295 | Confidentiality, Character Toys, and Religious Topics in CCPT

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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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I am answering a question from Mikayla in Illinois.

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Actually several questions.

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It's,

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it's kind of a,

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a trifecta of questions.

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And we'll be diving into topics such

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as making sure we're not breaching confidentiality

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and having neutral toys in the playroom

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and

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religious themes in sessions.

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So an interesting mix of questions.

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We'll dive into each of those.

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Thank you so much,

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Mikayla,

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for emailing.

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And just a reminder,

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our live event for the 300th episode is coming up May 16th,

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Friday at 1:30 Eastern.

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So please,

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if you are able to join.

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Make sure you go to playtherapypodcast.com/live so that

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you can get signed up for that.

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There's not a limit on people.

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I,

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we just need to know how many are coming and

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we'll be able to send you reminders for the event.

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All right,

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so let me read parts of Mikayla's email

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and then we'll dive in.

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I'll read one question at a time so things don't get muddy.

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So the first,

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I'm wondering if you have any advice regarding sharing client

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stories with parents about CCPT success without breaching confidentiality.

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For example,

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if I have a new 10 year old client,

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is sharing,

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yes,

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I've used CCPT with another 10 year old client and it's been successful,

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a breach.

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How do you discern this in practice and in making podcast episodes?

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All right,

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so this question has actually come up several times

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in maybe the last month or so just about

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protecting client confidentiality in general.

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So I'm actually really glad that we're talking about this.

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I think that

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the litigious nature of society has

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scared us all.

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I think our legal and ethical requirements for CEUs and for grad school

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has scared us all.

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And I think that we as a field walk around really worried about doing

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anything that is going to get us in trouble.

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And while I believe that we should be cautious and we should be careful

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and we should be diligent and we should be

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ethical and we should make informed wise decisions.

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I also think that the line has become really skewed

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about what

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breaching confidentiality actually is.

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So let's go back to

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our understanding of confidentiality.

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We cannot reveal identifying information.

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To where someone would be able to know who you're talking about.

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So,

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let's

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reverse engineer this.

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If I say that one of my client's name is Matt.

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That is not a breach of confidentiality.

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Even though

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I just said that across the airwaves

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everywhere around the world.

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The name Matt is not a breach of

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confidentiality because there's no identifying information in there.

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None of you have any idea who my I don't have a client named Matt,

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by the way,

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but I'm just saying

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you would have no idea if I did have a Matt client,

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you would not be able to identify who he is

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because there's not identifying information

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in that disclosure.

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Likewise,

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to say,

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I've worked with another 10 year old,

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no identifying information is revealed in that.

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I've used CCPT

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with other clients.

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There is no breach of confidentiality in that.

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So we have to be intentional

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about

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our understanding and definition

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of confidentiality.

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Because

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if I were to give you details.

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The client is this old,

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this is their name.

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They live in this city.

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They have two siblings.

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They go to such and such school.

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Now all of a sudden

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there might be one or two listeners that live locally

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that might be able to say,

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oh,

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I bet I know who that is.

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So,

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therefore,

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yes,

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we're not going to reveal specific details.

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But we are able to talk in generalities and,

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and let's enlarge this to just therapy in general.

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When adult therapists work with,

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well,

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I guess all therapists are adults,

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when therapists work with adult clients.

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They will often say,

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one of my clients is really struggling in their marriage.

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That is

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in a piece of information about a client,

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but

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I have no idea

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who

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might be struggling with their marriage because of that.

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Lots of people struggle in their marriages,

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that's not identifying information.

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One might say,

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yeah,

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I mean,

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I have a client that is just so anxious.

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I mean like diagnosably anxious right now.

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That's a specific detail,

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but it's not identifying.

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So similarly,

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if we say,

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I have a child who

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is struggling with aggression,

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or I have a child who is getting kicked out of school,

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or I have a child who is really struggling because of a move.

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It's

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details,

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it's information,

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but it is not identifying.

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So I hope that that's helpful because I think that we have really started to miss

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attribute

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con

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confidentiality concerns

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and say,

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oh we're not allowed to say anything.

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You're not allowed to say anything that's going to help someone go,

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oh,

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I know exactly who you're talking about.

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Otherwise,

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you can speak in generalities even with information

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as long as no one is going to be able to figure out who your client is.

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So I hope that that is helpful.

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Let's dive into toys now.

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So the next question,

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I recall back from your toys episode that you

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described having more generic neutral toys in your room,

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nothing very character specific like Disney or Marvel.

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I'm curious about your thoughts on this.

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I find some kids really enjoy them,

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especially the inside out characters when using them in the sand.

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It seems to help them with emotional expression

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when they can identify with anxiety or fear,

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etc.

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Curious to know your thoughts and or rationale and keeping your toys more neutral.

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OK.

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So,

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there,

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there's never.

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An extreme

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in any of

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the guidelines.

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However,

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generally speaking,

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a child-centered playroom is designed to be neutral,

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toys are designed to be neutral.

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There are miniatures

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that are going to

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be part of a movie,

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a TV show.

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They're recognizable,

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they have a storyline.

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Superheroes are recognizable,

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movie characters are recognizable,

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cartoon characters are recognizable.

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Beloved characters from childhood like Winnie the

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Pooh and Mickey Mouse and Daffy Duck,

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those are recognizable characters.

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So yes,

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of course,

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the playroom often includes things like that.

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But generally speaking,

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you want that to be the exception,

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not the rule.

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And here's what happens when you have

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characters with storylines.

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So I have Simba

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from The Lion King in my room.

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And I use this illustration to parents every time

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I give a playroom tour.

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So when I invite parents in the

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initial parent consult so they can see the playroom and

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I talk them through the categories of toys and I

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show them the miniatures in the sand every single time

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I pull Simba off the shelf

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and I explain it like this.

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So when you have

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neutral figures,

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the child can be creative and imaginative,

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and they write their story and they can give any narration that they want.

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When you have a recognizable character such as Simba,

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the child has two choices.

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They can be imaginative,

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creative,

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and they can write any narrative they want about a lion cub.

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Or

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they can use Simba's storyline,

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and they can work that into their play and into their story.

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And so it serves dual purpose

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when you have

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characters,

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if you will.

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And so you mentioned Inside Out.

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There's an association

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with the character and therefore the feeling

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because of that movie.

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So a child can absolutely make use of that

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in their play,

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but it is a little bit prescriptive.

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So

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you want to make sure that there are far more neutral toys

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that have no ascribed storyline

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or no ascribed narrative

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because then they really truly are able to just play freely in whatever emerges

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in the playroom.

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But if you have characters

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that do have a storyline,

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a history,

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something recognizable about them,

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the child can choose how they're going to play with those toys.

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So I hope that that is helpful.

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You very also quickly

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referenced bibliotherapy,

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and you said you have several books that you typically select for

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the client and lay them out.

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True CCPT does not include books in the playroom.

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So if we're fully adherent,

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we do not have bibliotherapy or books in the playroom.

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I have lots of books in the lobby

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and kids love to read books while they're waiting for appointments and or siblings

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of clients are able to read books in the lobby with parents or alone.

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But we,

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if you look at the layout of a child-centered playroom,

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they do not have books as part of

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the playroom generally speaking.

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And while a child,

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you mentioned that a child sometimes use it as a prep uses it as

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a prep for their session or a way to regulate themselves at the end.

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If there are no books in the playroom,

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they will do that in other ways.

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So that's just means to an end because the books are there,

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but a child would do that in a different manner if they did not have books,

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and they would still prepare to play and they

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would still regulate at the end of a session.

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So I hope that that's helpful.

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And then the final question about religious themes.

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I'm wondering if you've ever observed religious play themes

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in your work with a child who is Christian,

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Muslim,

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Hindu,

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etc.

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I'm curious how you might interpret this play.

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Would it fall into a nurturing category or an aggressive play,

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or is it,

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is it its own category of the child exploring and trying

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to make sense of the world and seeking safety in it?

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Do you see a difference of play in kids who grow up with

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a religious background versus not and what

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do those parent conversations look like?

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OK,

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so yes,

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religious play is worked into sessions if the child

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has faith as part of their reality.

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So a child that has any faith background,

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whatever it happens to be,

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it will almost always make its way into their

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play and or into the conversations while they play.

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Many kids

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will

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bring it up,

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mention it or play it out because it's important to them.

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We know that kids bring things that are important to them into the playroom.

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We learn about their pets,

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we learn about their sports,

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we learn about their families,

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we learn about their school,

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we learn about their interests,

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we learn about the things that they hate,

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we learn about their faith.

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It's just

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in the list of things that kids bring into the playroom.

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So absolutely you will see it work its way in.

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And you don't particularly have to categorize it.

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It's just

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what they're letting you

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in on.

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So it's connective,

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it's relational,

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and it's important to them.

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So if they're playing out anything related to faith or religion,

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it's because it's something that matters or that they're trying to sort out.

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So that would just be a standard part of play,

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not necessarily categorrizable.

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And yes,

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absolutely,

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I see a difference in play

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of play in kids who grow up with religious backgrounds and not

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as I mentioned,

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it will come up if it's an important element of their family,

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and it won't if it's not.

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And then what do those parent conversations look like?

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If it is something that's persistent and I can acknowledge that it's a repetitive

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symbolic play or repetitive theme in their play,

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then I bring it up in a consultation just like I would bring up any other kind of play.

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In a very neutral way,

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such as,

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and your child is definitely bringing faith into their play,

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so that's certainly something that is important to them

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and that they represent in their play pretty consistently.

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So it would just be a pretty general commentary

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on an observation of how that has been woven into their play.

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All right.

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So,

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Mikayla,

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thank you so much for the questions,

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and I hope that that was helpful for all of you.

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If you would like to reach out to me with a question,

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I would love to hear from you,

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or if you just want to say hello,

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or

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you just want to

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Just have a chat,

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whatever.

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I love it when y'all reach out to me.

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So you can feel free brenna@thekidcounselor.com,

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and I hopefully will see you on the live call.

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Really looking forward to that.

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I know it's a couple of weeks out,

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but

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it's exciting to think about getting to see faces on a on an episode,

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which I usually just stare at my sound panels.

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So I,

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I'm very much looking forward to seeing you when we have our meeting on the 16th.

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Love y'all.

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We'll talk again soon.

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Bye.

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Thank you for listening to the Play Therapy Podcast with Dr.

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Brenna Hicks.

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For more episodes and resources,

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please go to www.playtherapypodcast.com.