Play Therapy for Children with Developmental Disabilities
2018 Applied Research
Toshio Kawai, Professor, Kokoro Research Center, Kyoto University
Motomi Toichi, Professor, Graduate School of Medicine, Kyoto University
Yasuhiro Tanaka, Associate Professor, Education, Kyoto University
Sueto Kumashiro, Student Counselor, Developmental Specialist, Bukkyo University
Ai Hasegawa, Student Counselor, Nara University
Asami Minamoto, Researcher, Education, Kyoto University
Kohei Tazuke, Lecturer, Education, Nagoya University
Misato Matsunami, Clinical Psychology Counselor
Yuka Suzuki, Researcher, Education, Kyoto University
Kotaro Umemura, Lecturer, Education, Kyoto University
Tamami Nishi, Graduate Student, Education, Kyoto University
Motoshi Yamasaki, Graduate Student, Education, Kyoto University
Yukiko Oba, Graduate Student, Education, Kyoto University
Toshiki Matsuoka, Graduate Student, Education, Kyoto University
Kyoko Toyohara, Graduate Student, Education, Kyoto University
Chisa Fumiyama, Graduate Student, Education, Kyoto University
Yuta Nagatani, Graduate Student, Education, Kyoto University
Ayuko Mizuno, Graduate Student, Education, Kyoto University
Yurie Hirako, Graduate Student, Education, Kyoto University
Kanna Yamashita, Graduate Student, Education, Kyoto University
Chihiro Hatanaka, Senior Lecturer, Kokoro Research Center, Kyoto University
Hisae Konakawa, Research Fellow, Kokoro Research Center, Kyoto University
Drug therapy and training education have become the major intervention methods for treating Autism Spectrum Disorder (ASD) in recent years. Some argue that psychotherapeutic approaches are not suitable for ASD. However, in empirical clinical psychotherapy, psychotherapy for developmental disabilities is reported as being effective, with many successful cases since 2000.
The Kokoro Research Center conducted the project “A Psychotherapeutic Approach for Developmental Disabilities”, in which case study meetings were held for three years (H20-H22). “A lack of identity” was understood as the main characteristic in developmental disabilities and thus therapy that helps “identity to develop” was confirmed as being effective. Using the knowledge based during this work, we conducted play therapy for children with developmental disabilities over six months (H23-). The changes in the developmental index were studied for empirical effectiveness, and attention to family dynamics was also taken into consideration.
The project also examines how to distinguish children with developmental disabilities from children without disabilities by learning about their characteristics.
We are collaborating with Prof. Toichi from the medical department to ensure that the neurophysiological and psychological perspectives are integrated with 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.