Trombini and Trombini (2007) Focal Play-Therapy and Eating Behaviour Self-Regulation in Preschool Children

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Focal Play-Therapy and Eating Behaviour Self-Regulation in Preschool Children

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CONTRIBUTORS:

	Author:	Trombini, Elena (University of Bologna)
	Author:	Trombini, Giancarlo (University of Bologna)

JOURNAL:

Gestalt Theory - An International Multidisciplinary Journal, 29(4), 294 - 301.

YEAR:

2007

PUB TYPE:

Journal Article

SUBJECT(S):

child psychotherapy, eating behavior, Gestalt psychology, Gestalt theory, Gestalt Theoretical Psychotherapy, Gestalttheoretische Psychotherapie

DISCIPLINE:

Psychology

HTTP:

http://gestalttheory.net/gth/

LANGUAGE:

English

PUB ID:

103-438-009 (Last edited on 2007/10/26 00:52:02 GMT-6)

SPONSOR(S):

ABSTRACT:
The authors describe how to cope with child self-regulation difficulties in eating behavior using the Focal Play-Therapy (FPT). Following the Gestalt theory, the Focal Play-Therapy (FPT) has been conceived as a psychotherapeutic method for the treatment of eating and evacuation psychosomatic protest behaviors in preschool children. The FPT allows us to highlight independence features in the relationship with food and evacuation functions. The FTP is based on an organized starting point that allows the child to express its motivation to do by oneself through a self-regulated behavior that increases alliance with parents and family group integration. The FPT privileges the development of a good emotional background because the classic insight can not be used with preschool children who have not yet developed this ability. The child, understanding that the therapist is interested in it, is encouraged to become interested in the adult’s mind and in interactive modalities. The FPT re-establishes the natural focus on food and corporal contents: in this way the therapeutic situation becomes a place where the child feels free to express a self-regulated behavior in a harmonic way with the family context. When it is possible, the FPT is conducted in an extended child-parent context. The extended context allows the therapist to observe the parents when they obstruct or block the play development with intrusive behavior and/or comments which are unrelated to the current situation and which express personal problems which can hinder rather than encourage the therapeutic process. Furthermore, the clinical situations which we have observed show that the eating behavior problems can manifest themselves according to opposing relational modalities. Examples are presented of clinical cases, treated with FPT in extended context, which concern eating behavior difficulties in preschool children who express an active or a passive protest.

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