Congruence, Unconditional Positive Regard, and Empathic ...

CONGRUENCE, UNCONDITIONAL POSITIVE REGARD, AND EMPATHIC

UNDERSTANDING IN CHILD-CENTERED PLAY THERAPY

Kimberly M. Jayne

Dissertation Prepared for the Degree of

DOCTOR OF PHILOSOPHY

UNIVERSITY OF NORTH TEXAS

August 2013

APPROVED:

Dee Ray, Major Professor

Sue Bratton, Committee Member

Leslie Jones, Committee Member

Jan Holden, Committee Member and Chair

of the Department of Counseling and

Higher Education

Jerry R. Thomas, Dean of the College of

Education

Mark Wardell, Dean of the Toulouse

Graduate School

Jayne, Kimberly M. Congruence, Unconditional Positive Regard, and Empathic

Understanding in Child-Centered Play Therapy. Doctor of Philosophy (Counseling), August

2013, 163 pp., 5 tables, 3 figures, references, 88 titles.

The purpose of this study was to explore how the therapist-provided conditions of

congruence, unconditional positive regard, and empathic understanding were experienced and

conveyed in child-centered play therapy (CCPT). Although the therapist-provided conditions are

considered essential to the therapeutic process in CCPT, a gap exists between child-centered

theory and empirical exploration of the process and dynamics of these relational variables in

CCPT. Due to the limited research in this area, a grounded theory approach was utilized to

explore how the three variables emerge in CCPT. Participants included four advanced doctoral

students, all Caucasian females with extensive training in CCPT, and 12 children ranging from 4

to 8 years of age receiving weekly, individual CCPT. One individual CCPT session was

observed and video-recorded for each therapist-child dyad (n = 12). Following each observation,

play therapists were interviewed regarding the observed play session (n = 12). During each

interview, the researcher and therapist watched the recorded play session in its entirety and

discussed noteworthy interactions between the child and therapist. The video-recorded play

therapy sessions and therapist interviews were analyzed using a multiphasic, constant

comparative method. Results of the analysis included a process-model of the therapist-provided

conditions in CCPT, examples of play therapists¡¯ internal experiences and external behaviors

associated with the presence and absence of the therapist-provided conditions, and a model of the

process play therapists utilize to respond to breaks and barriers to congruence, unconditional

positive regard, empathic understanding, and unconditional positive self-regard in CCPT.

Implications for clinical practice, training, supervision, and research are discussed.

Copyright 2013

by

Kimberly M. Jayne

ii

ACKNOWLEDGEMENTS

Who I am today is a reflection of many people, family, friends, teachers, mentors,

supervisors, students, and clients, who have nurtured, supported, and inspired me throughout my

lifetime. I dedicate this work and my life¡¯s work to you. To Abigail, Scarlet, Elizabeth, Luke,

and Benjamin, for inspiring me daily to be my best self and to make the world a better place for

you and for all children. To my parents, for supporting me in a multitude of ways and instilling

within me a love for learning. To Loren, for demonstrating persistence and dedication in all you

do and looking out for me at every turn. To Heather, for loving me unconditionally and being the

person I have always looked up to and aspired to be like my whole life. To Rodger, without

whom I would not have started this journey and whose strength and courage I continue to

admire. To JFT, for your incredible generosity, enduring patience, and persistent hopefulness.

You are the reason I believe in the healing power of relationships. To Marty, for your

unwavering confidence and passionate support of me as a student, scholar, and human being. To

Dee Ray, for truly seeing me and believing wholeheartedly in the person I am becoming; for

honoring my fragile process; and giving me the gift of your presence, vulnerability, and

authenticity. To Sue Bratton, for your warmth, attunement, and creativity and for always seeing

the best in me and in the world. To Jan Holden, for challenging me to reflect deeply and to seek

answers to ill-structured problems. To Leslie Jones, for your gentle presence, kind heart, and

faithful encouragement. To Garry Landreth, for first inspiring me to enter the world of play

therapy and being a true teacher, mentor, and friend. To my cohort, for embracing me and

sharing all the joys and sorrows of this journey with me, for being there when I needed you most,

and for knowing and loving me in all my various forms. And to my clients, my greatest teachers,

for showing me the true meaning of genuineness, empathy, and unconditional positive regard.

iii

TABLE OF CONTENTS

Page

ACKNOWLEDGEMENTS ........................................................................................................... iii

LIST OF TABLES ...........................................................................................................................v

LIST OF FIGURES ....................................................................................................................... vi

CONGRUENCE, UNCONDITIONAL POSITIVE REGARD, AND EMPATHIC

UNDERSTANDING IN CHILD-CENTERED PLAY THERAPY (CCPT) ..................................1

Methodology ........................................................................................................................6

Results ................................................................................................................................11

Discussion ..........................................................................................................................18

References ..........................................................................................................................26

Appendices

A. EXTENDED LITERATURE REVIEW .......................................................................32

B. COMPLETE METHODOLOGY ..................................................................................90

C. UNABRIDGED RESULTS ........................................................................................105

D. EXTENDED DISCUSSION .......................................................................................121

E. OTHER ADDITIONAL MATERIALS ......................................................................141

COMPREHENSIVE REFERENCE LIST...................................................................................153

iv

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