The value of using sandplay as a tool for counselling within a school setting

Article


Tunnecliff, Sheryl and O'Brien, Patrick. 2004. "The value of using sandplay as a tool for counselling within a school setting ." Australian Journal of Guidance and Counselling. 14 (2), pp. 221 -232.
Article Title

The value of using sandplay as a tool for counselling within a school setting

ERA Journal ID6114
Article CategoryArticle
AuthorsTunnecliff, Sheryl (Author) and O'Brien, Patrick (Author)
Journal TitleAustralian Journal of Guidance and Counselling
Journal of Psychologists and Counsellors in Schools
Journal Citation14 (2), pp. 221 -232
Number of Pages12
Year2004
Place of PublicationBrisbane, Australia
ISSN1037-2911
1839-2520
2055-6365
2055-6373
Web Address (URL)http://www.australianacademicpress.com.au/Publications/Journals/Guidance&Counselling/guidecounsel.htm
Abstract

This paper proposes that sandplay can be a useful tool for counsellors within the school setting. It follows previous work by O'Brien and Burnett (2000a, 2000b; O'Brien,1999), who proposed that sandplay allows the counsellor to integrate all eight intelligences proposed by Howard
Gardner (1983). A short historical account of sandplay therapy is followed by a discussion of its therapeutic value, aims and client–therapist relationship. The authors propose that sandplay uses a combination of spoken language, deductive reasoning, art and music therapy, symbols, narratives, and social and intrapersonal skills. This combination is inclusive of children with disabilities and appreciates the diversity all learners bring into the counselling sessions. Constraints on its effective use in schools are also discussed. The conclusion encourages counsellors to overcome the constraints and use sandplay on a regular basis within the school setting.

Keywordssand; play; sandplay; counselling; school
ANZSRC Field of Research 2020520406. Sensory processes, perception and performance
390404. Educational counselling
520399. Clinical and health psychology not elsewhere classified
Public Notes

File reproduced in accordance with the copyright policy of the publisher/author.

Byline AffiliationsFaculty of Education
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