The Theraplay approach assumes that the primary motivating force in human behavior is a drive toward relatedness.  Personality development is essentially interpersonal.  The early interaction between parent and child is the foundation from which the self and personality develop.

The playful, joyful, empathic, attuned responsiveness of caregivers is essential to the development of a strong sense of self, feelings of self-worth, and secure attachment.  The capacity to sooth and nurture oneself in later life depends on early experiences of being soothed and nurtured.

When things go well in the parent/child relationship, the infant develops an inner representation of himself as lovable, special, and competent and able to make an impact on the world; and of others as being lovable, caring, response, and trustworthy; and of the world as a safe, exciting place to explore.  In other words, he begins a process of learning about himself and the world which is positive and hopeful and which will have a powerful influence throughout his life.

Difficulties in these early parent/child experiences lead to a negative or inadequate sense of self.  In the absence of positive, consistent and responsive interactions, the child learns to view himself as unlovable, and incompetent, to view others as uncaring and untrustworthy, and the world as unsafe and full of threat.  Within an insecure attachment, the process of learning about oneself and the world becomes negative and hopeless.  Many emotional and behavioral problems can be traced back to their beginnings in initial attachment difficulties.

The Theraplay approach assumes both that change is possible and that the essential ingredients of change lie in the creation of a more positive relationship between the child and his parents.  Because the roots of development of the self, of self-esteem, and trust lie in the early years, it is essential to return to the stage at which the child's emotional development was derailed and provide the experience which can restart the healthy cycle of interaction.  Theraplay activities are geared to the child's current emotional level rather than to his chronological age.   Parents are encouraged to respond empathetically to their child's regressive needs.  The goal of treatment is to change the inner representation of the self and others from a negative one to a more positive one.  Once this view is altered, positive changes can occur in the child's emotional and behavioral functioning.

Dimensions of Theraplay

Structure:  The fact that the adult is in charge is reassuring, teaching the child to be in control of self.  These activities assure the child of order in the environment.

• Directions are specific.
• Activities have a definite beginning and end.
• Increasing self-control is an important skill to learn and utilize.
• It can be fun to follow the adult's lead.

Nurture:  Soothing, calming, quieting, caretaking activities that make the world safe, predictable, warm and secure.  They reassure the child that the adult provides comfort and stability and meets the child's unfulfilled younger needs, helps the child to be able to relax and allow herself/himself to be taken care of and builds the inner representation that the child is lovable and valued.

• Activities focus on the special uniqueness of the child.
• Activities include physical touch in a positive way.
• Activities which allow the child to feel comfortable at their emotional age.
• Activities which emphasize the importance of the parental role of children.

Engagement:  Engagement promotes the importance of a parent/child relationship.  Interaction, responsiveness, and reciprocity are important factors in relatedness to others.  By offering activities which include adventure, variety, stimulation and novelty, a child can understand that surprises can be fun and new experiences with others can be enjoyable.

• Eye contact is emphasized.
• Close physical proximity is important to get beyond the child's defenses.
• Interacting with others is a positive experience.
• There is more available in a relationship than in remaining separate.

Challenge:  These activities help the child take a mild, age appropriate risk and promote feelings of competence and confidence.

• May need to begin below the child's emotional age to begin the confidence building process.
• Expectations are slowly increased.
• Children learn to feel a sense of pride in their accomplishments and learn that others are pleased with their progress as well.

Playfulness:  All activities are conducted in an upbeat atmosphere of warmth, empathy, spontaneity, optimism, cheerfulness and fun.

• Learning occurs in an enjoyable environment in which the message is presented in an action-oriented, positive manner.
• Activities are meant to encourage self-enhancement as opposed to self-defeating tendencies.
• It is more difficult to be oppositional and negative when you are having fun.