290 | CCPT Purism: Small Drifts and Deviations That Undermine the Model

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You're listening to the Play Therapy Podcast with Dr. Brenna Hicks,

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your source for centered and focused play therapy coaching.

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Hi,

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I'm Dr. Brenna Hicks,

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The Kid Counselor.

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This is the Play Therapy Podcast where you get

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a master class in child-centered play therapy

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and practical support and application for your

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work with children and their families.

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In today's episode,

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we are continuing in the CCPT purism series.

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And we're going to talk about

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drifts

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and or shifts

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that we often make

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that either dilute the model or change the model into something else entirely,

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and these are typically subtle

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and often unbeknownst to us,

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and often we're not even aware that we're doing it,

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but these little subtle things will actually

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create a drift away from CCPT.

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And usually they're well-meaning,

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if we are aware of them,

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but they undermine the power

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of the model.

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So we're gonna dive into that

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before we get there,

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just wanted to say a huge thank you to

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each and every one of you.

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I was thinking about.

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Y'all last week,

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I was not able to record more than one podcast episode because I was so swamped with

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CEUs for Corwell and all kinds of other things that were going on.

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I was starting new groups and anyway,

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it was just,

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it was very,

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very hectic,

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and I was only able to record one podcast and

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I just realized how much I missed it and I missed you.

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And

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so I just wanted to say thank you,

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thank you for giving me something to look forward to each week.

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Thank you for spending time with me each week.

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I really deeply and genuinely appreciate y'all and not just for my sake because

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it it does fill me up very much,

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but

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for the sake of your children and your families and your communities

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and this generation at large,

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I'm really grateful that each and every one of you take the time to

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work on being CCPT.

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And the time that you invest and the energy that you put forth,

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and the commitment that you make

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it

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in the grand scheme means that you're changing the world,

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one session at a time,

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one kid at a time,

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one family at a time.

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And so I really am grateful and I wanted you all to know that.

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OK,

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so back to content.

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So,

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let's really quickly,

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so last week we talked about

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CCPT structure

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and

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it often looks very free

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and very unstructured,

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but we did a pretty

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Significant look at how it is not.

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And

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I think often even with the structure that

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we know exists even with the structure that

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we can identify

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many therapists unknowingly drift away from the

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model and sometimes they're very small deviations which

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I think in big picture seem relatively harmless

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but they pull you out of

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CCPT

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and once you're out of CCPT

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we lose

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evidence,

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we lose efficacy.

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And we lose alignment

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because our groundedness and our framework

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is what influences everything that we do in sessions.

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And so as soon as we are away from that,

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we lose our footing.

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And that's dangerous.

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So

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I think in its simplest definition,

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at least my explanation of it,

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I think a drift is when we step outside the boundaries

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of the model

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and it's usually rather subtle,

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especially if you have been

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CCPT for a while,

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if you feel like you have a pretty solid theoretical foundation.

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It's not going to be egregious deviations.

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You're not going to sit down and provide a worksheet to a child,

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and you're not going to

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say good job to a child in a session.

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But I think often the subtleties are there

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and

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it's sometimes not even in our conscious awareness.

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So some of the things that I've seen pretty consistently in my reviews

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of play sessions and just speaking with lots of CCPTs around the world,

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I think there are usually some pretty consistent reasons

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why the drifts take place in the first place,

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and I'm just going to share a few.

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This is not meant to be

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a complete list by any means,

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but I think often it comes from our own anxieties.

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When we are unsure,

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when we are concerned,

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when we're nervous,

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when we are worried

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about

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the process,

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the child,

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the outcomes,

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the pace,

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whatever it is,

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I think our own anxieties can often be at the root

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of why we make those subtle shifts.

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I think another pretty consistent one is

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our

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bent toward helpfulness.

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And what I mean by that is,

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we,

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we are helpers.

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We are givers,

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we are servers,

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we are helpers.

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And often in sessions,

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we just have this really

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almost insatiable desire to help.

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And if we indulge that desire,

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and look really in in the in the regular world,

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outside of CCPT

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I don't think anyone would say

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you should curb your need to help people.

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But CCPT

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requires that the child helps themselves.

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And so we do actually have to be aware of that and stop that.

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We,

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our desire to be helpful,

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can't override the model.

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Another reason I've observed is pressure,

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external pressure,

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usually for results.

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In other words,

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the parents are really pushing.

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They want something fixed yesterday,

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teachers,

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principals,

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pediatricians,

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attorneys,

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there's there's all of these stakeholders that make it really difficult

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to honor the pace of the child

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and

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trust the process of CCPT.

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So often we,

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if,

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if we shift,

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if there are drifts away,

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it can come from the pressure that we feel.

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And then also I think it's really tricky

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for therapists that were trained in other modalities.

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If you did not

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come from a CCPT background from the beginning.

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So if you were

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very directive,

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if you were eclectic,

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if you were a modality mix,

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if you had a background in education,

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if you had a background in other things related to children.

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There is usually kind of that muscle memory that kicks in.

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And we're we're not even

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paying attention to the fact that we're saying

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and doing things that are not aligned theoretically

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because we have training in other approaches.

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So again,

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not meant to be a comprehensive list,

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but

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really common reasons why I've noticed drifts and here's why this matters.

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Every single drift

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undermines the child's ownership

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of the process.

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Think about that.

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If our anxiety

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influences it,

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if our desire to be helpful influences it,

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if our pressure for results influences it,

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or if our training

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and other modalities influences it.

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What that means

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is that

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the child no longer has ownership of the process.

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And we would never

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accept that.

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We would never embrace that.

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We would never

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acknowledge that that is the way that we want to handle sessions.

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But it happens,

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and often it's just because we're not even cognizant of it.

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So,

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what are some

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consistent drifts?

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Those are the consistent reasons why I've noticed drifts.

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What are some of the common drifts?

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Often our tone.

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Or our words.

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Indicate even very subtly that the child has pleased us.

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Now,

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before I continue,

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let me make sure that you all understand what I'm not saying,

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because I know sometimes my words get misinterpreted

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and I don't want that to happen.

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It's not that we can't find something funny and laugh.

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It's not that we can't smile because of something that happens in session.

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It's not that we can't

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be affected by something that's go that goes on that goes back to congruence.

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So that is not what I'm implying with that statement at all.

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What I mean is that our tone or our words

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imply that the child has made us happy or pleased us.

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That is different.

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Because if a child tells you a joke or does or says something funny and you laugh,

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that's relational,

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that's connective,

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that's congruent.

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But if a child.

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Brings you food that he cooked you.

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And you go,

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thank you.

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That was so nice.

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Now all of a sudden

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we have implied

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that the fact that the child made us something,

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gave us something or did something for us

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made us happy.

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The child has pleased us.

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We've no longer managed to maintain neutrality.

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So I think really this comes back to neutrality

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and we did a neutrality series for this reason.

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So if you're new to the podcast and you do not remember neutrality series,

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you probably are too new to remember that.

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Please go back,

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start episode one and welcome,

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by the way,

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if you're new.

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When we think about

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the way that we subtly imply

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that the child has pleased us,

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here's the danger

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because that replaces unconditional acceptance

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with conditional approval.

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When you do something that makes me happy,

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you get acknowledged.

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When you do something that pleases me,

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my tone changes when you do something that I was hoping you would do,

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I'm going to value you with my words.

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Now all of a sudden

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we're kind of

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moving into that praise

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concept.

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We're we're hopefully,

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Lord willing in the creek don't rise.

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We're not saying good job to a kid in session.

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We're not saying that picture's beautiful.

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We're not saying

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you're amazing.

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Hopefully not.

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If,

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if you're new,

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you'll,

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you'll learn really quickly why you need to encourage instead.

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Again,

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go back and listen to episode in order from one.

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But

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we have to be mindful

280
00:10:32,119 --> 00:10:33,880
that even saying something like,

281
00:10:33,950 --> 00:10:34,559
thank you,

282
00:10:34,669 --> 00:10:36,020
that was so nice.

283
00:10:36,929 --> 00:10:37,969
All of a sudden now,

284
00:10:38,049 --> 00:10:40,440
the child can interpret that as,

285
00:10:40,650 --> 00:10:40,729
well,

286
00:10:40,770 --> 00:10:43,440
I need to replicate that and do that again because I

287
00:10:43,570 --> 00:10:44,969
really made him or her feel good.

288
00:10:46,559 --> 00:10:48,919
We've completely lost the intention

289
00:10:49,200 --> 00:10:50,909
and neutrality is gone at that point.

290
00:10:51,119 --> 00:10:52,309
So that's a subtle drift.

291
00:10:52,599 --> 00:10:53,309
Another

292
00:10:53,609 --> 00:10:54,450
subtle drift.

293
00:10:55,000 --> 00:10:57,750
We use I wonder statements in lieu of questions.

294
00:10:59,179 --> 00:11:00,919
So the question isn't necessary.

295
00:11:01,289 --> 00:11:02,530
The question isn't needed.

296
00:11:03,309 --> 00:11:06,390
It's not clinically relevant information that we're trying to gather.

297
00:11:07,380 --> 00:11:09,570
And so we know if you know enough to ask a question,

298
00:11:09,650 --> 00:11:10,919
you don't have to make a statement.

299
00:11:11,210 --> 00:11:13,400
So we've learned not to ask questions.

300
00:11:13,929 --> 00:11:16,559
So we will instead use an I wonder statement.

301
00:11:16,789 --> 00:11:17,729
See that's our workaround.

302
00:11:17,809 --> 00:11:17,890
Oh,

303
00:11:17,929 --> 00:11:19,359
I didn't ask the child a question.

304
00:11:20,380 --> 00:11:21,409
But you say,

305
00:11:21,659 --> 00:11:23,320
I wonder how you feel about that.

306
00:11:23,539 --> 00:11:25,260
I wonder what you think about that.

307
00:11:25,570 --> 00:11:27,409
I wonder what happened at school today.

308
00:11:27,619 --> 00:11:30,179
I wonder what you're gonna make with those Legos.

309
00:11:30,299 --> 00:11:32,419
I wonder why you're building that tower.

310
00:11:33,729 --> 00:11:34,799
Now all of a sudden.

311
00:11:35,770 --> 00:11:38,210
It's moving the child into their head.

312
00:11:39,330 --> 00:11:41,719
That's cognitive process that's required.

313
00:11:41,890 --> 00:11:43,280
It pulls them out

314
00:11:43,489 --> 00:11:44,450
of their experience.

315
00:11:44,489 --> 00:11:46,330
It pulls them out of their feelings.

316
00:11:47,099 --> 00:11:48,340
And now all of a sudden,

317
00:11:48,469 --> 00:11:52,539
they're up in their head trying to answer your question,

318
00:11:52,609 --> 00:11:53,429
even though technically,

319
00:11:53,440 --> 00:11:54,869
grammatically it was a statement.

320
00:11:56,130 --> 00:12:00,280
I wonder statements are reserved for clinically necessary information,

321
00:12:00,559 --> 00:12:00,919
so

322
00:12:01,280 --> 00:12:02,309
child says.

323
00:12:03,349 --> 00:12:06,359
We're going to have to build a bomb shelter.

324
00:12:07,820 --> 00:12:08,369
Go

325
00:12:10,119 --> 00:12:11,630
I wonder what I do first.

326
00:12:12,989 --> 00:12:14,229
Notice I whispered my wonder.

327
00:12:14,309 --> 00:12:15,229
I'm notorious for that.

328
00:12:15,270 --> 00:12:16,150
You don't have to do that.

329
00:12:16,309 --> 00:12:17,679
I wonder what we do first.

330
00:12:19,169 --> 00:12:19,799
So,

331
00:12:20,090 --> 00:12:22,409
that would be clinically necessary information

332
00:12:22,409 --> 00:12:24,799
and that would be an appropriate opportunity

333
00:12:25,169 --> 00:12:28,409
to wonder because if you're supposed to be helping build a bomb shelter,

334
00:12:28,450 --> 00:12:32,130
you don't know what that means to the child until you're given a directive or a cue.

335
00:12:33,250 --> 00:12:35,799
But a subtle drift is we will

336
00:12:36,289 --> 00:12:40,000
work information gathering statements into our sessions

337
00:12:40,369 --> 00:12:41,960
basically as questions.

338
00:12:42,969 --> 00:12:44,260
And that

339
00:12:44,510 --> 00:12:46,429
undermines the process as well.

340
00:12:46,830 --> 00:12:48,340
Another scenario,

341
00:12:48,590 --> 00:12:51,750
we interpret things or we assume things.

342
00:12:53,960 --> 00:12:54,729
So,

343
00:12:55,869 --> 00:12:57,119
We might say,

344
00:12:57,469 --> 00:12:57,729
oh,

345
00:12:57,770 --> 00:13:00,219
you're building a wall to protect yourself.

346
00:13:01,750 --> 00:13:02,159
Well,

347
00:13:02,250 --> 00:13:05,200
unless the child has said or indicated that

348
00:13:05,729 --> 00:13:06,530
we don't know that.

349
00:13:07,909 --> 00:13:08,909
Child starts

350
00:13:09,210 --> 00:13:10,919
hitting and punching and kicking Bobo,

351
00:13:10,960 --> 00:13:11,590
and we say,

352
00:13:11,679 --> 00:13:11,859
oh,

353
00:13:11,960 --> 00:13:13,280
you're really angry.

354
00:13:14,219 --> 00:13:14,460
Well,

355
00:13:14,539 --> 00:13:15,729
unless that's been indicated,

356
00:13:15,820 --> 00:13:16,929
we don't know that.

357
00:13:17,419 --> 00:13:18,700
We should not assume that.

358
00:13:20,049 --> 00:13:22,909
We need to be very careful about presumption in the playroom,

359
00:13:23,239 --> 00:13:24,510
and remember,

360
00:13:24,679 --> 00:13:26,869
we do not interpret the play.

361
00:13:27,830 --> 00:13:30,020
The goal is never to interpret the play.

362
00:13:30,869 --> 00:13:34,219
Because interpretation removes the child's freedom.

363
00:13:34,900 --> 00:13:36,469
To assign their own meaning.

364
00:13:37,270 --> 00:13:38,030
And sometimes,

365
00:13:38,159 --> 00:13:39,469
let's be really blunt,

366
00:13:39,799 --> 00:13:40,309
sometimes

367
00:13:40,599 --> 00:13:41,919
the child doesn't know the meaning,

368
00:13:41,960 --> 00:13:42,880
we don't know the meaning,

369
00:13:42,890 --> 00:13:44,030
and it doesn't matter.

370
00:13:45,239 --> 00:13:47,190
A lot of play is subconscious.

371
00:13:47,359 --> 00:13:50,590
The child may not have any sense of meaning of what they're doing.

372
00:13:51,099 --> 00:13:52,109
They don't need to know.

373
00:13:52,200 --> 00:13:53,820
We don't need to know.

374
00:13:54,359 --> 00:13:55,590
We don't want to

375
00:13:55,760 --> 00:13:57,630
interpret what's going on.

376
00:13:57,799 --> 00:14:00,130
We clearly want to track and reflect

377
00:14:00,479 --> 00:14:01,869
if it's provided to us.

378
00:14:02,650 --> 00:14:04,390
But we should not be presuming,

379
00:14:04,460 --> 00:14:05,059
assuming,

380
00:14:05,099 --> 00:14:05,900
or interpreting.

381
00:14:07,500 --> 00:14:10,049
Another subtle drift is

382
00:14:10,380 --> 00:14:11,570
trying to redirect.

383
00:14:12,650 --> 00:14:14,280
So child has been.

384
00:14:15,330 --> 00:14:17,380
Kicking Bobo into the wall

385
00:14:17,669 --> 00:14:19,340
for 26 minutes,

386
00:14:19,830 --> 00:14:23,099
and every time the child kicks Bobo into the wall.

387
00:14:23,900 --> 00:14:26,460
It resonates down the whole hallway.

388
00:14:27,190 --> 00:14:30,190
You feel and hear and experience

389
00:14:30,640 --> 00:14:32,429
the walls shaking

390
00:14:32,919 --> 00:14:36,229
because of how hard that that door is getting hit with Bobo.

391
00:14:37,070 --> 00:14:38,140
And then you're going,

392
00:14:38,380 --> 00:14:38,820
oh my gosh,

393
00:14:38,940 --> 00:14:40,909
all my colleagues and the people in the lobby,

394
00:14:41,010 --> 00:14:42,090
and this kid's parents,

395
00:14:42,239 --> 00:14:45,369
and everyone's gonna be so mad and the clinical director is gonna come and talk to me

396
00:14:45,369 --> 00:14:48,260
and say that it was so disruptive for all the other sessions that were going on.

397
00:14:49,200 --> 00:14:50,150
This is what happens.

398
00:14:50,229 --> 00:14:51,429
We get in our heads.

399
00:14:51,869 --> 00:14:52,989
That's also a subtle drift,

400
00:14:53,030 --> 00:14:53,309
by the way,

401
00:14:53,349 --> 00:14:54,789
but that wasn't the point of this.

402
00:14:55,229 --> 00:14:56,950
So we have to avoid that subtle drift too.

403
00:14:56,989 --> 00:14:58,179
We get in our own heads.

404
00:14:58,549 --> 00:14:58,940
But

405
00:14:59,190 --> 00:15:00,500
once that happens,

406
00:15:01,070 --> 00:15:03,340
we think of clever,

407
00:15:03,750 --> 00:15:05,460
try to be adherent ways

408
00:15:05,909 --> 00:15:06,619
to

409
00:15:06,950 --> 00:15:07,590
maybe

410
00:15:07,869 --> 00:15:09,659
get the child to not do that anymore.

411
00:15:09,789 --> 00:15:11,219
So instead of setting a limit,

412
00:15:11,669 --> 00:15:13,000
which would be fully adherent.

413
00:15:14,020 --> 00:15:15,280
We might say something like.

414
00:15:16,289 --> 00:15:17,010
Oh,

415
00:15:17,929 --> 00:15:20,309
You haven't played it in the sand in a while.

416
00:15:22,479 --> 00:15:23,010
Or

417
00:15:23,809 --> 00:15:24,390
Did you,

418
00:15:24,520 --> 00:15:24,599
oh,

419
00:15:24,640 --> 00:15:25,570
we wouldn't ask a question though,

420
00:15:25,640 --> 00:15:25,960
would we?

421
00:15:25,969 --> 00:15:28,270
So I wonder if you saw the dollhouse.

422
00:15:30,429 --> 00:15:33,330
And now all of a sudden we're trying to

423
00:15:33,619 --> 00:15:36,969
shift or redirect or suggest

424
00:15:37,780 --> 00:15:39,570
because we're uncomfortable with something,

425
00:15:39,940 --> 00:15:42,770
or we're thinking that sometimes it's not even about our discomfort,

426
00:15:43,099 --> 00:15:46,260
sometimes we are trying to lead the child to work through something.

427
00:15:47,359 --> 00:15:50,500
I wonder if you saw the family people over there.

428
00:15:51,349 --> 00:15:53,260
Because they have all kinds of family dysfunction.

429
00:15:54,710 --> 00:15:55,820
Now guess what happened?

430
00:15:56,940 --> 00:15:57,900
You have the lead.

431
00:15:58,619 --> 00:15:59,289
In the session.

432
00:16:00,659 --> 00:16:03,299
And what that communicates to the child is,

433
00:16:03,869 --> 00:16:05,140
I know what you need

434
00:16:05,390 --> 00:16:06,059
more than you.

435
00:16:07,039 --> 00:16:08,080
Or I need,

436
00:16:08,200 --> 00:16:09,830
I know what you need better than you.

437
00:16:11,489 --> 00:16:12,330
And

438
00:16:12,570 --> 00:16:15,039
that robs the child of their process.

439
00:16:16,429 --> 00:16:17,469
Another reason,

440
00:16:18,000 --> 00:16:19,549
trying to hurry things up.

441
00:16:21,369 --> 00:16:23,700
And I don't know if you all are aware of this,

442
00:16:23,799 --> 00:16:28,460
but Landreth refers to certain kids as molasses in his book.

443
00:16:29,530 --> 00:16:30,429
And

444
00:16:30,700 --> 00:16:31,330
they're slow.

445
00:16:32,270 --> 00:16:33,059
And

446
00:16:33,320 --> 00:16:34,570
they're smooth

447
00:16:34,940 --> 00:16:35,409
and

448
00:16:35,580 --> 00:16:36,330
they're easy.

449
00:16:36,969 --> 00:16:37,799
And

450
00:16:38,080 --> 00:16:39,909
they just kind of hang out and

451
00:16:40,119 --> 00:16:42,280
don't have really a sense of urgency for anything.

452
00:16:43,039 --> 00:16:45,250
And then others are described like popcorn,

453
00:16:45,390 --> 00:16:46,260
which gives you

454
00:16:46,390 --> 00:16:48,299
a very different picture in your head.

455
00:16:48,869 --> 00:16:50,140
But for your molasses,

456
00:16:50,190 --> 00:16:50,619
children,

457
00:16:51,820 --> 00:16:52,690
Or as I call them,

458
00:16:52,700 --> 00:16:53,739
your marinators.

459
00:16:55,770 --> 00:16:58,280
We often want to hurry things along.

460
00:16:59,190 --> 00:17:00,330
We push

461
00:17:00,719 --> 00:17:01,619
towards

462
00:17:02,270 --> 00:17:02,859
progress.

463
00:17:03,270 --> 00:17:03,979
We

464
00:17:04,390 --> 00:17:06,098
try to provide insights.

465
00:17:06,430 --> 00:17:08,130
We try to

466
00:17:08,630 --> 00:17:10,229
think that maybe they can terminate

467
00:17:10,510 --> 00:17:12,150
cause that'll make mom and dad really happy.

468
00:17:12,979 --> 00:17:17,858
We're trying to meet adult goals rather than respecting the child's natural pace.

469
00:17:19,208 --> 00:17:20,878
We can't rush the process.

470
00:17:21,208 --> 00:17:22,848
That's one of Axline's principles.

471
00:17:22,928 --> 00:17:24,648
That's one of Landreth's tenants.

472
00:17:24,729 --> 00:17:26,038
We can't rush the process,

473
00:17:26,208 --> 00:17:28,078
but we do it in very subtle ways.

474
00:17:28,800 --> 00:17:30,020
And then finally,

475
00:17:30,030 --> 00:17:32,020
sometimes we are inconsistent.

476
00:17:33,040 --> 00:17:34,349
So this can be with

477
00:17:34,520 --> 00:17:36,630
inconsistency in our speech,

478
00:17:36,719 --> 00:17:39,040
inconsistency in our mannerisms,

479
00:17:39,160 --> 00:17:42,630
inconsistency in the execution of skills,

480
00:17:42,959 --> 00:17:44,510
inconsistency about

481
00:17:44,800 --> 00:17:46,430
the weekly process.

482
00:17:47,689 --> 00:17:49,479
We have to be very consistent.

483
00:17:50,760 --> 00:17:53,439
That's one of the foundational concepts

484
00:17:53,689 --> 00:17:54,290
is that

485
00:17:54,530 --> 00:17:56,920
kids can have predictability,

486
00:17:57,250 --> 00:17:58,250
constancy,

487
00:17:58,530 --> 00:17:59,510
stability.

488
00:18:00,250 --> 00:18:00,739
Why?

489
00:18:01,160 --> 00:18:02,479
Because they don't get that anywhere else.

490
00:18:03,770 --> 00:18:04,469
So,

491
00:18:04,739 --> 00:18:05,410
often,

492
00:18:05,760 --> 00:18:07,420
especially maybe even around limit setting,

493
00:18:07,459 --> 00:18:08,089
for example,

494
00:18:08,180 --> 00:18:09,569
will be inconsistent.

495
00:18:09,900 --> 00:18:11,250
So sometimes we will

496
00:18:11,540 --> 00:18:12,390
set limits

497
00:18:12,739 --> 00:18:14,290
in a very punitive way.

498
00:18:15,609 --> 00:18:18,680
Or sometimes we will not set a limit,

499
00:18:18,930 --> 00:18:20,339
we'll let behavior go

500
00:18:20,609 --> 00:18:22,310
that actually warrants a limit

501
00:18:22,770 --> 00:18:25,560
for fear of maybe damaging rapport

502
00:18:25,810 --> 00:18:27,920
or not being permissive enough.

503
00:18:29,140 --> 00:18:30,209
Sometimes we

504
00:18:30,430 --> 00:18:30,930
will

505
00:18:31,140 --> 00:18:32,589
not use the skills

506
00:18:32,780 --> 00:18:33,650
appropriately.

507
00:18:34,170 --> 00:18:34,619
So

508
00:18:34,979 --> 00:18:35,650
we'll

509
00:18:36,349 --> 00:18:38,329
do something without enough empathy,

510
00:18:38,780 --> 00:18:40,489
or we won't validate feeling,

511
00:18:41,260 --> 00:18:44,930
or we'll jump the gun and set a limit too early before it's needed.

512
00:18:46,099 --> 00:18:47,589
All of this is inconsistent.

513
00:18:48,630 --> 00:18:49,109
And again,

514
00:18:49,300 --> 00:18:50,329
subtle drifts,

515
00:18:50,660 --> 00:18:52,050
but undermines the process.

516
00:18:53,540 --> 00:18:54,979
So why are we talking about this?

517
00:18:55,060 --> 00:18:55,459
Obviously,

518
00:18:55,660 --> 00:18:55,849
I mean,

519
00:18:56,060 --> 00:18:59,719
we're in the CCPT purism and we're trying to make sure

520
00:19:00,020 --> 00:19:02,739
that we not only understand the model in its purest form,

521
00:19:02,780 --> 00:19:04,270
but also its application

522
00:19:04,540 --> 00:19:05,500
in its purest form.

523
00:19:06,849 --> 00:19:09,760
CCPT works because of its purity.

524
00:19:11,310 --> 00:19:15,349
That that really is at the heart of why it's effective is because of its purity.

525
00:19:16,150 --> 00:19:19,390
And every single drift that takes place in the playroom.

526
00:19:20,729 --> 00:19:22,880
It adds adult control

527
00:19:23,209 --> 00:19:24,250
back into the session.

528
00:19:25,609 --> 00:19:26,079
Which

529
00:19:26,290 --> 00:19:29,420
flies in the face of the foundation of CCPT.

530
00:19:29,890 --> 00:19:32,439
It contradicts everything about the model,

531
00:19:32,729 --> 00:19:34,959
the second that the adult is in control.

532
00:19:35,930 --> 00:19:37,530
And unfortunately,

533
00:19:39,140 --> 00:19:41,500
The way that that is received by the child

534
00:19:42,109 --> 00:19:42,660
is.

535
00:19:43,729 --> 00:19:44,650
I can't lead.

536
00:19:46,199 --> 00:19:47,069
Or at the very least,

537
00:19:47,160 --> 00:19:48,229
I can't fully lead.

538
00:19:48,280 --> 00:19:48,719
Maybe I,

539
00:19:48,800 --> 00:19:49,800
I can lead a little bit.

540
00:19:50,479 --> 00:19:51,770
But I can't fully lead.

541
00:19:51,880 --> 00:19:53,199
I'm not fully in charge.

542
00:19:55,270 --> 00:19:57,579
Sometimes the child might interpret that as

543
00:19:57,949 --> 00:19:59,060
my process

544
00:19:59,550 --> 00:20:00,660
isn't trusted.

545
00:20:02,949 --> 00:20:04,489
No one's trusting me

546
00:20:04,829 --> 00:20:05,989
to do this my way,

547
00:20:06,000 --> 00:20:06,670
my time.

548
00:20:08,599 --> 00:20:09,780
Another possibility

549
00:20:11,170 --> 00:20:14,099
This is about pleasing the adult in the room,

550
00:20:14,550 --> 00:20:15,619
or the adult

551
00:20:15,880 --> 00:20:16,900
in the waiting room,

552
00:20:17,189 --> 00:20:18,859
or the adult at school,

553
00:20:19,069 --> 00:20:20,619
or the adult in the court,

554
00:20:21,270 --> 00:20:23,380
or the adult somewhere else in my life.

555
00:20:23,609 --> 00:20:25,260
This is about pleasing the adult.

556
00:20:26,839 --> 00:20:27,459
And

557
00:20:27,709 --> 00:20:30,020
we would bristle at those notions,

558
00:20:30,229 --> 00:20:30,910
hearing them.

559
00:20:32,300 --> 00:20:35,300
But that's what happens when drifts take place in session.

560
00:20:36,369 --> 00:20:39,880
And CCPT works because of its purity.

561
00:20:40,089 --> 00:20:42,079
So the minute we lose the purity,

562
00:20:42,410 --> 00:20:43,530
we lose its efficacy.

563
00:20:45,170 --> 00:20:47,380
So how do we stay anchored in the model?

564
00:20:48,640 --> 00:20:49,079
First of all,

565
00:20:49,160 --> 00:20:50,390
self-awareness,

566
00:20:50,640 --> 00:20:53,479
and I'm not saying that as a platitude because I know we say that all the time,

567
00:20:53,599 --> 00:20:55,510
self-awareness is the first step to change.

568
00:20:55,770 --> 00:20:55,920
Yes,

569
00:20:56,000 --> 00:20:56,430
that's true,

570
00:20:56,479 --> 00:20:57,229
but in this case,

571
00:20:57,359 --> 00:20:58,829
it's extremely relevant.

572
00:20:59,239 --> 00:21:02,079
You have to be aware of where you might be drifting.

573
00:21:03,089 --> 00:21:04,000
Like I mentioned before,

574
00:21:04,050 --> 00:21:06,400
most of the time we're not even aware that we're doing it.

575
00:21:06,810 --> 00:21:10,500
So we have to be more cognizant of those subtle drifts,

576
00:21:10,530 --> 00:21:11,089
number one.

577
00:21:12,099 --> 00:21:12,800
And

578
00:21:13,199 --> 00:21:15,709
often I think it starts with asking ourselves questions.

579
00:21:16,800 --> 00:21:18,930
Am I anxious about?

580
00:21:20,040 --> 00:21:20,920
Making progress.

581
00:21:22,430 --> 00:21:24,689
Am I trying to make the session

582
00:21:25,420 --> 00:21:27,089
feel more productive?

583
00:21:27,739 --> 00:21:29,209
Or do I feel better

584
00:21:29,459 --> 00:21:31,660
when I can say that I quote did something?

585
00:21:33,089 --> 00:21:33,939
Or

586
00:21:34,170 --> 00:21:36,640
am I responding from earlier training?

587
00:21:37,489 --> 00:21:39,439
It is my earlier training or my,

588
00:21:39,489 --> 00:21:41,560
my background seeping in here?

589
00:21:44,119 --> 00:21:45,069
If you

590
00:21:45,280 --> 00:21:47,030
ask yourselves questions,

591
00:21:47,239 --> 00:21:50,630
you can get to the heart of what's causing the drifts.

592
00:21:50,880 --> 00:21:51,670
And then

593
00:21:51,920 --> 00:21:53,229
with that self-awareness,

594
00:21:53,560 --> 00:21:54,550
you can make change.

595
00:21:55,780 --> 00:21:56,349
So,

596
00:21:56,550 --> 00:21:57,449
let's just

597
00:21:57,670 --> 00:21:58,579
recalibrate,

598
00:21:58,670 --> 00:21:58,939
right?

599
00:21:59,030 --> 00:22:00,180
Let's go back to

600
00:22:00,390 --> 00:22:01,859
our basic principles.

601
00:22:02,270 --> 00:22:04,140
We have unconditional acceptance,

602
00:22:04,469 --> 00:22:07,579
rooted in unconditional positive regard from Rogers.

603
00:22:08,229 --> 00:22:10,780
So we unconditionally love and accept the child.

604
00:22:12,630 --> 00:22:14,020
We provide empathy.

605
00:22:15,319 --> 00:22:17,229
In every scenario with the child.

606
00:22:19,010 --> 00:22:20,300
We can always validate,

607
00:22:20,420 --> 00:22:21,930
we can always understand,

608
00:22:22,380 --> 00:22:25,050
we can always reflect what's going on.

609
00:22:25,729 --> 00:22:26,680
We have empathy

610
00:22:27,670 --> 00:22:29,010
We are congruent

611
00:22:31,290 --> 00:22:33,609
And we trust the process.

612
00:22:34,160 --> 00:22:36,680
We believe that kids will self-actualize.

613
00:22:38,130 --> 00:22:39,290
But all of that

614
00:22:39,510 --> 00:22:40,619
goes back to.

615
00:22:41,239 --> 00:22:42,880
The pureness of the model.

616
00:22:44,469 --> 00:22:46,140
It all happens in the purity.

617
00:22:47,349 --> 00:22:49,939
So we have to make sure that we're not allowing drifting

618
00:22:50,109 --> 00:22:50,699
to take place.

619
00:22:50,790 --> 00:22:53,010
So if you find that as you're listening to this,

620
00:22:53,020 --> 00:22:53,619
you're going,

621
00:22:53,849 --> 00:22:54,660
oh boy,

622
00:22:54,989 --> 00:22:57,030
I think I drift way more than I was aware of,

623
00:22:57,109 --> 00:23:00,979
or I think that I didn't even pay attention to the fact that I was drifting.

624
00:23:01,510 --> 00:23:03,459
This is about awareness.

625
00:23:04,030 --> 00:23:05,219
You don't know what you don't know.

626
00:23:05,900 --> 00:23:09,349
So the whole point of you listening to podcasts

627
00:23:09,739 --> 00:23:10,650
is to

628
00:23:11,140 --> 00:23:13,859
increase your skills and make sure that you're more adherent.

629
00:23:14,140 --> 00:23:16,760
Every single therapist drifts at times,

630
00:23:16,939 --> 00:23:17,810
every single one,

631
00:23:18,040 --> 00:23:19,369
no matter how long you've been doing it,

632
00:23:19,459 --> 00:23:21,000
no matter how skilled you are,

633
00:23:21,250 --> 00:23:22,699
no matter how highly trained.

634
00:23:23,609 --> 00:23:26,140
Every single therapist drifts at times.

635
00:23:26,670 --> 00:23:29,300
For a variety of reasons and a variety of ways.

636
00:23:29,630 --> 00:23:32,469
There is not one CCPT on this planet that is fully

637
00:23:32,469 --> 00:23:35,469
adherent at every single moment of their work with kids.

638
00:23:37,170 --> 00:23:40,800
So it's not about shame or blame or guilt or anything,

639
00:23:41,290 --> 00:23:42,650
it's notice

640
00:23:42,969 --> 00:23:43,680
the drift.

641
00:23:44,380 --> 00:23:45,439
And recalibrate,

642
00:23:45,729 --> 00:23:46,839
re-center yourself.

643
00:23:48,439 --> 00:23:48,930
So,

644
00:23:49,010 --> 00:23:50,760
you can be very intentional

645
00:23:51,170 --> 00:23:52,260
about making sure

646
00:23:52,530 --> 00:23:55,000
that you stay as adherent as possible,

647
00:23:55,530 --> 00:23:57,160
but you have to be aware

648
00:23:57,449 --> 00:24:00,050
of the lack of adherence before you can work on that.

649
00:24:00,949 --> 00:24:02,650
So I hope that that's encouraging to you.

650
00:24:02,819 --> 00:24:04,199
I hope that it

651
00:24:04,959 --> 00:24:07,310
Lights a little bit of a fire so that you can

652
00:24:07,520 --> 00:24:10,520
assess this and and challenge yourself if you need to.

653
00:24:11,699 --> 00:24:11,729
They're,

654
00:24:11,930 --> 00:24:15,839
they're small deviations with big impact that that's the big takeaway.

655
00:24:16,219 --> 00:24:16,719
I mean,

656
00:24:16,849 --> 00:24:17,959
a lot of what we talked about,

657
00:24:18,050 --> 00:24:20,520
they're minor subtle deviations,

658
00:24:21,170 --> 00:24:24,560
but they do have big impact and so just even recognizing them

659
00:24:24,969 --> 00:24:27,680
helps you stay committed to CCPT at its core,

660
00:24:28,089 --> 00:24:29,239
and that's what we long for.

661
00:24:30,209 --> 00:24:30,680
So,

662
00:24:30,689 --> 00:24:31,310
next time,

663
00:24:31,410 --> 00:24:33,800
we're going to talk about why

664
00:24:34,329 --> 00:24:36,040
being non-directive is effective.

665
00:24:36,819 --> 00:24:40,489
And the clinical reasoning behind trusting the child's

666
00:24:40,489 --> 00:24:43,010
lead in the non-directive nature of CCPT.

667
00:24:43,760 --> 00:24:44,140
So,

668
00:24:44,209 --> 00:24:45,140
there's your teaser.

669
00:24:45,489 --> 00:24:47,000
I look forward to being with y'all then.

670
00:24:47,130 --> 00:24:47,489
Love you.

671
00:24:47,530 --> 00:24:48,359
We'll talk again soon.

672
00:24:48,530 --> 00:24:48,729
Bye.

673
00:24:49,810 --> 00:24:52,689
Thank you for listening to the Play Therapy Podcast with Dr.

674
00:24:52,849 --> 00:24:53,770
Brenna Hicks.

675
00:24:53,930 --> 00:24:55,890
For more episodes and resources,

676
00:24:56,050 --> 00:25:00,770
please go to www.playtherapypodcast.com.