Theraplay Innovations and Integration by Rana Hong and A. Rand Coleman 
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Theraplay is a tried and tested intervention for children with social, emotional and behavioural difficulties. It has earned its stripes in numerous quantitative and qualitative studies since its introduction to the Head Start program in Chicago over 50 years ago. I have been familiar with Theraplay since my own children were small and have seen people (wrongly) dismiss it as an intervention that is suitable only for very young children.


So, it was exciting to read Theraplay Innovations and Integration to learn how Theraplay practitioners are combining the approach with other therapeutic modalities to address specific issues and situations more effectively than they might with Theraplay alone. It also makes complete sense that practitioners are even using the approach to improve social connection in older adults, reaching out to the ever-present inner child to support the maintenance of attachment bonds throughout life.
 
The book begins with an overview of Theraplay and how this simple playful dyadic and group interaction has been instrumental in transforming the lives of unhappy and marginalised children, regardless of their diagnosis or lack of diagnosis. There is also a useful round-up of research in recent years and an introduction to its integration with other modalities. This is followed by a chapter on the neurobiology of Theraplay and each chapter after that then focuses on a specific example of integration, using detailed case studies and helpful examples.
 
Not surprisingly, there is a chapter on integrating Theraplay with DDP, a marriage with which many DDP practitioners will already be familiar.  In the beautifully and clearly written DDP chapter, attachment specialist Dafna Lender also incorporates an example of a gentle exploration of intergenerational trauma with a parent. It’s a wonderful snapshot of how to work pace-fully with parents in therapy. There is a chapter on Theraplay with sand tray therapy – a partnership that allows families to benefit from the attachment building and reduced anxiety that Theraplay offers combined with the explicit trauma processing that sand tray therapy can facilitate. There is a wonderful chapter on Theraplay and EMDR and how closely these two modalities map onto each other in their structure and thorough preparation. This chapter by Helen Rodwell was one of my favourite, not only because Theraplay took the lead in the treatment approach but also because of Rodwell’s in-depth knowledge of the work and her clarity and confidence in writing about it. Other topics explored include combining Theraplay with other play therapy approaches; using Bruce Perry’s Neuro-Sequequential Model of Therapeutics; music therapies and Theraplay and working with autistic and gifted children. There is an excellent chapter by Jay Vaughan on somatic experiencing with Theraplay within the Family Futures model of Neuro-Physiological Psychotherapy (NPP). This may be of particular interest to adopters who could identify with the emotive case study.  Vaughan repeats throughout the essential message that we must read the nonverbal cues of the child and track our own non-verbal communication, while ensuring we regulate our own nervous systems to facilitate regulation in the child.
 
The editors also managed to squeeze in information about group Theraplay with teens in SEN setting and with homeless families as well as a chapter on ways to engage men in the play. As expected with a post-Covid publication there is a chapter on Theraplay and telehealth, making this a dynamic and comprehensive collection of innovative Theraplay collaborations.
 
This is such a well-written, well structured, engaging, and accessible book, aimed at answering many of the questions, parents, funders and therapists would have around the use of Theraplay in various contemporary settings with traumatised children and others. It is easy to dip in and out of and has many practical suggestions on working with families with differing abilities, structures and cultural needs. It is a welcome addition to the Theraplay literature.

Sheila Lavery
art psychotherapist, trauma educator and therapeutic parenting coach

Raising Kids with Big Baffling Behaviours by Robyn Gobbel

This book is essentially about how change in the brain occurs inside an attuned relationship.  For many of us who are parenting children with a history of trauma, when reading this book we feel like we’re in a therapeutic relationship with the author.  We may feel change in our own brains or maybe we will just have our prior knowledge reaffirmed in a forgiving, compassionate way.  Either way, this book is a refreshing and comforting look into our children’s behaviour and our responses to it.
 
Throughout the text there are imaginary (albeit very relatable) conversations between the author as therapist and a mother who is seeking help to address her daughter’s needs.  It is easy to imagine ourselves in that mother’s shoes and much of what she questions reflects common doubts, queries and issues.  From the outset, the challenges of parenting children with a vulnerable nervous system are recognised.  Our struggles are not only whole-heartedly recognised here but are validated and rationalised in a way that fosters self-compassion and forgiveness.  Clarifications of what may lie behind certain behaviours as well as reinforcement that we are doing our best in difficult circumstances abound.
 
The use of metaphors (possum, owl, watchdog) to describe the different states of the brain is excellent.  We are provided with language and strategies both to use with our children and, perhaps more importantly, to reflect on for ourselves.  We are reminded that we all need to grow our ‘owl’ brain and it matters not that we may have read and heard about this before.  Rather the use of different metaphors adds to our understanding especially as this writing is clear and accessible to all.  There is a good overview of the main theories around this topic at the moment eg. Porges, Perry and it is pleasing to see attachment theory being given prominence and full explanation.  The science is included but it is not overwhelming.
 
Some key messages permeate the text and deserve to be highlighted:

• the importance of felt safety – it’s about remembering it is our children’s perception of their safety and not ours;
• that we are not there as parents to fix or change our children – it’s about how we respond to the need they are expressing at that moment through their behaviour
• that we need to take a holistic, ecological view of our children’s behaviour, including how our responses may be expressions of our mental state

 
Alongside strategies to respond to our children, we are also given approaches to ensure that we are compassionate with ourselves.  Some of this is not new (e.g. playfulness) but here it is well-packaged and speaks directly to us.  The discussion with the imaginary mother about her felt need to apply a consequence answers one of the most frequently asked questions and comforts us by showing a very human reaction and need.  In chapter 9, the author writes ‘I see you’ and in doing so communicates an empathy which we don’t always find.  We are allowed to slip up, our efforts are acknowledged and we find comfort and strength in this understanding.
 
On the whole, this is a comprehensive and easily-read book which will bring not only practical strategies but emotional validation and empathic understanding to many.

Dr Christine McKee