Hostname: page-component-cd9895bd7-mkpzs Total loading time: 0 Render date: 2024-12-23T20:07:10.725Z Has data issue: false hasContentIssue false
  • English
  • Français

The Value of Using Sandplay as a Tool for Counselling Within a School Setting

Published online by Cambridge University Press:  12 February 2016

Sheryl Tunnecliff  and
Patrick O'Brien
Sheryl Tunnecliff
Affiliation:
University of Southern Queensland, Australia
Patrick O'Brien*
Affiliation:
University of Southern Queensland, Australia
*
Faculty of Education, University of Southern Queensland, Wide Bay Campus, PO Box 910, Hervey Bay, Queensland 4655, Australia. E-mail: [email protected]
Get access

Abstract

This paper proposes that sandplay can be a useful tool for counsellors within the school setting. It follows previous work by O'Brien and Burnett (2000a, 2000b; O'Brien, 1999), who proposed that sandplay allows the counsellor to integrate all eight intelligences proposed by Howard Gardner (1983). A short historical account of sandplay therapy is followed by a discussion of its therapeutic value, aims and client–therapist relationship. The authors propose that sandplay uses a combination of spoken language, deductive reasoning, art and music therapy, symbols, narratives, and social and intrapersonal skills. This combination is inclusive of children with disabilities and appreciates the diversity all learners bring into the counselling sessions. Constraints on its effective use in schools are also discussed. The conclusion encourages counsellors to overcome the constraints and use sandplay on a regular basis within the school setting.

Type
Articles
Information
Journal of Psychologists and Counsellors in Schools , Volume 14 , Issue 2 , December 2004 , pp. 221 - 232
Copyright
Copyright © Cambridge University Press 2004

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Carmichael, K.D. (1994). Sandplay: Psychological aspects; problem youth; student counsellors. Elementary School Guidance & Counseling, 28(4), 302–307.Google Scholar
Carey, L. (1999). Sandplay therapy with children and families. Northvale, NJ: Jason Aronson.Google Scholar
Dale, M.A., & Lyddon, W.J. (2000). Sandplay: A constructivist strategy for assessment and change. Journal of Constructivist Psychology, 13, 135–154.Google Scholar
Geldard, D. (1998). Basic personal counselling; A training manual for counsellors (3rd ed.). Sydney, Australia: Prentice Hall.Google Scholar
Geldard, D., & Geldard, K. (2002). Counselling children: A practical introduction. (2nd ed.). London: Sage.Google Scholar
Gething, L, Papalia, D.E., & Olds, S.W. (1995). Life span development. (2nd ed.). Sydney, Australia: McGraw Hill.Google Scholar
Hughes, P.F. (1999). Children, play and development (3rd ed.). Sydney, Australia: Allyn and Bacon.Google Scholar
Monte, C.F. (1995). Beneath the mask: An introduction to theories of personality (5th ed.). Sydney, Australia: Harcourt Brace.Google Scholar
Nelson-Jones, R. (2002). Essential counselling and therapy skills: The skilled client model. London: Sage.CrossRefGoogle Scholar
O'Brien, P.J., & Burnett, P.C. (2000a). Counselling children using a multiple intelligences framework. British Journal of Guidance and Counselling, 28(3, 353–371.CrossRefGoogle Scholar
O'Brien, P.J., & Burnett, P.C. (2000b). The theory of multiple intelligences: Implications for counselling children. Australian Journal of Guidance and Counselling, 10(1), pp. 145–156.CrossRefGoogle Scholar
O'Brien, P.J. (1999). Gardner's theory of multiple intelligences and its implications for counselors. Unpublished doctoral dissertation, Queensland University of Technology, Australia.Google Scholar
Patterson, L.E., & Welfel, E.R. (2000). The counselling process (5th ed.). Pacific Grove, CA: Brooks/Cole.Google Scholar
Pearson, M., & Wilson, H. (2001). Sandplay and symbol work: Emotional healing and personal development with children, adolescents and adults. Melbourne, Australia: Australian Council for Educational Research.Google Scholar
Quotations with a perspective on parenting and children, (n.d.). Retrieved November 12, 2004, from http://zona-pellucida.com/perspect.htmlGoogle Scholar
Silver, H.F., Strong, R.W., & Perini, M.J. (2000). So each may learn: Integrating learning styles and multiple intelligences. Alexandria, VA: Association for Supervision and Curriculum Development.Google Scholar
Thomas, R.M. (1991). Piaget's theory: Basic features and applications. In Marjoribanks, K. (Eds.), The foundations of students' learning (pp. 147–153). Sydney, Australia: Pergamon Press.Google Scholar
Torff, B. (1998). Assessing the multiple intelligences. In Torff, B. (Ed.), Multiple intelligences and assessment (pp. 1–5). Highett, Australia: Hawker Brownlow.Google Scholar
Vaz, K.M. (2000). When is a sandplay psychotherapy process completed?. International Journal of Action Methods, 53(2), 66–86.Google Scholar