Change in the Play of Children Who Experienced Early Relational Trauma: Theoretical and Clinical Reflections on Psychodynamic Intervention

Abstract

ABSTRACT Children who experienced early relational trauma resulting from chronic exposure to maltreatment and neglect within the parent-child relationship in the early years of life are often trapped in traumatic play with no possibility of psychic elaboration or have difficulty using play in a manner that is beneficial to them in traditional play psychotherapy. The purpose of this article is twofold. Firstly, it describes how play changes in the course of psychotherapy with children who experienced early relational trauma. Secondly, it demonstrates how therapists must use different types of interventions to meet the needs of traumatized children, particularly their capacity to play to overcome the deleterious effects of trauma. A four-stage model of how play changes over the course of psychotherapy with children who suffered from early relational trauma is proposed. Finally, each stage is analyzed regarding the features expected in the play and the psychotherapeutic interventions that should be used accordingly. A clinical illustration is also discussed.