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The Title of this book suggests it is essentially a primer, a “how to” introduction to a topic that on first blush would not be at the top of the list for most practicing psychoanalysts. For those with an interest in child therapy, however, there is more to this book than its title suggests. In an
understated way, Bellinson introduces us to, and takes very definite positions on, some of the most historically controversial aspects of child treatment technique.
This deceptively simple book serves equally well as a text for a beginning child therapist and an easy read for the seasoned analyst who wants a glimpse into the consulting room of a senior child clinician. With great candor and a refreshing lack of jargon, Bellinson brings the reader into her play-therapy sessions, introducing us to her young patients and, through extensive clinical examples, provides an introduction to the real world of child work. Although she never fully states her theoretical perspective, we gain some sense as to what Bellinson believes is “therapeutic” with children in the throes of a developmental process.
The manifest and controversial subject matter of the book is the use of board games in child treatment. Historically, board games have been marginalized, if not banned from the play therapy rooms of many child analysts. Due to their rule-based, structured nature, their use was perceived as antithetical to the analytic process. Their presence was tolerated as a parameter. Bellinson joins a small group of analytic clinicians who have written affirmatively and instructively about their use of structured games (Loomis, 1964; Meeks, 1970, 2000; Krimendahl, 1998, 2000; Herman, 2000) as vehicles through which children can demonstrate and work through dynamic issues. She specifically states that the use of board games in the treatment of school-aged children is not only appropriate, but that children's very interest in such games is a developmental achievement and ought to be treated as such,