期刊名称：Academic Journal of Business, Administration, Law and Social Sciences
印刷版ISSN：2410-3918
电子版ISSN：2410-8693
出版年度：2016
卷号：2
期号：1
出版社：IIPCCL
摘要：The integration of theory, technique and common factors in psychotherapy has gainedprominence since the 1990s. Previously, it was called eclecticism, but integration has becomethe preferred term to describe the blending of theory, technique and common factors (Norcross,2005). In the past, eclecticism meant to choose from various theories and techniques atherapeutic strategy that appears best for a particular client (Schaefer, 2003, .308). However,Norcross (1987) explains eclecticism as a further integration through which various theoriesare applied on interactive and coordinated explanations of the therapy.Psychological disorders, especially in complex children and adolescents a multifacetedtreatment approach is needed (Schaefer 2003).Indeed, many clients do not come with a clearly defined diagnosis, but rather severaloverlapping problems due to the co morbidity of issues (such as in the cases of complex traumaresulting in overlapping attention problems, along with phobias and sexualized behaviors).The clinicians trained in one theoretical and treatment approach are finding the “one size”cannot fit in all the presenting problems that are being faced today.Due to this multidimensional aspect the play child/play therapy calls for the unique demandthat the therapist should wear a lot of different hats and should be skillful in changing fromone therapeutic stance to another, in order to meet the needs of the child and of the variousmembers in the child’s life (Coonerty, 1993). In one moment, the play therapist is intensivelyinvolved in deeply evocative and conflicted play therapy the child client. At that moment, thetherapist needs to deal with the child’s internal struggles, setting limits and being an educatoror mediator with the child, while in the next moment the therapist should be engaged withthe role of a parent, or school psychologist, or classroom teacher to assess the child’s functioning.
