Adjusting limit setting in play therapy with first-generation Mexican-American children.This paper focuses on limit setting in play therapy with first-generation Mexican-American children in two important therapeutic environments that include the traditional indoor playroom and a proposed outdoor play area. The paper is based on a review of the literature and the authors' clinical experiences with this population. Although some similarities in limit setting between Mexican-American and non-Mexican-American children exist, there are a number of noteworthy differences that will be described and discussed in the paper. ********** There is alack a·lack interj. Used to express sorrow, regret, or alarm: "'Las and fearful alack of literature regarding play therapy with culturally diverse populations (Drewes, 2005b). Information on play therapy tends to be focused on European-American values and perspectives (Coleman, Parmer, & Barker, 1993; Sue & Sue, 2003). Because children's play reflects their own cultural values and customs, it is especially important that play therapy techniques be in accordance with the values and traditions of culturally diverse children (Drewes, 2005a, 2005b; Hinman, 2003). In working with Mexican-American children, it is critical for therapists to be sensitive to the cultural nuances that can be part of their play (Garza & Bratton, 2005). It is inappropriate for therapists to impose their values and pre-conceived ideas on children (Sue & Sue, 2003). Due to cultural differences, monocultural play therapy techniques may not be suitable for all children. Different sets of therapeutic guidelines, procedures, and strategies may need to be used when working with culturally diverse groups to ensure that their involvement in play therapy is maximized. Latinos comprise 13.4% of the population, are the largest ethnic minority group, and the fastest growing immigrant population in the United States United States, officially United States of America, republic (2005 est. pop. 295,734,000), 3,539,227 sq mi (9,166,598 sq km), North America. The United States is the world's third largest country in population and the fourth largest country in area. (Hill, Bush, & Roosa, 2003; Rumbaut, 2005; Vazquez, 2004). This paper focuses on first-generation Mexican-Americans and is based on a review of the literature and experiences of the authors who work in the border region of south Texas. It is important to note, however, that therapists working with culturally diverse groups should be aware of within group differences (Hanson, 2004; Rodriguez & Olswang, 2003). For example, first-generation Mexican-American families may hold fast to most traditional Mexican values, but on the other hand, may adopt some mainstream European-American values and practices. Therapists are cautioned to be aware of the individual's values, beliefs, practices, acculturation acculturation, culture changes resulting from contact among various societies over time. Contact may have distinct results, such as the borrowing of certain traits by one culture from another, or the relative fusion of separate cultures. level, socio-economic status, and immigration immigration, entrance of a person (an alien) into a new country for the purpose of establishing permanent residence. Motives for immigration, like those for migration generally, are often economic, although religious or political factors may be very important. history to prevent over-generalization (Hanson, 2004). Ginott's Limit Setting While limit setting may be viewed as damaging to the establishment of therapeutic rapport The former name of device management software from Wyse Technology, San Jose, CA (www.wyse.com) that is designed to centrally control up to 100,000+ devices, including Wyse thin clients (see Winterm), Palm, PocketPC and other mobile devices. , it is nonetheless critical for successful play therapy (Landreth, 2002). Without limits, the client would be allowed permissiveness of all actions, including aggression, hostility, violence, and destruction. Haim Ginott, who is considered one of the foremost play therapy theorists, provided the following rationale for the utilization of limits in play therapy (Ginott, 1961, pp. 103-105): 1. Limits direct catharsis catharsis Purging or purification of emotions through art. The term is derived from the Greek katharsis (“purgation,” “cleansing”), a medical term used by Aristotle as a metaphor to describe the effects of dramatic tragedy on the spectator: by into symbolic channels. 2. Limits enable the therapist to maintain attitudes of acceptance, empathy, and regard for the child throughout the therapy contacts. 3. Limits assure for the physical safety of the children and the therapist in the playroom. 4. Limits strengthen ego controls. 5. Some limits are set for reasons of law, ethics, and social acceptability. 6. Some limits are set because of budgetary considerations. Ginott (1961) listed 54 limits to be considered by play therapists when working with children (see the Appendix). These limits are guidelines that have been utilized in effective child-centered play therapy (Landreth, 2002). Because Ginott did not address cultural diversity per se in his limit setting guidelines, it is recommended that they be re-examined to ascertain their applicability to diverse ethnic and cultural groups, including Mexican-Americans. Whether the limits are applicable to this group has yet to be addressed systematically in the literature. Play therapy may be more effective with Mexican-American children if adjustments in the area of limit setting are considered. In this regard, the authors suggest possible modifications in relation to working with first-generation Mexican-American children. (Hereafter In the future. The term hereafter is always used to indicate a future time—to the exclusion of both the past and present—in legal documents, statutes, and other similar papers. , Mexican-American will be used to refer to first-generation Mexican-American.) Limit Setting with Mexican-American Children Sue and Sue (2003) address universality and cultural relativism Cultural relativism is the principle that ones beliefs and activities should be interpreted in terms of ones own culture. This principle was established as axiomatic in anthropological research by Franz Boas in the first few decades of the 20th century and later popularized by relating to relating to relate prep → concernant relating to relate prep → bezüglich +gen, mit Bezug auf +acc counseling and psychotherapy psychotherapy, treatment of mental and emotional disorders using psychological methods. Psychotherapy, thus, does not include physiological interventions, such as drug therapy or electroconvulsive therapy, although it may be used in combination with such methods. . The etic perspective views therapy techniques as universally applicable across cultures. Emic refers to the perspective that particular concepts are believed to be only relevant to certain cultures. Based on the emic perspective, some of Ginott's (1961) limits in play therapy might require modification to enhance their effectiveness with Mexican-American clients. After consideration of the 54 limits as stated by Ginott (1961), the authors believe that four limits (#s 14, 15, 47, and 48) require elaboration, and 8 other limits (#s 1, 5, 7, 8, 9, 12, 28, and 36) need modification when working with Mexican-American children. The remaining 42 are judged to be applicable to this group without explanation or modification. The authors will specifically address those limits stated by Ginott that may need re-evaluation to ensure cultural responsiveness toward Mexican-American children in play therapy. Limit # 1 Limit #1 states that clients should not take toys or materials from the playroom. A rationale for this limit is based, in part, on budgetary constraints. Although this is a valid limit and rationale, in reference to Mexican-American children, it should be noted that sharing toys is a natural part of their play. Because Mexican-Americans are disproportionately poor (Aguirre & Turner, 2004) and toys can be prohibitively pro·hib·i·tive also pro·hib·i·to·ry adj. 1. Prohibiting; forbidding: took prohibitive measures. 2. expensive, sharing toys allows a larger group of children to gain experiences that they may not have otherwise. If therapists do not allow the borrowing of materials, the children may feel mistrusted and rejected. At the therapists' discretion, children may be allowed to borrow inexpensive toys with the clear expectation that they be returned by the next therapy session. If the toys are not returned in the allotted al·lot tr.v. al·lot·ted, al·lot·ting, al·lots 1. To parcel out; distribute or apportion: allotting land to homesteaders; allot blame. 2. timeframe, the future borrowing of toys should not be permitted. In adjusting the limit, therapists would not only allow for the building of trust in the relationship, but also for the development of the children's sense of responsibility. Additionally, opportunities for children to gain experiences for self-expression during subsequent sessions could be enhanced. Limit #5 Limit #5 is in regards to the children leaving the playroom when desired. As proposed by Kranz, Ramirez, Flores-Torres, Steele, and Lund (2005), an outdoor play area is recommended in addition to the indoor playroom for use with Mexican-American children. Having both an indoor and outdoor setting is less restrictive, and may increase the children's comfort level and reduce the possibility of their wishing to leave the play therapy session prematurely. A great deal of Mexican-American children's play is outdoors, with games, such as, the whip (el chicote), hide and seek (las escondidas), and the tin can (el bote) (Drewes, 2005a). Also, the children tend to move about a great deal when playing (Glover Glov´er n. 1. One whose trade it is to make or sell gloves. Glover's suture a kind of stitch used in sewing up wounds, in which the thread is drawn alternately through each side from within outward. , 1999). Mexican-American parents tend not to impede im·pede tr.v. im·ped·ed, im·ped·ing, im·pedes To retard or obstruct the progress of. See Synonyms at hinder1. [Latin imped or support their children's play (Drewes, 2005a). Allowing the children to go freely between play areas is consistent with this parenting behavior. Limits #7, #8 and #9 Limits #7, #8 and #9 refer to the amount of water and sand used within the playroom. These limits should be maintained in the indoor playroom, but should be less restrictive in the outdoor play area. The limits of pouring and scattering sand are not necessary to the same degree in the outdoor play area and apply similarly to the use of dirt. Kranz et al. (2005) recommended the use of dirt as a play medium in the outdoor play area. Many Mexican-American children are accustomed to playing outside where dirt and mud are important creative mediums. Example activities are making toy vehicles and roads out of mud (Drewes, 2005a). Limit #12 Limit #12 refers to children's writing and painting on walls or doors. While this limit should be maintained in the indoor playroom, it should be modified in the outdoor play area where children can use washable wash·a·ble adj. Capable of being washed without fading or other injury: washable wool. wash paint and chalk on sidewalks and walls. The children must be aware that the drawings may not be there upon their return. For children who are concerned that their artwork would not be preserved, their creation can be photographed.. Limit #14 Limit #14 refers to the therapy session being prolonged pro·long tr.v. pro·longed, pro·long·ing, pro·longs 1. To lengthen in duration; protract. 2. To lengthen in extent. by the children. This limit requires elaboration rather than modification. It is important that session time limits be maintained. Mexican-Americans often have a relatively liberal sense of time, and consequently may experience difficulty with time constraints In law, time constraints are placed on certain actions and filings in the interest of speedy justice, and additionally to prevent the evasion of the ends of justice by waiting until a matter is moot. (Zuniga, 2004). Therapists should realize that some Mexican-American families may operate under different time expectations, and an explanation of time limits may be necessary. When the need arises, they should be informed of the importance of punctuality Punctuality Fogg, Phileas completes world circuit at exact minute he wagered he would. [Fr. Lit.: Around the World in Eighty Days] Gilbreths disciplined family brought up to abide by strict, punctual standards. [Am. Lit. , and if they arrive late, the session should be conducted only for the remainder of the allotted time. Limit #15 Limit #15, which refers to children being accompanied by friends in the therapy session, requires elaboration. Although Ginott (1961) indicates that children should be unaccompanied un·ac·com·pa·nied adj. 1. Going or acting without companions or a companion: unaccompanied children on a flight. 2. Music Performed or scored without accompaniment. in the sessions, the authors suggest that family members should not be completely excluded from the sessions. In traditional Mexican-American culture, the family is viewed as the "central operating focus" (Zuniga, 2004, p. 194). Acommon Mexican-American value is familism (familismo) that refers to the family assisting its members both in good and bad times (en las buenas y en las malas malas (m  ·läsˑ),n. ). Familism involves extended family members and often places the family above all else (Vazquez, 2004). To address the importance of close-knit Mexican-American families, inclusion of family members in early play therapy session(s) should be considered at the therapists' discretion. Therapists may be more effective when working with the family, rather than with the child alone. Additionally, many Mexican-American parents may not view play as a therapeutic technique (Drewes, 2005a). Therefore, Mexican-American parents may be more apt to allow their children to participate in play therapy if they witness its effectiveness in the early session(s). Another reason for having family play therapy sessions is that, although social contact is common among Mexican-American children and adults, social interaction is not (Drewes, 2005a). In having family play therapy sessions, the social interaction may increase the children's ability to comfortably interact with other family members. Limit #28 Limit #28 is related to verbalizing profanities. Therapists should be aware that some Spanish words, e.g., guey (roughly meaning "dude" in English) may appear to be profanities, but may not be so in the children's upbringing. Also, as with other ethnic/cultural groups, the use of certain words may be appropriate in some contexts, but not others. Limits #36, #47 and #48 Limits #36, #47 and #48 refer to mildly hitting the therapist and physical contact (hugging and kissing) during play therapy. It is recommended that these limits should be adapted to allow for culturally appropriate contact. For many Mexican-Americans, a lack of physical contact may be thought of as cold and unacceptable (Sue & Sue, 2003). Personalismo is an important Mexican-American cultural value that is defined as "warm, individualized in·di·vid·u·al·ize tr.v. in·di·vid·u·al·ized, in·di·vid·u·al·iz·ing, in·di·vid·u·al·iz·es 1. To give individuality to. 2. To consider or treat individually; particularize. 3. attention and responsiveness in interpersonal interactions" (Zuniga, 2004, p. 197). In reference to limit #36 (mildly hitting the therapist), it is important for therapists to understand that it is common for Mexican-American children to lightly tap others (especially family members and those who are familiar to them) to gain their attention. Limits #47 and #48 that pertain to pertain to verb relate to, concern, refer to, regard, be part of, belong to, apply to, bear on, befit, be relevant to, be appropriate to, appertain to hugging and kissing require explanation when working with Mexican-American children. It is a cultural norm for Mexican-Americans that, when greeting and bidding farewell to an individual, they shake hands, briefly hug, and/or kiss the other person on the cheek, depending on familiarity (Ramirez, 1998). The lack of contact at the beginning and termination of a session may hinder the relationship. Because there are obvious legal and ethical concerns regarding various types of physical contact, therapists should be cautious in balancing appropriate professional practice and cultural sensitivity. Conclusions With the continued growth in the population of Mexican-Americans, it is increasingly imperative that mental health services health services Managed care The benefits covered under a health contract be culturally responsive (McCabe, Yeh, Garland, Lau, & Chavez, 2005). The intent of this article is to provide explanations and suggestions for modifications regarding Ginott's (1961) play therapy limits when working with Mexican-American children. The recommendations that are included are intended for play therapists whose practice involves first-generation Mexican-American children. However, these suggestions may be applicable to children who are not first-generation, but may possess traditional Mexican values, norms, and traditions. More research is needed regarding play therapy with Mexican-Americans. Although a recent study by Garza and Bratton (2005) on school-based child-centered play therapy with Hispanics in southwestern United States is promising, research in this area remains in its infancy. In particular, verification of the recommendations in this article is needed. Additionally, therapists are reminded to continuously examine their practice to ensure that their play therapy techniques are culturally responsive, thereby resulting in improved outcomes with Mexican-Americans. Appendix Ginott's Limits 1. Taking home a playroom toy 2. Taking home a painting he made 3. Taking home an object he made of clay, etc. 4. Deciding whether or not to enter the playroom 5. Leaving the playroom at will 6. Turning off the lights for a long while 7. Pouring a generous amount of water in sand box 8. Spilling sand any place in the room 9. Spilling as much sand as he wants 10. Painting inexpensive toys 11. Painting expensive toys 12. Painting or marking walls or doors 13. Painting or marking furniture 14. Prolonging his stay at the end of the session 15. Bringing a friend 16. Bringing drinks or food to the playroom 17. Lighting matches brought with him 18. Smoking 19. Starting small fires 20. Reading books he brought with him 21. Doing his schoolwork 22. Breaking inexpensive toys 23. Breaking expensive toys 24. Damaging furniture and fixtures 25. Breaking windows 26. Opening door or window and talking to Noun 1. talking to - a lengthy rebuke; "a good lecture was my father's idea of discipline"; "the teacher gave him a talking to" lecture, speech rebuke, reprehension, reprimand, reproof, reproval - an act or expression of criticism and censure; "he had to passers-by 27. Using terms such as nigger nig·ger n. Offensive Slang 1. a. Used as a disparaging term for a Black person: "You can only be destroyed by believing that you really are what the white world calls a nigger" , mick, or kike kike n. Offensive Slang Used as a disparaging term for a Jew. [Origin unknown.] Noun 1. 28. Verbalizing profanities in the playroom 29. Yelling yell v. yelled, yell·ing, yells v.intr. To cry out loudly, as in pain, fright, surprise, or enthusiasm. v.tr. To utter or express with a loud cry. See Synonyms at shout. n. profanities at passers-by 30. Writing four-letter words four-let·ter word n. Any of several short English words generally regarded as vulgar or obscene. four-letter word Noun on blackboard (1) See Blackboard Learning System. (2) The traditional classroom presentation board that is written on with chalk and erased with a felt pad. Although originally black, "white" boards and colored chalks are also used. 31. Drawing, painting, or making obscene Offensive to recognized standards of decency. The term obscene is applied to written, verbal, or visual works or conduct that treat sex in an objectionable or lewd or lascivious manner. objects 32. Painting his face 33. Painting his clothes 34. Exploding a whole roll of caps at once 35. Climbing on window sills (Arch.) the flat piece of wood, stone, or the like, at the bottom of a window frame. See also: Window high above the ground 36. Hitting the therapist mildly 37. Squirting squirt v. squirt·ed, squirt·ing, squirts v.intr. 1. To issue forth in a thin forceful stream or jet; spurt. 2. To eject liquid in a jet. v.tr. 1. water on the therapist 38. Painting the therapist's clothes 39. Throwing sand at the therapist's shoes 40. Throwing sand at the therapist's person 41. Throwing rubber objects around the room 42. Throwing hard objects around the room 43. Tying the therapist up playfully 44. Shooting suction-tip darts darts Indoor target game. It is played by throwing feathered darts at a circular board with numbered spaces. The board, usually made of cork, bristle, or elmwood, is divided into 20 sectors valued at points from 1 to 20. at the therapist 45. Attacking the therapist with some force 46. Sitting on the therapist's lap 47. Hugging the therapist for long periods of time 48. Kissing the therapist 49. Fondling the therapist 50. Completely undressing 51. Masturbating openly 52. Drinking polluted pol·lute tr.v. pol·lut·ed, pol·lut·ing, pol·lutes 1. To make unfit for or harmful to living things, especially by the addition of waste matter. See Synonyms at contaminate. 2. water 53. Eating mud, chalk, or finger paints 54. Urinating or defecating on the floor Note. Directly quoted from: Group Psychotherapy group psychotherapy, a means of changing behavior and emotional patterns, based on the premise that much of human behavior and feeling involves the individual's adaptation and response to other people. with Children: The Theory and Practice of Play-Therapy by H. Ginott, 1961, pp. 121-123, New York New York, state, United States New York, Middle Atlantic state of the United States. It is bordered by Vermont, Massachusetts, Connecticut, and the Atlantic Ocean (E), New Jersey and Pennsylvania (S), Lakes Erie and Ontario and the Canadian province of : McGraw-Hill. References Aguirre, A., [??], & Turner, [??]H. (2004). American ethnicity: The dynamics and consequences of discrimination (4th ed.). Boston: McGraw-Hill. Coleman, V. D., Parmer, T., & Barker, S. A. (1993). Play therapy for multicultural populations: Guidelines for mental health professionals. International Journal of Play Therapy, 2(1), 63-74. Drewes, A. A. (2005a). Play in selected cultures: Diversity and universality. In E. Gil & A. A. Drewes (Eds.), Cultural issues in play therapy (pp. 26-71). New York: Guilford Press. Drewes, A. A. (2005b). Suggestions and research on multicultural play therapy. In E. Gil & A. A. Drewes (Eds.), Cultural issues in play therapy (pp. 72-95). 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Developing cross-cultural competence: A guide for working with young children and their families (3rd ed.) (pp. 3-18). Baltimore: Paul H. Brookes. Hill, N. E., Bush, K. R., & Roosa, M. W. (2003). Parenting and family socialization socialization /so·cial·iza·tion/ (so?shal-i-za´shun) the process by which society integrates the individual and the individual learns to behave in socially acceptable ways. so·cial·i·za·tion n. strategies and children's mental health: Low-income Mexican-American and Euro-American mothers and children. Child Development, 74(1), 189-204. Hinman, C. (2003). Multicultural considerations in the delivery of play therapy services. International Journal of Play Therapy, 12(2), 107-122. Kranz, P. L., Ramirez, S. Z., Flores-Torres, L. L., Steele, R., & Lund, N. L. (2005). Physical settings, materials, and related Spanish terminology recommended for play therapy with first-generation Mexican-American children. Education, 126(1), 93-99. Landreth, G. L. (2002). Play therapy: The art of the relationship (2nd ed.). New York: Taylor & Francis. McCabe, K. M., Yeh, M., Garland, A. F., Lau, A. S., & Chavez, G. (2005). The GANA GANA Gran Alianza Nacional (Guatemalan polical organization) GANA Glass Association of North America GANA Georgia Association of Nurse Anesthetists Program: A tailoring approach to adapting parent child interaction therapy for Mexican Americans This is a list of notable Mexican-Americans. Athletes Baseball players
Ramirez, O. (1998). Mexican American Mexican American n. A U.S. citizen or resident of Mexican descent. Mex  i·can-A·mer children and adolescents. In
[??]T. Gibbs, L. N. Huang, & Associates (Eds.), Children of color not of the white race; - commonly meaning, esp. in the United States, of negro blood, pure or mixed.See also: Color : Psychological interventions with culturally diverse youth (pp. 215-239). San Francisco: Vossey-Bass Rodriguez, B. L., & Olswang, L. B. (2003). Mexican-American and Anglo-American mothers' beliefs and values about child rearing, education, and language impairment Impairment 1. A reduction in a company's stated capital. 2. The total capital that is less than the par value of the company's capital stock. Notes: 1. This is usually reduced because of poorly estimated losses or gains. 2. . American Journal of Speech-Language Pathology, 12, 452-462. Rumbaut, R. G. (2005). Turning points in the transition to adulthood: Determinants of educational attainment Educational attainment is a term commonly used by statisticans to refer to the highest degree of education an individual has completed.[1] The US Census Bureau Glossary defines educational attainment as "the highest level of education completed in terms of the , incarceration Confinement in a jail or prison; imprisonment. Police officers and other law enforcement officers are authorized by federal, state, and local lawmakers to arrest and confine persons suspected of crimes. The judicial system is authorized to confine persons convicted of crimes. , and early childbearing child·bear·ing n. Pregnancy and parturition. child bear ing adj. among children of immigrants. Ethnic and Racial
Studies, 28(6), 1041-1086.
Sue, D. W., & Sue, D. (2003). Counseling the culturally diverse: Theory and practice (4th ed.). New York: John Wiley John Wiley may refer to:
Vazquez, C. I. (2004). Parenting with pride Latino style: How to help your child cherish your cultural values and succeed in today's world. New York: HarperCollins Publishers. Zuniga, M. E. (2004). Families with Latino roots. In E. W. Lynch & M. [??] Hanson (Eds.). Developing cross-cultural competence: A guide for working with young children and their families (3rd ed.) (pp. 179-217). Baltimore: Paul H. Brookes. Roxanna Perez, Sylvia Z. Ramirez and Peter L. Kranz, University of Texas-Pan American. Correspondence concerning this article should be addressed to Sylvia Z. Ramirez, Ph.D., University of Texas-Pan American; Dept. of Educational Psychology; 1201 W. University Dr.; Edinburg, TX 78541; Email: ramirezs@utpa.edu |
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