There is growing research interest in the use of Theraplay and Theraplay-informed practice for children with a range of neurodivergent experiences, including autism, attention-deficit hyperactivity disorder, and intellectual disabilities. However, there is an absence of research exploring the application of Theraplay for children with physical disabilities and more specifically children who have experienced early-life adverse experiences, attachment disruptions, and exhibit a physical impairment. It is possible that the perception of Theraplay being active and physical may be creating a barrier for children with physical disabilities from engaging in the therapeutic approach. Therefore, this structured case report describes the assessment, formulation, intervention, and outcome of a 20-session Theraplay-informed and Dyadic Developmental Parenting–informed intervention for an adoptive parent–child dyad with a wheelchair-using child with cerebral palsy who has experienced developmental trauma and attachment disruptions. Outcomes were assessed via three idiographic assessment measures, which were collected pretherapy, weekly during therapy, and at 2-month follow-up. Additionally, two nomothetic standardized assessment measures were collected at two time points: pretherapy and posttherapy. Reflections are made regarding the impact of the therapeutic package and the adaptations necessary to modify the Theraplay-informed activities to accommodate for the child’s physical disability. It is hoped that this case study will prompt further research consideration and cultivate greater clinical equity and access to Theraplay and Theraplay-informed practice for children with physical disabilities.

Play Therapy Primary Areas:

Seminal / Historically Significant Theories
Special Topics
Skills & Methods

Gemma Hartley DClinPsy

Appearances