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The room provided space and some materials that might lend themselves to the emergence of personalities of the children who might spend time there. The ingredients of experience would make the room uniquely different for each child. Here a child might search the silence for old sounds, shout out his discoveries of a self momentarily captured, and so escape from the prison of his uncertainties, anxieties, and fears. He brings into this room the impact of all the shapes and sounds and colours and movements, and rebuilds his world, reduced to a size he can handle. (Axline 1964, p.22)
Axline's observations of Dibs led to a demonstrative understanding of his fears and needs and the surrounding, i.e. play therapy gave him full permission to interact and react to the world as he saw fit, and to such a degree that his skills and actual intelligence became known. (pg. 219)
The book taught...
The work made me feel as if there was a purpose for therapy and especially with children who are demonstratively disturbed. It also made me wonder just how much parental or other interactions have to do with how a child responds to his environment. All the information received from the mother was helpful but did not seem to stress anything out of the ordinary with regard to how Dibs was cared for, excluding the seemed disassociation he may have felt from his father, which seemed to become displaced to everything around him.
Bibliography
Axline, V.M. (1986) Dibs in Search of Self. New York: Haughton Mifflin Co.
Bibliography
Axline, V.M. (1986) Dibs in Search of Self. New York: Haughton Mifflin Co.
Dibs in Search of Self by Virginia Mae Axline is such a profoundly interesting book because it demonstrates one of the most challenging cases I've ever encountered within the realm of child psychology and an effective yet, gradual method of dealing with this case. Dibs to me represents a child stifled and overcome with emotions. He is so choked with emotions he's become almost completely uncommunicative. He did not socialize
His parents seem to perpetuate this sentiment: "She [his mother] said that she and her husband have accepted the fact that he is probably mentally retarded or brain damaged." (Axline 18). The boy is utterly unresponsive in the classroom; often times his teachers read to him or tell him stories as he lays face-down on the ground, apparently oblivious to their attempts to reach him. Through subsequent therapy, and a
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