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Children in Counseling
Gayle L. Chesley, Dodie A. Gillett, and William G. Wagner
The metaphor is typically viewed as a verbal form of expression in traditional talk therapies. However, this definition
excludes nonverbal metaphors that children use when they express themselves through play. In this article, the authors
examine the use of therapeutic metaphors, both verbal and nonverbal, with children. The roles of the child, counselor,
and family in treatment are discussed, along with the benefits and limitations of using therapeutic metaphors with children. The use of quantitative, qualitative, and integrated methods for studying childrens use of verbal and nonverbal
metaphors in counseling is also examined.
Gayle L. Chesley, Childrens Hospital of Philadelphia; Dodie A. Gillett, Creative Arts Therapy, Hofstra University; William G.
Wagner, Department of Psychology, University of Southern Mississippi. Correspondence concerning this article should be addressed
to William G. Wagner, Department of Psychology, University of Southern Mississippi, 118 College Drive, Box #5025, Hattiesburg, MS
39406 (e-mail: William.wagner@usm.edu).
2008 by the American Counseling Association. All rights reserved.
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Just as verbal metaphor can be a beneficial tool in counseling with adults (Lyddon, Clay, & Sparks, 2001), the metaphorical use of play, including artistic and other creative activities,
has been used to facilitate therapeutic change in children and
families. As Slade (1994) stated, Adults figure out how they
feel by talking it through; very young children figure it out
by playing about it (p. 91). Through the metaphor of play,
young clients are able to explore the meaning of their world
and express this view using hands-on interventions with that
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Puppets are another therapeutic aid that can be used to facilitate verbal and nonverbal metaphors of the childs internal
and external worlds as well as alternative solutions to problems
(James & Myer, 1987). In counseling, children are permitted to
choose from a variety of puppets and determine the direction
and theme of the story. Sometimes, clients are encouraged to
create their own puppets and puppet theater. The counselor
can either participate in or observe puppet play. Puppets are
believed to be therapeutic for children because they provide
a safe outlet for clients to communicate their thoughts and
emotions. For example, a counselor might suggest that a child
choose puppets and take them behind a table in the treatment
room. The clinician serves as the audience and asks the child
to introduce the puppets before using them to act out a story.
The counselor can interview a puppet character or the child
if further clarification about the meaning of puppet play is
required (Irwin, 1983). In this way, the clinician uses a nonverbal metaphor as the stimulus for verbal discourse. Through
enactment and reenactment, children use puppets to process
significant life events. In clinical examples described by Mills
and Crowley (1986), changes in puppet play were reflective
of childrens cognitive and emotional change. Children meta-
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counseling. Restricting the therapeutic process to verbal messages alone can limit the childs disclosure of his or her inner
world. By encouraging verbal and nonverbal metaphors through
the use of the methods just described, counselors can provide
the facilitative environment in which children can safely explore
troublesome events in their lives. Ogawa (2004) described her
play therapy sessions with child survivors of the World Trade
Center attacks. She gave the example of a girl who, 1 month
after the event, used blocks to construct the two towers. In her
fantasy play, the child expressed her desire to overcome feelings
such as helplessness by placing toy shoes on both buildings
so that they could run away in case of emergency (p. 25). The
childs nonverbal metaphor can be integrated with developmentally appropriate talk therapy. As Ogawa observed, Even the
children who initially refused to talk about their experiences
when they are directly questioned started narrating their painful
stories once they started playing, as if toys and the therapeutic
environment defrosted frozen feelings (p. 21).
Therapeutic Metaphor in Practice
In counseling, there are three important creators of therapeutically useful metaphors: the child, the counselor, and the family.
In the following section, we examine the role of each.
The client. The child is viewed as the primary creator of
metaphor in counseling. Metaphor production can be examined on different levels. Peeks (1989), for example, believed
that childrens symptoms were metaphorical representations
of their inner world and their social environment. As we have
discussed, children use play to metaphorically express the
relationship between their inner and outer worlds. When the
relationship between the social context and the symptom is
discovered, the counselor, the child, and the family can work
together to implement therapeutic change. Levitt, Korman,
and Angus (2000) suggested that metaphors in themselves
serve to facilitate insight, to provide new solutions and to
enhance communication and the working alliance (p. 151).
With children, these changes occur as a result of the childs
playful expression and systems-based responses to the presenting problem.
Some children in counseling use verbal metaphors in the
stories they tell. For example, 8-year-old Amy used the story
of an imaginary friend to express her nighttime fearfulness.
During her first counseling session, Amy explained that the
source of her fear was Mister, an imaginary friend who
would try to scare her at night by talking to her in a low voice
and telling her frightening stories. This friend appeared to be
Amys metaphor for her fears and concerns about her parents
separation and disrupted home life. Through the use of her
imaginary friend, Amy was able to express her inner fears in
a nonthreatening manner. Subsequently in counseling, Mister
served as an outlet for Amy and was transformed into a positive figure that would help her with her fears.
Not all children who enter counseling are able to express
themselves using traditional treatment methods, such as play
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Limitations
Several limitations should be noted regarding the use of verbal
and nonverbal metaphors with children. When the child gener-
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Research
Given the popularity of play-based interventions for children
and the recent interest in therapeutic metaphors, one would
expect to find a broad range of empirical studies on the use
of these techniques with young clients. Although empirically
based play therapies have been developed (Reddy, Files-Hall, &
Schaefer, 2005), there is relatively little data-based research that
focuses on childrens use of verbal and nonverbal metaphors in
treatment. Considerable work is needed before researchers can
draw informed conclusions about the role of metaphor on the
process and outcome of counseling with children. The recent
emphasis on empirically supported treatments (Chambless et
al., 1998) has led some (e.g., see Russ & Ollendick, 1999) to
conclude that treatment viability increasingly rests on empirical evidence for the efficacy and effectiveness of counseling
techniques. This applies to the use of verbal and nonverbal
metaphors that can be studied using quantitative, qualitative,
and integrated methods such as the quantitativequalitative
design used by Kush and Cochran (1993). Following are our
recommendations for future studies in this area.
An important step in the study of therapeutic metaphors
with children is the development of psychometrically sound
measures of verbal and nonverbal metaphors, as told and exhibited by young clients. One approach is to adapt measures
that have been used with adults in counseling (e.g., see Dale
& Wagner, 2003). An alternative, of course, is the development of instruments that are designed specifically for use
with children (e.g., see Niec & Russ, 2002; Russ, Niec, &
Kaugars, 2000). Although several researchers have developed
measures for studying childrens play behaviors, investigators
have given relatively little attention to the empirical study of
metaphors in child counseling. There is an obvious need for
developmental and treatment-focused research in this area.
These studies should include analyses of the role of age,
gender, ethnicity, and developmental level in young clients
use of verbal and nonverbal metaphors. Heffner, Greco, and
Eifert (2003), for example, used metaphors to teach relaxation
skills to children and found a positive relationship between
cognitive functioning and treatment compliance.
Researchers must also explore the meaning of childrens
metaphors. Dale and Wagner (2003) conducted what must be
considered a preliminary study in this area when they used
their child adaptation of the Self-Confrontation Method (Hermans & Hermans-Jansen, 1995) to have children describe the
perspective of the figure in their sand world that was most
like them (p. 25). Likewise, Grubbs (1995) developed a
qualitative measure of sand play themes, the creation process,
and changes in sand world scenes across counseling sessions.
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Summary
Previous discussions of the therapeutic uses of metaphors
have, for the most part, focused on traditional talk therapies
with adults. By expanding the definition of metaphor to include both verbal and nonverbal expressions of the clients
world, counselors can make greater use of this important
tool with children in counseling. By capitalizing on the
young clients enjoyment of play, art activities, and childrens
literature, counselors can help clients generate metaphors to
externalize their problems and find solutions for common
developmental challenges.
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