The Lived Experience of Facilitating the Violet Oaklander Model of Psychotherapy for Children and

212 Pages·2016·1.17 MB·English

Running Head: THE VIOLET OAKLANDER MODEL OF PSYCHOTHERAPY
The Lived Experience of Facilitating the Violet Oaklander Model of Psychotherapy for
Children and Adolescents

A dissertation submitted
by
Blake Brisbois, M.A.
To
Antioch University Santa Barbara

in partial fulfillment of
the requirements for the
degree of
Doctor of Psychology
in
Clinical Psychology
2016

____________________________________
RONALD PILATO, PSY.D.
Chair
____________________________________

LEE WEISER, PH.D.
Second Faculty
____________________________________
VIOLET OAKLANDER, PH.D.
External Expert
THE VIOLET OAKLANDER MODEL OF PSYCHOTHERAPY ii

Copyright © 2016
By
Blake Brisbois

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THE VIOLET OAKLANDER MODEL OF PSYCHOTHERAPY ii
Abstract
The purpose of this phenomenological study was to describe the experience of facilitating
the Oaklander Model of Gestalt Play Therapy when treating children or adolescents in
psychotherapy. Interviews were conducted with clinicians who have received training
and use the Oakl ander method in their practice of psychotherapy. Transcriptions of the
interviews were coded and analyzed, revealing a consistent experience along various
themes. Participants reported that this Gestalt method allows a non -linear method of
helping clients to unfold according to the needs and challenges of each session.
Participants also reported that the end goal of the Oaklander Gestalt model helped young
clients express themselves through the use of customized strategies that included
consideration of the experiences and physical capabilities of children. The model’s focus
on the strength of the clinician -client, clinician -parent, and parent -client relationship
facilitated self -awareness and sense of self through effective mind -body interventions.
Further exploration by broadening the range, size, and type of sample studied is
recommended. The electronic version of the dissertation is accessible at
the Ohiolink ETD center http://www.ohiolink.edu/etd .

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Dedication
I dedicate this dissertation to all who have guided and supported me through the long and
arduous journey of graduate studies. From my professors at Antioch Santa Barbara, to my
supervisors at the Maple Counseling Center, Occidental College, Gateways Hospital, and
Calabasas Behavioral Health, you have all had great impact on me both personally and
professionally.

I also dedicate this to my mother, Zulema, who I know would be proud of this
accomplishment. I miss you.
THE VIOLET OAKLANDER MODEL OF PSYCHOTHERAPY 4

Table of Contents
Abstract .................................................................................................................... ii
Dedication ................................ ................................ ................................ ................ 3
Table of Contents ................................ ................................ ................................ ..... 4
List of tables ................................ ................................ ................................ ............. 7
Chapter 1: Introduction ................................ ................................ ............................ 8
Background and Rationale for the Study ................................ .......................... 8
Main Research Questions ................................ ................................ ............... 10
Significance of the Study ................................ ................................ ................ 11
Research Design and Methodology ................................ ................................ 12
Summary ................................ ................................ ................................ ......... 14
Chapter 2: Literature Review ................................ ................................ ................. 15
Introduction ................................ ................................ ................................ ..... 15
Literature Search Strategy and Presentation of Major Literature Sections .... 15
Children and Adolescent Psychotherapy ................................ ........................ 16
Relevant Developmental Theories ................................ ................................ ..20
Psychotherapy Approaches ................................ ................................ ............. 23
Comparison of Psychotherapy Approaches ................................ .................... 27
Play Therapy Approaches ................................ ................................ ............... 32
Gestalt Therapy ................................ ................................ ............................... 38
Perspectives and Applications of Gestalt Therapy ................................ ......... 43
Gestalt Play Therapy: The Oaklander W ay ...........................................4..6.
Clinic ians’ Practice o f Psycho therapy with Child ren and Ado.l.e.s..c..e.n.5.t5s
The Litera ture Ga..p........................................................................5..8. .
THE VIOLET OAKLANDER MODEL OF PSYCHOTHERAPY 5
Summary .........................................................................................................58
Chapter 3: Methods ................................................................................................60
Introduction.....................................................................................................60
Research Questions.........................................................................................60
Description of Research Method and Design .................................................61
Selection of Participants .................................................................................63
Data Collection Procedure ..............................................................................65
Data Processing and Data Analysis Techniques.............................................67
Validity and Reliability...................................................................................70
Ethical Assurances ..........................................................................................72
Methodological Assumptions .........................................................................73
Conclusion ......................................................................................................74
Chapter 4: Analysis and Results ............................................................................76
Introduction.....................................................................................................76
Setting 76
Data Collection and Data Analysis .................................................................77
Listing and Preliminary Grouping ..................................................................79
Reductions and Elimination............................................................................82
Clustering and Thematizing of the Invariant Constituents .............................83
Final Identification of the Invariant Constituents and Themes ......................84
Results 103
Textural-Structural Description ....................................................................103
Evidence of Trustworthiness ........................................................................106
Conclusion ....................................................................................................107
Chapter 5: Results, Conclusions, and Recommendations....................................109
THE VIOLET OAKLANDER MODEL OF PSYCHOTHERAPY 6
Introduction...................................................................................................109
Interpretation of the Findings .......................................................................111
Implications of the Findings .........................................................................112
Limitations of the Study ...............................................................................113
Recommendations for Further Research ......................................................113
Summary and Conclusion .............................................................................114
References ............................................................................................................115
Appendix A. Letter to the Violet Oaklander Facility ..........................................128
Appendix B. Recruitment Letter ..........................................................................130
Appendix C. Raw Data ........................................................................................131
THE VIOLET OAKLANDER MODEL OF PSYCHOTHERAPY 7

List of tables
Table 1. Emerging codes....................................................................................... 79
Table 2. Emerging categories................................................................................ 83
THE VIOLET OAKLANDER MODEL OF PSYCHOTHERAPY 8
Chapter 1: Introduction
Background and Rationale for the Study
The focus of this study was the lived experience of psychotherapists who employ
the Oaklander method of Gestalt psychotherapy with children and adolescents. Experts in
the field of psychotherapy, as well as academics, have long overlooked the issues of
children and adolescents (D'Andrea, Ford, Stolbach, Spinazzola, & van der Kolk, 2012).
Clinicians who work with children and adolescents often face challenges to their clinical
judgment about which treatments would be most effective. The limited research on
childhood-specific interventions and the managed care healthcare system or school
systems underscores the need for more empirical research on these topics.
The unfortunate reality is that clinicians receive few resources, and often perform
a “best fit” model of working with children (Rubenstein, 2003). The clinicians rely on a
“best fit” model because they often lack proper training in detecting illnesses in children
and adolescents, such as depression (Zalaquett & Sanders, 2010). Therapists are also
often limited by their employers, in terms of how much time they spend with clients, in
an effort to minimize costs (Zalaquett & Sanders, 2010). Moreover, children often cannot
participate in or benefit from modalities of therapy designed for the fully-realized adult;
thus, therapists often use models that have not gone through extensive empirical testing ,
and often risk nonpayment for services or ineffective treatment methods (Rubenstein,
2003).
The Evolution of Psychotherapy Conference, considered one of the largest
meetings of the clinical and academic communities, invited two child psychologists to the
2009 conference —Oaklander and Pipher —after four conferences and 20 years without
THE VIOLET OAKLANDER MODEL OF PSYCHOTHERAPY 9
any representation from the child psychology community. The focus of the conference
was on adult psychology and overlooked child development—even though the latter
always precedes the former. Earlier interventions can prevent later pathology (Zigler et
al., 1992) and can form a groundwork from which later interventions can grow (Cohen &
Cohler, 2000). The current zeitgeist of the psychotherapy community overlooks the needs
of the child and the child psychologist, and researchers know little about what is effective
in short-term treatments for children who experience common anxiety and depression
(D'Andrea et al., 2012; Zalaquett & Sanders, 2010).
One popular but relatively untested mode of intervention used with children is
play therapy. Many models of play therapy exist, including non-directive play therapy,
art therapy, sand-tray therapy, psychodrama, and others; however, practitioners must be
familiar with all such models in order to have a holistic perspective on play therapy.
Many clinicians who work with children and adolescents are determined to provide
direction and guidance to help youths who need treatment.
This dissertation explored certain aspects of one such model of play therapy
developed by Oaklander, based on the principals of Gestalt psychotherapy. According to
the model, a child comes to therapy for two basic reasons: (a) because he or she is not
making appropriate contact with others, or (b) because he or she lacks a strong sense of
self (Oaklander, 1978). Oaklander (2007) defined the self as the whole of the organism,
including one’s body, emotions, thoughts, and sensations. She also placed emphasis on
making contact. Oaklander’s interventions included creative projection techniques that
employ the use of metaphor, narratives, fantasy, and guided imagery through art, clay,
sand-tray, medicine cards, musical instruments, and puppets. Through play, Oaklander’s