Play Therapy for Children with Developmental Disabilities

Research Topic
Play Therapy for Children with Developmental Disabilities

Lead Researcher
Toshio Kawai, Professor, Kokoro Research Center, Kyoto University

Collaborating Researchers
Motomi Toichi, Professor, Graduate School of Medicine, Kyoto University

Yasuhiro Tanaka, Professor, Education, Kyoto University

Kotaro Umemura, Lecturer, Education, Kyoto University

Ai Hasegawa, Student Counselor, Nara University

Misato Matsunami, Clinical Psychological Counselor, Mie Prefectural Education Center

Motoshi Yamasaki, Assistant Professor, Kyoto Bunkyo University

Yukiko Oba, Clinical Psychologist, Yokohama Izumi Gakuen

Toshiki Matsuoka, Student Support Center, Bukkyo University

Kanna Yamashita, Analyst, ABeam Consulting 

Kyoko Toyohara, Assistant Professor, Education, Kyoto University

Chisa Fumiyama, Teaching Associate, Surugadai University Counseling Center

Joint Researchers
Yuta Nagatani, Doctor’s Program, Education, Kyoto University

Ayuko Mizuno, Doctor’s Program, Education, Kyoto University

Yurie Hirako, Doctor’s Program, Education, Kyoto University

Yuki Shimami, Doctor’s Program, Education, Kyoto University

Chika Matsumoto, Doctor’s Program, Education, Kyoto University

Koharu Nishioka, Master’s Program, Education, Kyoto University

Samidori Yoshida, Master’s Program, Education, Kyoto University

Masashi Kawakami, Master’s Program, Education, Kyoto University

Center Co-Researchers
Chihiro Hatanaka, Senior Lecturer, Kokoro Research Center, Kyoto University

Yuka Suzuki, Assistant Professor, Kokoro Research Center, Kyoto University

Hisae Konakawa, Research Fellow, Kokoro Research Center, Kyoto University

 At present, developmental disabilities are considered disabilities of organic or innate cognitive development derived from an abnormality of the central nervous system of the brain. General support methods for people with developmental disabilities involve measures such as training, therapeutic rehabilitation, and pharmacotherapy approaches.

Approaches in play therapy, however, do not focus on promoting the cognitive and social skill of a child, but rather aim at the psychological development of a child, that is, the inner maturation or self-establishment based on voluntary free play and interaction with a therapist.

In the research project, “A Psychotherapeutic Approach for Developmental Disabilities”, we conducted an empirical study to examine the effectiveness of psychotherapy for children with developmental disabilities. Case study meetings were held for the first three years (2008-2010), where “a lack of identity” was understood as the main characteristic of developmental disabilities, and the effectiveness of the therapy that helps the “identity to develop” was confirmed.

Based on the activities and the findings obtained through these works, we have conducted the project entitled “Play Therapy for Children with Developmental Disabilities” since 2011. In this project, the 6-month play therapy for children with developmental disabilities is conducted and the effectiveness of psychotherapy is examined empirically using changes in the developmental index.

In recent years, the number of clients who complain about developmental problems of their children has increased, although such cases are often excluded from the diagnosis of Autism Spectrum Disorder. We think that the points of play therapy for children with developmental disabilities would be applicable to those children, too. Based on this view, our present project also aims to accumulate the consideration for experimental studies and the investigation for a treatment mechanism, expanding the scope of research.

We are collaborating with Prof. Toichi from the medical department to ensure that neurophysiological and psychological perspectives are integrated in the project. This will help to establish an empirically effective methodology for play therapy. Further, the project aims to promote psychotherapy across a wider range of conditions and to help establish support systems for developmental disabilities by presenting quantitative knowledge that was previously missing.

2021/06/09