________________________________

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11.3 INDIGENOUS THERAPIES
Indigenous therapies include interventions for human behaviour and
pathology from the individual’s native land. These approaches help in
alleviating stress and tension and also provide a means of integrating
ones experiences. It is a more holistic approach and also accounts for
looking at one’s own experiences in a different light. It accommodates
newer experiences and allows the individual to heal physically, mentally
and spiritually. For us in India, Yoga, meditation and mindfulness are
prominent interventions that can be termed as indigenous therapies. These
discover how the cultural views, theories, assumptions and classifications
coupled with overarching social institutions influence psychological topics.
Indigenous therapies are subjected to systematic influences of formal,
political and educational institutions and social factors. They are formed
of the basic, political, economic, religious, and social components of
each culture. Indigenous therapies use scientific and applied knowledge
reflected in scientific and professional psychology to help individuals
with psychological problems. Indigenous therapies are widely applied
to strengthening education, employment, health, population control and
religious conflict.
Every indigenous therapy understands and finds to rectify factors such as
affective, behavioural, and cognitive human systems that in turn impact
attitudes, behaviours, beliefs, expectations, and values of the members of
each unique culture”. Psychology has the fundamental issues at the heart
of its focus.
Kim, Yang and Hwang (2006) distinguish 10 characteristics of indigenous
therapies.
1. They emphasise on examining psychological phenomena in
ecological, historical and cultural context.
2. They need to be developed for all cultural, native and ethnic groups.
3. They advocate use of multiple methods.
4. They advocate the integration of “insiders”, “outsiders” and multiple
perspectives to obtain comprehensive and integrated understanding.
5. They acknowledge that people have a complex and sophisticated
understanding of themselves and it is necessary to translate their
practical and episodic understanding into analytical knowledge.
6. They are part of a scientific tradition that advocates multiple
perspectives, but not multiple psychologies or absolute relativism.
7. Although descriptive analysis is the starting point of research, its final
goal is to discover psychological universals that can be theoretically
and empirically verified.
8. They are a part of the cultural sciences tradition in which human
agency, meaning and context are incorporated into the research
design.
9. They advocate a linkage of humanities (which focus on human
experience and creativity) with social sciences (which focus empirical
analysis and verification).
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10. Two starting points of research in indigenous therapy can be identified: Other Therapies
indigenisation from without and indigenisation from within.
While indigenous therapies have existed for a long time, only recently
have they been studied in a global context. While international psychology
influences indigenous therapies, it is within each indigenous psychology
that the unique histories, social mores, needs and practicalities of a certain
culture can be addressed. For example, many Indian psychologists with
Western training have incorporated their instruction to include aspects of
Indian culture that aren’t necessarily relevant to Western psychology. They
have learned to place more emphasis on extended family and community
which is more suited to the societal norms of Indian culture than Western
culture. However due to resource issues, the scaling up of indigenous
therapies has not been that fast paced. The lack of trained professionals and
the demands of an impoverished population have left psychologists in India
struggling to meet the needs of its citizens. This has often taken priority
over scientific advancement. Furthermore blind faith and superstition
often come in way of the needy seeking treatment. Individuals do not seek
professional assistance be it with psychiatrists or main stream psychologists
and therapists willingly. Such a social mind frame also poses a challenge for
use and application of indigenous approaches.
Indigenous therapies connected to the Indian culture include yoga,
meditation and mindfulness.
11.3.1 Yoga
Yoga is a group of physical, mental and spiritual practices that are practiced
to control and strengthen the human mind. It helps to calm our psychomotor
agitation by calming our physiological processes. It helps to build attention
by helping the individual to gain control of the mind. It aids stillness and
helps one witness the surrounding with detached compassion. The individual
is a witness as the consciousness is untouched by thoughts and mundane
suffering. Yoga incorporates a broad variety of schools, practices and goals,
coming from Hinduism, Buddhism and Jainism philosophies. Yoga was
first mentioned in the Rig Veda and referenced in many Upanishads. These
were around 5th – 3rd century BC. The Yoga Sutras of Patanjali is the most
comprehensive text on Yoga.
In general and western world, yoga is represented by Hatha Yoga, a posture-
based physical fitness, and stress relief and relaxation technique. It focuses
on asanas. Yoga also constitutes meditation and deep breathing exercises.
It can be understood that Yoga is in itself an entire discipline that warrants
technical study and practice. Yoga is known to work beneficially for physical
and mental issues.
A set of specific exercises, called poses, combined with specific breathing
techniques and meditation principles are the building blocks of a yoga
class. If a pose causes pain or proves too difficult, there are variations and
modifications that can be made to help clients. Props like blocks, blankets
and straps — even chairs — can be used to help clients get the most benefit
from the poses. Yoga is not one-size-fits-all, the best yoga workout will
depend on individual needs and goals.
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Treatment of Mental Disorders Yoga is now introduced as a compulsory subject in most schools and
colleges owing to the physical and mental health benefits it entails. It is
form of mind-body conditioning, helping individuals to breathe better and
increase their focus. Yoga is also a part of sport training programs
Before yoga was a popular physical exercise, it was, for thousands of years,
mainly a meditation practice.
Yoga has different postures that serve a purpose for different illness and help
manage it. Yoga works best for bodily ailments exacerbating out of stress.
In combination with meditation and mindfulness yoga as an indigenous
therapy makes positive development.
During yoga as one does the poses, one is asked to observe one’s own breath
and body as it moves through the exercises. This is the foundation of a mind-
body connection and the underpinnings of mindfulness. A well-balanced
series of yoga exercises gives an opportunity to scan the entire body, noting
personal feelings as one move through the poses. One may begin to realise,
for example, that one side of the body feels different than the other during
a stretch, or that it’s easier to balance on the right leg or that certain poses
helps ease tension in neck. This is how yoga turns physical exercises into
tools to help individuals become more mindful and even learn to meditate.
Mindfulness begins at yoga classes and percolates beyond classes and to
every sphere of life.
11.3.1.1 Types of Asanas and Pranayama*
International Day of Yoga on 21st June every year. Such is the effectiveness
of Yoga that it is now promoted at International level in order to create
awareness and promote practice of Yoga amongst the individuals so as to
help them enhance their health and wellbeing. Yoga as a practice originated
in India and the term Yoga is derived from Sanskrit meaning ‘to unite’,
indicating a union of consciousness and body (https://www.un.org/en/
events/yogaday/). The main goal of Yoga is self realisation (Balaji, 2012).
Yoga find its mention in Bhagwad Gita, where a whole chapter is devoted to
it. Three main types of yoga have been mentioned in this regard.
Karma Yoga: That is yoga related to one’s actions.
Bhakti Yoga: Yoga related to devotion.
Jnana Yoga: That is Yoga related to knowledge.
There is also a fourth type that was put forth by Patanjali, who is also termed
as father of Yoga. He introduced Ashtang Yoga, that is, power yoga. This
yoga involves a movement or a flow from posture to posture (Balaji, 2012).
Fig 11.1 shows various dimensions of Yoga (based on information given by
Balaji, 2012).

*Section 11.3.1.1 is adapted from. BPCS 186 and is authored by Prof. Suhas Shetgovekar.
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 Other Therapies

Fig.11.1: Dimensions of Yoga

Yoga mainly involves bodily postures (Asanas), breathing exercises and
meditation that are to be carried out in a specific manner.
Types of Asanas
There are various types of asanas, some of these have been briefly discussed
as follows:
1. Padmasana: This is also referred as the lotus pose that can be used
during meditation. Padmasana is practiced by sitting straight on the
ground with your feet on top of your thighs. This asana is quite difficult
and may need practice before one is able to carry it out adequately.
2. Sukhasana: This involves sitting cross legged. Thus, this is an easy
asana and like Padmasana, it can be used during meditation.
3. Siddhasana: This is similar to Padmasana but less difficult. In this.
you need to sit with your toes tucked in to your thighs (refer to figure
11.1).

Fig. 11.2 Siddhasana

4. Vajrasana: Vajra is a Sanskrit term that can be translated as ‘diamond’
(Balaji, 2012). This involves sitting on one’s heels by placing palms
in the knees. (Figure 11.3)

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Treatment of Mental Disorders

Fig. 11.3 Vajrasana

5. Trikonasana: In this asana, you need to stand on the floor with legs
apart and then you need to stretch your body to the left in such a way
that spine is straight and your body is facing towards front and your
both arms are perpendicular to the floor, with left hand resting on
the floor and right hand straight up (Balaji, 2012, page 3). Refer to
figure11.4.

Fig. 11.4: Trikonasana

6. Bhujangasana: Also referred to as cobra pose, in this the person has to
lie face down on the floor, with hands on the floor below the shoulder. Then
he/ she has to lift his/ her head and chest slowly. The elbows are to be kept
near the body, with neck straight and eyes looking up (refer to figure 11.5)

Fig. 11.5: Bhujangasana

Pranayam
Pranayam is a breathing exercise that can be carried out for stress relief,
though it has number of other health benefits as well. In this you need to
put your right thumb on your right nostril and deeply inhale through your
left nostril. Then you close your left nostril with your right index finger and
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hold your breath for a few seconds. Then exhale through your left nostril. Other Therapies
The same can be repeated with your left nostril (Balaji, 2012, page 3). Refer
to figure 11.6.

Fig. 11.6: Pranayam

Yoga has a number of benefits including relief from stress, higher
productivity, mindfulness and overall better physical and mental health. But
it is important that one develops its understanding and take suitable training
before it is practiced.
Note: Figures for Asanas have been taken from Balaji Deekshitulu PV
(2012) Stress and Yoga. Journal of Yoga and Physical Therapy, 2:109.
doi:10.4172/2157-7595.1000109
11.3.2 Meditation
Meditation is straightforward and benefits seen quickly. Breathing
techniques are an essential part of yoga — not only do they help one to stay
focused while practicing yoga, they can also help reduce stress and relax the
nervous system and calm the mind.
Some of the breathing exercises include:
Abdominal breathing: Abdominal Breathing is also called as diaphragmatic
or belly breathing, this is the most common breathing technique in basic
yoga. It helps foster healthy, efficient breathing in general.
Ujjayi or “victorious” breath: This type of deep breathing allows one to
slow and smooth the flow of breath. It is often used in flow classes to help
students regulate their breathing as they move through the poses.
Interval or interrupted breathing: In this type of breathing, the individual
is instructed to pauses and hold the breath during the inhalation or exhalation,
or both. It is a good way to begin to learn to control the breath, especially if
you are looking to try more advance yoga breathing techniques.
Alternate nostril breathing: This technique is said to be effective in
balancing the nervous system and is a good idea to try before meditation.
Meditation and its effects are being studied clinically as well.
Meditation is being regularly employed as a mainstay treatment in most
cases of stress and anxiety. Mainstream medication and research have
understood the utility of meditation in help ameliorate stress symptoms in
those with chronic anxiety and even lifestyle disorders or terminal illness.
11.3.2.1 Types of Meditation *
Meditation is yet another technique that can be used to deal with stress.
Meditation is the English term for Sanskrit term ‘Dhyana’. It can be
* Section 11.3.3 is adapted from BPCS186 and is authored by Prof. Suhas Shetgovekar

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Treatment of Mental Disorders described as a process of “quieting the mind in order to spend time in
thought for relaxation with a goal to attain inner state of awareness and
intensify personal and spiritual growth” (https://www.yogapedia.com/
definition/4949/meditation). Meditation also will relax your body and thus
the negative impact of stress on the body is reduced. Meditation leads to
not only relaxation of body but also helps in increasing self-awareness. And
regular practice of meditation will have long term benefits.
There are different types of meditation (Villines, 2017, Welch, 2019). Some
of these are briefly explained as follows:
●● Mindfulness meditation: This mainly includes becoming aware
about one’s thoughts. It mainly involves sitting in a place without
any distractions and non-judgmentally observing one’s thoughts and
emotions.
●● Transcendental Meditation: This involves chanting of a ‘mantra’/
chant or a word repeatedly in certain manner. This again can be done
in a quiet place. One can sit straight but comfortably and practice this
meditation for 15 to 20 minutes.
●● Guided meditation: As the name suggests in this meditation, there
is often a guide who will take you through the meditation process.
This meditation mainly involves visualisation of certain images that
you may find relaxing. It also involves utilising one’s senses. The
person may be asked to sit in a quiet and calm place with eye close
and visualise certain images that he/ she finds relaxing.
●● Vipassana meditation: The main aim of this meditation is self-
observation in order to transform oneself. It requires attention to be
paid to different bodily sensations in order to create a connection
between body and mind.
●● Loving kindness meditation (Metta meditation): This meditation
includes directing love and kindness towards others. The individual
is required to sit straight but in a comfortable position in a quiet
place. He/ she is then required to take a few deep breaths and repeat
to oneself words that express kindness to self, then to family, friends
and other significant people in his/ her life and then to everyone.
●● Chakra (means wheel) meditation: In our body there are different
energy centers and power that is spiritual in nature and they are referred
to as chakras or wheels. There are a total of seven such chakras that are
located in different parts of our body and are represented by a colour.
The main aim of this meditation is to bring about an equilibrium in
these chakras.
The benefits of meditation include not only reduction of stress but it can
also help in managing anxiety, promoting affective health, enhancing self-
awareness, increasing the span of attention and so on. Initially it can be
practiced once in a day for a few minutes and later on the duration can be
increased and it can also be practiced twice a day.

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 Other Therapies
Box 11.1: A simple way to meditate is given as follows:
●● You need to sit on a chair comfortably with your back straight. Let
your feet touch the floor and do not cross your legs or arms. You can
either rest you arms in your lap or keep them on the armrest.
●● Then you need to close your eyes.
●● Breath in deeply and breath out gently and try to relax your body.
●● Keep your eyes closed and you can either repeat a mantra, a word to
your self or can have a (prewritten) self dialogue to your self.
●● If you get distracted, repeat the mantra, word or continue with the
self dialogue.
●● You can do this for 15 to 20 minutes (initially it can be done
for smaller time period and later the duration can be gradually
increased).
●● As you complete the meditation, count backwards from ten to one.
●● Rub your palms together and put them on your eyes.
●● Slowly open your eyes.
11.3.3 Mindfulness
Mindfulness denotes awareness about ones thinking, the way one feels,
physical sensations and one’s surrounding in the present moment. It
mainly involves becoming non-judgmental in one’s awareness about one’s
thoughts and feelings. It mainly involves paying attention to things that
generally we do not notice as we are too occupied with our lives, thinking
about future and past and thus seldom focusing on present. It is often
termed as a contrast to automatic pilot mode (or a default mode) where we
do things without much thought or attention. Often, we are doing certain
activities like driving, household chores or even eating which we may
not do by paying our complete attention to the task and most often our
attention and thought process may be somewhere else rather than these
activities. Thus, we are in auto pilot mode. Whereas, mindfulness involves
becoming aware and focusing our attention on these activities. The main
characteristics of mindfulness according to Kabat-Zinn (1990) are being
nonjudgmental, cultivating patience, being open minded, having trust, non-
striving, acceptance and letting go. In fact Kabat-Zinn was also responsible
for starting a programme on Mindfulness- Based Stress Reduction in 1997
at University of Massachusetts Medical School. It is also important that
when mindfulness is practiced, one involves in observing one’s experiences
including thoughts, feelings and physiological sensations. Though when one
is focusing at varied experiences, this is to be done one at a time. Besides
observation, it also involves description of what is being observed but this
is to be done in non-judgmentally. Mindfulness also requires complete
participation, thus complete attention and focus needs to be provided to the
task at hand. While practicing mindfulness, it is possible that one’s attention
and focus may drift, in which case one needs to gently bring back the focus
and attention on observing that experience.

1. Section 11.3.3 is adapted from BPCS186 and is authored by Prof. Suhas Shetgovekar
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Treatment of Mental Disorders Practicing mindfulness can have a positive impact on an individual’s body
and mind. It not only helps in dealing with certain illness by strengthening
one’s immune system but it also helps deal with stress and promote positive
mental health. Even memory, attention, problem solving and decision
making can improve with the help of mindfulness. It can also enhance
one’s self esteem and can play a role in building and maintaining positive
relationships.
One of the most important activities that we often do mindlessly is eating.
We eat so that our body gets the necessary nourishment. But most often we
do this activity on an auto pilot mode while we either watch television or
browse our mobiles or engage in social networking. Next time you have
your lunch or dinner try to exercise mindfulness eating. Do this by switching
off the television, keeping aside the mobile and concentrate on your food.
Appreciate your food and pay attention to its taste, colour, sound, texture,
aroma and so on (sense it with all your senses) and be non- judgmental in
doing so. And even while carrying out other activities as well, try to carry
them out in a mindful manner.
11.3.4 Effectiveness of Yoga, Meditation and Mindfulness
Yoga can be effectively used not only to deal with stress but it can
contribute to maintaining positive health and wellbeing. It has long term
positive effects on both physical and mental health. The benefits of a regular
yoga practice are wide-ranging. In general, a complete yoga workout can
help keep back and joints healthy, improves overall posture, stretches and
strengthen muscles and improves balance. Yoga has a restorative side that
is deeply relaxing and rejuvenating, as relaxation is built into every yoga
session. In addition, yoga’s focus on the breath can calm and help one learn
to be more mindful of the body. In recent years, more and more research is
demonstrating the wide-ranging health benefits of yoga. Studies show that
yoga can help manage psychosomatic symptoms. They help reduce back
pain, improve balance, strengthen bones, stave off muscle decline, reduce
stress and relieve depression.
Meditation expands attention and enable insight of one’s own process,
etiology and symptoms. Individuals with a wider attention span can be
more insightful and help one be objective in emotionally laden situations.
Meditation is known to bring about some positive physiological changes in
the body. It works by impacting the autonomic/involuntary nervous system.
Some mediation activates the sympathetic nervous system while some,
the parasympathetic system. This is possible because of the relationship
between amygdala and pre frontal cortex. Meditation increases gray matter
and slows down deterioration. It was also noted that meditation improved
integrity and efficiency of cognitive functions.
Meditation also impact perception with short term and long term effects.
It temporarily or permanently alters top-down processing that is involved
in filtering out ‘noises’. Meditation is known to have biophysical and
physiological changes that lead to a relaxation response – changes in
metabolism, respiration, heart rate, blood pressure and blood chemistry.
While there is established evidence of Yoga and meditation having positive
effects on healthy individuals or with neurosis. Reports for psychotic
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individuals or those with movement disorders can get worse. Further Other Therapies
indigenous therapies require training and counselling knowledge incase
meditation stirs up emotions.
Mindfulness is specifically a psychological quality that involves bringing
one’s attention to moment to moment interactions; it is awareness of the
present. It involves paying attention in a non-judgmental way. Mindfulness
has two aspects: self-regulation of attention and adopting a particular
orientation towards ones experiences, curiosity, openness, and acceptance.
Mindfulness is the awareness of one’s surroundings and the way one
negotiates the same. It is the metacognition of how events and experiences
work. Mindfulness is associated with Buddhist processes that lead to stress
reduction and elevation of positive responses. It is a concept that can be
measured with self-report techniques like Attention Awareness scale,
Freiburg Mindfulness inventory, Kentucky Inventory of mindfulness skills,
and Cognitive and Affective Mindfulness scale. Mindfulness allows stress
reduction and positive state elevation. Distress is reduced by reducing
distractive and ruminating thoughts. Emotional regulation is also achieved
by focused breathing. Stress-induced mood disturbances and functional
impairments are also in check.
Mindfulness also promotes positive and enriching experiences. It enhances
the purpose of life, social support, and decreased illness symptoms. Brain
and immune functions get elevated, though more research is warranted.
Attention and awareness along with gratitude are promoted with mindfulness
based practices. Nonjudgmental awareness, self-regulation of attention,
openness to experiences is tenants of mindfulness. Mindfulness allows for
going with the flow of situations and inducing alternative conceptualisations
and cognitive reframing of events and experiences. It allows us to break
off from auto-pilot mode to embrace the moment to moment situations.
Mindfulness is use adjunct to many theories as dialectical behaviour therapy,
acceptance and commitment therapy, relapse prevention, cognitive change,
self-management, relaxation, acceptance and overall well-being.
Though India had its roots ingrained in these indigenous techniques, it has
not been able to tap these into professional therapy avenues. The scene is
gradually changing wherein Indians are adapting to these therapies. Therapy
is gaining popularity slowly among urban centers and so is the need to adopt
indigenous practices for effective metal health outcomes.
India is a land rooted with indigenous and alternative therapies like
Ayurveda, Unani, Siddha and these are interwoven with cultural and religious
practices, along with magic and shamanic rituals. Education or the lack of
it and blind faith come in way of analysing these practices scientifically
and adopting a more rigorous stand. This could also be a reason why many
shy away from indigenous therapy application. The stigma that lies in India
regarding mental illness and wellness practices translates to the adoption of
indigenous practices as well.
In India, the past few decades have been invested in promoting indigenous
therapies for use in mental health and wellness. Of course revisions and
adaptations regarding indigenous therapies are on line for India. There is an
orientation moving towards studying culture. There is a need for indigenous
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Treatment of Mental Disorders interventions to merge with the traditional systems of therapy and improve
the consumption of wellness interventions.
11.3.5 Application of Indigenous Therapy
Indigenous interventions as seen have cultural backgrounds and help instil
in individuals a higher order sense of well-being. They help one answer
questions relating to the purpose of life and in gaining a fresher insight
into the current experiences. These interventions allow for an enriched
perception towards oneself and others. Indigenous techniques help collate
different world views regarding concepts of mental and physical health
and have arrived at healing measures. These are holistic measures that
also incorporate spirituality. Indigenous therapies are culturally rooted and
imbibe the land’s ritualistic notions and practices in healing. Practices like
Yoga, meditation and mindfulness are amenable to scientific studies to
arrive at theoretical and empirical validation for the same.
Indigenous therapies can get challenging as they can either be misunderstood
as communal or take that turn. Also they may include processes that may
not be very amenable to scientific rigor. These include reiki healing, pranic
healing, crystal healing and the like. Client testimonials indicate these
alternative healing approaches as helpful but it remains a question as to
whether to include them in the technical list of indigenous approaches.
Yoga, meditation and mindfulness have been associated with improved
holistic health outcomes and have also a basis in understanding
neurochemistry and altering the same for better physiological functioning.
Each of these techniques requires a specialised certification and clinically
supervised exposure. It is imperative to understand the suitability of each
of these interventions as per client complaints and client vulnerabilities.
Each of these integrative therapies can also be initiated early n in education
syllabi to help train young minds to holistic healthy living.
In light of advancing eclectic incorporations in therapy, it is suggested to
include indigenous interventions as well. Essential training is required for
therapists in multicultural aspects of counselling and so also in the indigenous
approaches. Cultural competency is an active, ongoing process that the
therapists should be trained in. it is important that this starts with awareness
of therapists’ own values and beliefs and societal systems. Culturally
competency also involves understanding the diversity that the client brings
in therapy and lastly imbibing the relevant indigenous techniques that
would help their clients. There has to an emphasis on actively developing
and practicing appropriate sensitive interventions.
Check Your Progress II
1) Explain any one type of meditation.
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
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11.4 LET US SUM UP
To summarise, in the present unit, we discussed about play therapy. Play
therapy can be explained as an interpersonal process wherein a trained
therapist systematically applies the curative powers of play (for example,
, relationship enhancement, role-playing, abreaction, communication,
mastery, catharsis, attachment formation, etc.) to help the clients resolve
their current psychological difficulties and help prevent future ones. Play
therapy techniques specify how to use the play materials so as to effectively
implement the therapeutic powers of play (Schaefer, 1993). Child cantered
play therapy was also briefly discussed. the unit also focused on how play
therapy works and the application of play therapy. The unit further discussed
about indigenous therapies, Indigenous therapies include interventions for
human behaviour and pathology from the individual’s native land. These
approaches help in alleviating stress and tension and also provide a means
of integrating ones experiences. Yoga, meditation and mindfulness were
discussed in this context.

11.5 REFERENCES
O’Connor, K. J., Schaefer, C. E., & Braverman, L. D. (2015). Handbook of
Play Therapy. John Wiley & Sons.
McMahon, L., & Mcmahon, L. (2003). The handbook of play therapy.
Routledge:
Landreth, G. L. (2012). Play therapy: The art of the relationship. Routledge.
Baer, R. A. (Ed.). (2015). Mindfulness-based treatment approaches:
Clinician’s guide to evidence base and applications. Elsevier.
Bratton, S. C., Ray, D., Rhine, T. & Jones, L. (2005). The efficacy of play
therapy with children: A meta-analytic review of treatment outcomes.
Professional Psychology: Research and Practice, 36(4), 376-390. Retrieved
from http://www.moplaytherapy.org/uploads/media/Research_The_
efficacy_of_play_therapy_with_children.pdf
British Association of Play Therapists. (2013). History of play therapy.
Retrieved from http://www.bapt.info/play-therapy/history-play-therapy
Eugster, K. (2007). Play therapy: How it helps children feel better and
improve behaviour. Retrieved from http://www.kathyeugster.com/articles/
article003.htm
Guerrero C. & Vega, C. (2014). Credentialing guide: Registered play
therapist (RPT) and Supervisor (RPT-S). Retrieved from http://c.ymcdn.
com/sites/www.a4pt.org/resource/resmgr/RPT_and_RPT-S_Credentials/
RPTS_Guide.pdf
Hewitt, J. (2012). The complete yoga book: the yoga of breathing, posture
and meditation. Random House.
Homeyer, L. E. & Morrison, M. O. (2008). Play therapy: Practice, issues
and trends. Retrieved from http://www.journalofplay.org/sites/www.
journalofplay.org/files/pdf-articles/1-2-article-play-therapy.pdf
Klammer, S. (n.d.). 100 Art Therapy Exercises - The Updated and Improved
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Treatment of Mental Disorders List. The Art of Emotional Healing by Shelley Klammer. Retrieved February
24, 2021, from https://www.expressiveartworkshops.com/expressive-art-
resources/100- art-therapy-exercises/
Kottman, T. (2014). Play therapy: Basics and beyond Landreth, G. L.
(2012). Play therapy: The art of the relationship. Routledge.
Landreth, G. L. (Ed.). (2013). Innovations in play therapy. Routledge.
NiaNia, W., Bush, A., & Epston, D. (2016). Collaborative and indigenous
mental health therapy: Tātaihono–stories of Māori healing and psychiatry.
Routledge.
Play Therapy United Kingdom. (n.d.). An introduction to play therapy.
Retrieved from http://www.playtherapy.org.uk/Resources/Articles/
ArticleMBIntro1.htm
Sprunk, T., Colwell, N. K., Mitchell, J. A., Smith, J., Carmichael, K. &
Frick-Helms, K. (2012). Play therapy best practices. Retrieved from
http://c.ymcdn.com/sites/www.a4pt.org/resource/resmgr/Publications/
Play_Therapy_Best_Practices.pdf
Sturgess, S. (2013). The Yoga Book: A Practical and Spiritual Guide to Self
Realization. Watkins Media Limited.
Teske, R. J. (1996). Book Review: Augustine the Reader: Meditation, Self-
Knowledge, and the Ethics of Interpretation.
West, M. A. (1987). The psychology of meditation. Clarendon Press/Oxford
University Press.
Ward-Wimmer, D. (2002). Introduction: The healing potential of adults at
play. Retrieved from http://www.psychceu.com/Schaefer/intro.pdf

11.6 KEY WORDS

Indigenous therapy: Indigenous therapies include interventions for
human behaviour and pathology from the individual’s native land. These
approaches help in alleviating stress and tension and also provide a means
of integrating ones experiences.
Mindfulness: Mindfulness denotes awareness about ones thinking, the way
one feels, physical sensations and one’s surrounding in the present moment.
It mainly involves becoming non-judgmental in one’s awareness about
one’s thoughts and feelings.
Play Therapy: Landreth (2012, page.11) defined play therapy as a
dynamic interpersonal relationship between a child (or person of any age)
and a therapist...who provides selected play materials and facilitates the
development of a safe relationship for the child ... to fully express and
explore self (feelings, thoughts, experiences, and behaviours) through play,
the child’s natural medium of communication, for optimal growth and
development”.
Yoga: Yoga is a group of physical, mental and spiritual practices that are
practiced to control and strengthen the human mind.

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 Other Therapies
11.7 ANSWERS TO CHECK YOUR PROGRESS
Check Your Progress I
1) Briefly state the application of play therapy.
Play therapy can be used to effectively treat (in children or adults) dementia,
grief and loss, post-traumatic stress, obsessions and compulsions, attention
deficit and hyperactivity, mood disorders, anxiety, developmental delays
and arrested emotional development
Check Your Progress II
1) Explain any one type of meditation.
Transcendental Meditation is one of the types of meditation andinvolves
chanting of a ‘mantra’/ chant or a word repeatedly in certain manner. This
again can be done in a quiet place. One can sit straight but comfortably and
practice this meditation for 15 to 20 minutes.

11.8 UNIT END QUESTIONS

1. Explain play therapy with a focus on its application.
2. Describe various techniques of play therapy.
3. Describe Yoga and discuss various types of Asanas.
4. Discuss meditation and mindfulness.
5. Explain the effectiveness of Yoga, meditation and mindfulness.

11.9 WEB RESOURCES

●● How to Do Play therapy: Role Play with Explanation of Techniques.
https://www.youtube.com/watch?v=ZeLL6u4RGhc
●● Play theraoy: What is it?
https://www.youtube.com/watch?v=l-Jqj3WrrRU

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