The benefits of play therapy on the emotional wellbeing and development of very young children are widely recognised both through research and the Early Years’ curriculum, where it provides an effective vehicle for all areas of learning.
Where teens are concerned though, both research and the curriculum have been slow to realise the benefits of the power of play. Play is at the core of all of our programmes and we’ve seen how powerful play can be over the last 20 years.
The need for specially tailored therapeutic interventions with young people is more pressing than ever. Around half of young people living in the UK will have experienced at least one traumatic event or Adverse Childhood Experience (ACEs). ACEs can cast a lasting shadow over the lives of young people but early intervention can reduce the likelihood of poor outcomes in later life and for future generations.
Some young people who have experienced ACEs may express their emotions through aggression or other ‘unwanted’ behaviours. These behaviours can get them into trouble at home or at school or even lead to exclusion or risky behaviour. In our work we look beyond these behaviours to see the best in our young people and help them to manage the manifestation of their ACEs.
There is a growing body of research that shows the therapeutic benefits of playing games, sensory learning and art therapy for teenagers, especially those that have experienced early childhood trauma. It does this in a few ways, through changing behaviours, reducing psychological harm, building trust and relationships, and healing and opening up young people to other therapies and services.
A study in America found that 5 weeks of play and art therapy including activities like Floratherapy, creating mandalas and dream post reduced risk taking behaviour in young girls. The girls on the programme engaged more with school, felt less stressed and even built better relationships with family and friendsii.
We’ve found this too!
We have been delivering 1:1 mentoring for children at risk of exclusion and criminal exploitation in London and Manchester. Our mentors have been incorporating play and art interventions into their weekly sessions with the young people. Activities like slime making, clay modelling, creative storytelling, creating board games and rainbow meditations as just some of the ways play has been used to facilitate conversations between our Programme Leads and the young people they support.
Our on the ground experience and teacher reported outcomes show the same results as the growing body of research – teenagers respond to play positively and it relaxes them. We’ve found that it helps to build trust and report with responsible adults and starts dialogues about risks and behaviours. Some young people might not be able to express their feelings verbally but find that drawing and expression through paint, play and sensory activities allows them to symbolise their trauma and release it in a healthy and safe space.
Intergenerational play can also be a vessel to reduce the impact of ACEs. On our Teens and Toddlers programme, we have the unique opportunity to take young people into an Early Years setting. While the young people we work with behave as exemplary young adults and role models to the toddlers they mentor, we notice other benefits. As much as the teens feel a sense of pride from helping the little ones to play, they are also given the permission to play themselves (and so are we!). Our Programme Leads find themselves relaxing whilst playing in the sandpit with the primary school children or sitting quietly colouring or reading a story.
At the end of every session, the young people complete journals and reflect on their day. They frequently tell us that finger painting, portrait making or storytelling were the best parts of their school day. And the outcomes speak for themselves, of the children and young people we support: 86% improve their wellbeing, 82% improve their self-confidence, 81% improve their self-esteem and 80% become less or withdrawn.
We don’t have to be in a nursery to incorporate the power of play into our lives. There are little moments within all our days, within the classroom, or beyond, that create mindfulness out of the mundane. Play is core to who we are as humans and it doesn’t end in nursery. As Dr Ann Hutchinson Guest puts it “You don’t stop playing because you get older, you get older because you stop playing.” We couldn’t agree more.
