Chapter 1 - Facilitating Play with Non Player

Answers to Questions unanswered previously.

How would I apply this contribution into my clinical work?

Play takes place in the period of illusion in the "transitional space" (Winnicott) between the imaginary and the real world between the "me" and the "not me". Therefore has to do with me as the therapist and client playing together, if I cannot play then I will not be suitable for this work. If the client cannot play, then something needs to be done to enable the client to be able to play, to allow the dramatherapy to begin. As said by Winnicott - there is a linkages between play, self development and creativity - it is in playing and only in playing that the individual child or adult is able to be creative and to use the whole personality and as this result the individual discovers the self.

For my 1st play in BOLD, I have experience the playing together with T, I found that I can play, and very fortunately for me as a therapist T is a player and as a result we went into a lot of imaginary scenes, that also allows the dramatherapy to begin. Not only my client found his self, but me too at some point.

Is attachment universal or only limited to children with their natural birth mothers?
According the the attachment theory by John Bowlby - studying attachment behaviors in animals and humans, he theorized that the function of early attachment to the mother is to protect the child from the predators (same for both humans and animals. On the Evolutionary level - the attachment shields the infant from harm.
On the Psychological level- the attachment serves to reduce anxiety and to impart a sense of security.

If the child has a Secure base of attachment to the mother, Bowlby hypothesized, several important achievement can follow.
1. the still vulnerable child can comfortably explore the environment with less fear and arousal, knowing that the mother is available in times of danger,
2. the secure child will have less need to develop psychological defenses and
3. the child can form and internal mental representation of the caring protector, and overtime can identify with the internalized image.

Bowlby believed that the need for Attachment is never outgrown but endures throughout one's life. So, does it answer that Attachment is Universal to both humans and animals.

then,
What about.... Is attachment only limited to children with their natural birth mothers? How does that relate to the object realtions model of say Winnicort?
No attachment is not only limited to children with their natural birth mothers, then I will use Winnicot theory to answer - Transitional object.
In human childhood development, a transitional object which is a physical object with takes the place of the mother - child bond (dolls, teddy bears or blankets). When the young child begins to separate the 'me' from the 'not-me' and evolves from complete dependence to a stage of relative independence, it uses transitional objects. The infant sees himself and the mother as a whole, whereby the mother 'brings the world' to the infant without delay. But what about in separation, the child comes to realize that the mother is separate from him throught which it appears that the child has lost something. the realization can be painful, and also frustation and anxiety too, knowing that nobody can will 'bring the world' to him/her. The transitional object is often the first 'not me' possession that really belongs to the child. This object represents all components of 'mothering' and it means that the child himself is able to create what he needs as well. It enables the child to have a fantasized bond with the mother when he/she gradually separates. This is important at the time of going to sleep and as a defence against anxiety.

But in here, it might result into another further theory by others using "Strange Situation Test" -
1. Secure
2. Insecure (insecure-avoidant, insecure-ambivalent, or insecure-naracissistic)
3. Disorganised/disoriented.

Unstable environments, financial problems and self preoccupied parents - who are unprepared for parenting and not able to adequately support the child's development are common in the histories of Disorganised/disoriented attachment. Because here, parents in such situations cannot promote self-regulation, increase sensitivity to others, or aid brain developemnt the child is at risk for future emotional, cognitive and psychological problems.

Can my client T, in this stage of Disorganised/disoriented? I see the parents as being young not ready to for parenthood when he was born, and very self preoccupied always busy and as a result not being able to support T development.

Thanks Alex for asking me questions, now I have a clearer picture.

Comments are needed for my further learning, I might be at 'wrong track'.