A Case Study in Non-Directive Child-Centred Play Therapy & Silent Nonverbal Communication. Self-expression through different play mediums and symbols in the playroom.

Abstract

Silence and nonverbal communication carry many meanings; however, society and educational settings often may not see them as valuable communication or self-expression tools. In the Play Therapy context, that is more recognisable, but still, some therapists may hold prejudice against silence and nonverbal cues as means for connecting and expressing one's inner self. Even though language is a unique human trait and skill that allows us to verbally articulate our interpretations of the world, children might not find language as easily accessible. Trauma, adversity, brain development and the ineffectiveness of language for capturing the depths of our experiences might be why some children use silent and nonverbal communication through different play mediums (e.g. painting, clay, building blocks) in the therapeutic space. To conduct the case study, I used hermeneutic phenomenology with thematic and phenomenological analysis to explore the interpretation of my and the child's meaning of silent nonverbal communication in the playroom. Through observations, supervision, reviewing images of the child's work and my own process and holding the unknown at the centre of our shared experience, I could identify and synthesise the child's work into themes and use reflection and reflexivity to gain insights into the shared phenomenon.

The child used those play mediums and symbols to explore and make sense of their trauma and family dynamics, which are, in general, difficult to articulate verbally and in the course of attending Play Therapy, the child became more confident, relaxed, self-aware and validating of themselves. However, that empowerment may not be solely due to the therapeutic intervention. Moreover, considering the unknown factor of hermeneutic phenomenology, cultural differences and day-to-day circumstances, my interpretations of the phenomenon and the child's work may have a different meaning than the child's meaning-making.