Generally there is a tendency to associate the game with the period of childhood or adolescence. And so it also happens for psychotherapy, as if the game had value only in the evolutionary context.
Obviously this is true: the game for children, even if in a context of care, is fundamental for the growth, development or elaboration of traumatic or painful experiences, but it is not the only age group in which this therapeutic experience becomes precious.
In fact, despite its importance, there are still too few therapeutic approaches, which take into consideration The game in work with the adult. One of these is the Therapy scheme (Young et al., 2003).
The Therapy scheme
The Therapy scheme is a therapy developed by Young in the early 90s. It consists of an articulated therapeutic approach, which integrates and expands cognitive behavioral theory, taking inspiration from different theoretical models such as: the theory of attachment and objects, constructivism, gestalt and various psychoanalytic approaches.
The basic concept on which the Therapy scheme is based is the fact that We all be born with primary emotional needswhose frustration leads to structuring early maladative schemes.
The latter are neuronal circuits present in our amygdala, consisting of memories, emotions, behaviors and bodily aspects, which the individual uses to “read” himself and the relationship with others and behave accordingly.
The fashions
These schemes express themselves through i Fashthat is, parts of the personality of the subject, who are the expression of state of the activation of one or more patterns simultaneously.
To exemplify the same scheme, it can activate different fashions as they do not correspond in an orderly way: the high standard scheme can express itself through a demanding part, the sense of inadequacy of a vulnerable part or the implementation of perfectionist behaviors of a mode of coping.
The needs that can be frustrated are: safe attachment (connection, security, trust), autonomy, sense of competence and identity, freedom in the expression of emotions and purposes, realistic limits and self -control, spontaneity and play.
The stadiums of the game in childhood
As we know from the psychology of development, the game changes according to the different stages of development, even if there is a lot of variability compared to the age of onset:
- From 0 to 2 years the unarmed game allows you to prepare for the future game.
- Around 2-3 years the child learns to have fun thanks to the lonely game, compatibly with the still limited cognitive, motor and emotional skills.
- Around 2-4 years the game is expressed in finalistic behaviors, without action.
- Between 2 and a half and 4 years of age, we can observe children who play parallel, aspect that allows him to prepare for the maturation of social skills.
- From 3-4 years onwards the game with peers becomes an associative, and is preparatory to the development of all those fundamental skills for sociality (cooperation, language etc.)
- The 4-6 years are the stadium of the cooperative game which is the outcome of the previous playful experiences and the basis for the acquisition of social skills.
It is therefore easy to guess how a deprivation in this area leads to gaps and wounds open in the individual in adulthood.
How is the family environment that frustrates this need
There may be numerous types of family context that lead to the frustration of the innate need of play and spontaneity:
- parents dedicated to work, with high standards, in which duty comes first;
- negating environment (children are neglected, left to themselves, both emotionally and practically);
- Critical parents, especially regarding the game, usually considered as superficial and futile;
- In general, a context of poor development emotionally, where joyful sharing for the spontaneity of the child is not present.
Consequences of game deprivation
A person who has not been allowed to play during their childhood will probably be less happy or playful. It will be more brought to duty, rigidly and not very flexiblely. Giving up hobbies or recreational activities is identified as a loss of unnecessary time.
Some patients report the Lack of ideas on how to have fun, have fun or relax. This is because, since they have never been allowed to explore what he likes and entertains them, they have unlearched to listen to each other.
The use of the game in Therapy scheme
Given these premises, satisfy the need for play and spontaneity, for patients who have had frustration, becomes fundamental in the therapeutic path.
On the other hand, not all patients need it. This necessity becomes therapeutic objective shared only following an accurate evaluation of the case and the functioning of the patient.
Introducing the game in psychotherapy must be anticipated by a psychoeducation with respect to the importance of the satisfaction of this need. In this way the patient (each with his timing) will advance the first step in this direction, even when “playing” activates the early maladative patterns or critical fashions (critical or demanding parent) or coping (for example the detached protector).
In fact, many patients, when approaching the game, can feel the internal critical voices that express themselves with similar sentences: “Even if it’s just a game you will fail, you are not capable!“,”they will all make fun of you“,”You are wasting time with this therapy“Etc. ..
It is therefore essential to explain to the patient that The game is an innate need (like attachment, care, appreciation), and which is fundamental for the development of one’s healthy part.
Needs satisfied by the game
When we play with the patient in the session, we not only satisfy the need for spontaneity and freedombut also other types of needs.
For example, when we play and the patient feels connected, seen, hears warmth, authenticity and reciprocity in the therapeutic relationship, the need for attachment.
Furthermore, also i Appreciation needs conditioned (obtain praise for something) or unconditional (going well for what you are) are satisfied through the game. This is because the patient feels he is able, but also to be able to fail and to be appreciated for his way of being spontaneous.
This allows to amplify positive emotions and to get in touch with the Happy child fashfundamental to feel loved, worthy, nourished, safely.
In this way the patient will have more likely to evoke positive images and emotions, especially in difficult moments, aspect that will allow him to have an extra tool to obtain an emotional balance during the painful situation.
Finally, the game helps to enter more easily in contact with vulnerability aspects When there are preventing coping fashions.
Even the therapeutic relationship benefits a lot of these strategies, when you enter emotional connection with the patient through an action that feels as sure.
Types of game in session
The session game can be declined in various forms: free and open or more structured, based on the patient’s predispositions.
Can be done With tools in the studio Like Lego, dolls, buildings or imagination.
A small example of the first case can be the use of balloons to express emotions at the beginning of the seat. The patient is asked to draw the expression of his emotional status on the balloon and then burst.
This allows in a safe and fun way to recognize the emotion, why you are trying and how you can work in order to take care of the frustrated need below.
In the second case in imagination It is possible to indulge yourself, always taking into account the patient’s functioning. The game can be introduced at the end of an exercise of imagination on the episodic memories of the past, where the therapist can play with the child based on his need. Or go imagination in an amusement park and play with enthusiasm
To hypersemplify, the key question is: “What would a good parent do to entertain his beloved son?”.
Bibliography
- Heath, G, Startup, H. (2022). Creative methods in the Therapy scheme. Progress and innovation in clinical practice. Italian ed. Edited by Luppino, O., I. Giovanni Fioriti Editore.
- Young, J., E., Klosko, JS, Weishaar, Me (2003). Therapy scheme: a Praticationer’s Guide. Guilford Press, New York.
