Using Sand Tray
Prior to setting up and using a sandtray it is highly recommended that the counselor receive additional training. Below are some resources.
Dora Kalff, Jungian therapist, developed sandplay therapy in Switzerland in the 1950s and '60s based on her studies at the C.G. Jung Institute, Zurich, along with Margaret Lowenfeld.
http://www.sandplay.org/about_sandplay.htm
GoodTherapy.org was founded by Noah Rubinstein, a licensed marriage and family therapist, The website provides information about types of therapy and resources infinding ethical therapist.
http://www.goodtherapy.org/sand_tray_sand_play_therapy.html
The C.G. Jung Institute of Los Angeles, is a non-profit (501-C3) organization dedicated to the study and dissemination of the views of C.G. Jung.
http://www.junginla.org/education/what_is_sandplay
A slideshow presentation showing how Sandtray is developmentally appropriate for school aged students.
https://www.txca.org/images/Conference/SCC/12/25Armstrong.pdf
An excellent resource about Sandtray therapy.
http://www.sandtraytherapyinstitute.com/
Practical information for school counselors who are working with students using a sandtray.
http://www.creativecounseling101.com/sand-tray-how-to-use-the-sand-tray.html
My Approach using the Sandtray
I am not a certified trained sandtray therapist, although I did train under Dr. Eliana Gil (http://www.elianagil.com/) and attended numberous workshops and presentations.
I did not pracice any therapy as an elementary school counselor. The Sandtray was used as a means of communication and nonverbal expression between the student and myself. The sandtray is a type of media that enables students to share their thoughts and feelings in 3D perspective. The sandtray also provides insights into the possible needs for further assessment and a basis for referral for counseling by a professional therapist.
Students are familar with the sandtray from participating in the 2nd grade play groups. When a student arrives for an individual counseling session I will chat briefly with them to get a sense of their situation.
Often the student will begin running his/her fingers through the sand as we talk. At some point in our conversation I invite the student to show what they are feeling or thinking in the sandtray using the many miniture pieces I have. If the student if not familar with the sandtray I explain how it is a way to tell a story about what they are thinking or feeling. It is a way to make a picture without having to use crayons or markers.
I did not pracice any therapy as an elementary school counselor. The Sandtray was used as a means of communication and nonverbal expression between the student and myself. The sandtray is a type of media that enables students to share their thoughts and feelings in 3D perspective. The sandtray also provides insights into the possible needs for further assessment and a basis for referral for counseling by a professional therapist.
Students are familar with the sandtray from participating in the 2nd grade play groups. When a student arrives for an individual counseling session I will chat briefly with them to get a sense of their situation.
Often the student will begin running his/her fingers through the sand as we talk. At some point in our conversation I invite the student to show what they are feeling or thinking in the sandtray using the many miniture pieces I have. If the student if not familar with the sandtray I explain how it is a way to tell a story about what they are thinking or feeling. It is a way to make a picture without having to use crayons or markers.
Setting up sandtray and minitures in schools
Many school counselors do not have the financial resources to purchase regulation sandtrays nor the room to set them up. I set up my sandtray using a large, flat plasitic container similar to what you might find at a Walmart or Target. It is ideal if you can find one with a blue top. I have two sandtrays set up side by side with a shelf in the middle that holds the miniatures. I also have two small chairs next to the sandtrays.
Place the contain onto of the top (if blue it represents water) and fill container with sand. You can purchase play sand at any home depot but best if you find it in an art supply store.
There are many resources for building your collection of miniatures. My favorite is checking out the local dollar stores, yard sales for children's toys and museums gifts shops. Also check out craft stores such as Michaels, and pet supply stores especially where they have fish tank items. Below are some online stores that sell sandtray items.
As school counselors, since we are not doing therapy, I do not believe we need as an extensive collection of miniatures as a therapist. (Nor do we have the room or expense account) Here is a list of the main items that students used over the years. I purchased sandwich sized plastic containers from the grocery store to store the items, leaving the tops off. You'll be amazed how easy it is to build your collection. Again as elementary school counselors your collection does not have to be as extensive as that of a therapist.
Marbles
Shells
Plastic trees of all variety
Plastic grass
Rocks
Plastic fences
Fake gold coins
Old custume jewlry that looks like jewels
Any type of plastic people such as soldiers, Indians, warriors from past wars, spacemen, etc - the more the better
Any type of plastic animals, sea creatures, dinasaurs, birds, insects, bugs, snakes etc
Any type of monsters or creatures
Any type of structure that can be used as walls and dividers
Any items that represent school, home, works. various jobs (hospital, construction, schools, firemen, police)
Find all multicultural people you can
Always include a Volcano, home structures, bridges
http://www.childtherapytoys.com/store/sandtoys.html?gclid=CJSt7bOLhr4CFW5eOgodf3wAAA
http://www.toysofthetrade.com/
http://www.selfhelpwarehouse.com/category/sand-play-miniatures.html
http://counselingtoys.com/index.php?main_page=index&cPath=28
Place the contain onto of the top (if blue it represents water) and fill container with sand. You can purchase play sand at any home depot but best if you find it in an art supply store.
There are many resources for building your collection of miniatures. My favorite is checking out the local dollar stores, yard sales for children's toys and museums gifts shops. Also check out craft stores such as Michaels, and pet supply stores especially where they have fish tank items. Below are some online stores that sell sandtray items.
As school counselors, since we are not doing therapy, I do not believe we need as an extensive collection of miniatures as a therapist. (Nor do we have the room or expense account) Here is a list of the main items that students used over the years. I purchased sandwich sized plastic containers from the grocery store to store the items, leaving the tops off. You'll be amazed how easy it is to build your collection. Again as elementary school counselors your collection does not have to be as extensive as that of a therapist.
Marbles
Shells
Plastic trees of all variety
Plastic grass
Rocks
Plastic fences
Fake gold coins
Old custume jewlry that looks like jewels
Any type of plastic people such as soldiers, Indians, warriors from past wars, spacemen, etc - the more the better
Any type of plastic animals, sea creatures, dinasaurs, birds, insects, bugs, snakes etc
Any type of monsters or creatures
Any type of structure that can be used as walls and dividers
Any items that represent school, home, works. various jobs (hospital, construction, schools, firemen, police)
Find all multicultural people you can
Always include a Volcano, home structures, bridges
http://www.childtherapytoys.com/store/sandtoys.html?gclid=CJSt7bOLhr4CFW5eOgodf3wAAA
http://www.toysofthetrade.com/
http://www.selfhelpwarehouse.com/category/sand-play-miniatures.html
http://counselingtoys.com/index.php?main_page=index&cPath=28
Working with students
When a student wants to make a sandtray picture it works well to sit to the side of the sandtray. Some students prefer to stand while creating their sandtray picture. As the student creates the picture I watch and sit very quietly. It is important not to make comments or suggestions while the student is working. Give 100% focus to the student, to include not writing notes which could be distracting to the student.
When the students shares that he/she is done say, "You can share as much or as little as you would like about your picture." Paraphrase and reflect what the student has shared. There are some key questions that might help the student reflect on the picture but it is important to not lead the student to your assumptions or interpretations. Ask the student what it was like making the sandtray picture and what are some things he/she discovered about themself from making the picture.
Take a picture of the sandtray picture, print out two copies. Date the picture and ask the student if this picture has a name.
Some students won't take the picture with them and ask me to keep it for them since the pictures are personal and they risk others seeing it.
Depending on the student some sandtray pictures are more than just a picture or visual conversation. Students find ways to work through their concerns or issues. Much of sandtray work is done on a subconscious level.
When the students shares that he/she is done say, "You can share as much or as little as you would like about your picture." Paraphrase and reflect what the student has shared. There are some key questions that might help the student reflect on the picture but it is important to not lead the student to your assumptions or interpretations. Ask the student what it was like making the sandtray picture and what are some things he/she discovered about themself from making the picture.
Take a picture of the sandtray picture, print out two copies. Date the picture and ask the student if this picture has a name.
Some students won't take the picture with them and ask me to keep it for them since the pictures are personal and they risk others seeing it.
Depending on the student some sandtray pictures are more than just a picture or visual conversation. Students find ways to work through their concerns or issues. Much of sandtray work is done on a subconscious level.
From my Counseling Room
Two stories to share
Over the many years as a school counselor I have many wonderful sandtray experiences to share. The first experience involves a student teacher that was doing her internship with me. The student was doing a sandtray picture and I was sitting on one side and my intern was sitting to the left slightly behind us. I had shared background information with her regarding this student's past. The student was in 4th grade. In 3rd grade right before moving to my school her 5 year old sister had fallen off a slide at the pool and died. Bessie came to me many times over that school year to do a sandtray picture but rarely shared about her pictures. So during this session Bessie, now a year and half later, was doing another sandtray picture. She had created a bedroom scene and had placed a tiny angel figure at the end of the bed. As she placed the angel into the sandtray my intern leaned forward and said, "Oh and that must be your sister."
My heart stopped beating as did Bessie's. But she went on and added a few more pieces and then left. Although she came to see me after that incident she never requested to do a sandtray picture. Needless to say it was also a learning experience for my intern as well as for myself in working with interns thereafter. I cannot stress enough how important it is to receive proper training when working with sandtray and children.
Second story
Bert, a high gifted 4th grader was referred by his teacher. Her concern was he never, in his entire years, had used colors for his classwork. In art class he also just used pencils. When told to add colors Bert would shut down and refuse to complete the assignment. Over the years, most teachers just let him do what he wanted since adding color to his work was not necessarily impacting his learning.
When Bert came to my room I shared that his teacher thought he might enjoy coming to see me since there were times when he seemed to have some big feelings. He looked at me strangly so I added, "You know the times when she ask you to do something that you don't really want to do." He nodded. Of course I was not going to ask him directly to talk about why he didn't use colors nor give him something to draw! So I introduced the sandtray to him. "Bert," I said, "I want to show you my sandtray. Sometimes kids use these toys to make a picture about something they are thinking, feeling or experiencing. There are no real rules and you don't even have to tell me about the picture." Bert started within seconds building his picture. At the end of the 30 minutes I asked him if he wanted to share about his picture, as much or as little and he just said, "I don't know what it is about." I asked him if he want to do more next time and he said yes. After he left I took a picture and returned the pieces (never take the picture apart while the student is there) Bert came week after week each time setting up the same scene but near the end making slight changes. It dawned on me that most of his time was spend recreating the previous picture so after about the 5th picture I made a sign that said "UNDER CONSTRUCTION". Since I had two sandtrays I was able to still offer sandtray pictures to other students. Each week when it was time to go I told Bert he could share as much or as little about his picture and he would say, "I don't know what it is about." On about his 10 th picture Bert looked at me and said. "I am done." Again he didn't know what his picture was about. I told him I had taken photo's of all his sandtray pictures and he took them with him in an envelop. In talking with the parents I explained about the sandtray pictures and how we might never know or understand the meaning behind them but that Bert was ready to move on.
There was no spectacular event when once he was done Bert picked up crayons and colored a masterpiece but the teacher noticed less shut downs and less reluctance to adding color with colored pencils (such as creating maps). However, in 6th grade his teacher sang praises of Bert's work at a parent /teacher conference that I attended. As the teacher went through his work there were many illustrations rich with color.
Over the many years as a school counselor I have many wonderful sandtray experiences to share. The first experience involves a student teacher that was doing her internship with me. The student was doing a sandtray picture and I was sitting on one side and my intern was sitting to the left slightly behind us. I had shared background information with her regarding this student's past. The student was in 4th grade. In 3rd grade right before moving to my school her 5 year old sister had fallen off a slide at the pool and died. Bessie came to me many times over that school year to do a sandtray picture but rarely shared about her pictures. So during this session Bessie, now a year and half later, was doing another sandtray picture. She had created a bedroom scene and had placed a tiny angel figure at the end of the bed. As she placed the angel into the sandtray my intern leaned forward and said, "Oh and that must be your sister."
My heart stopped beating as did Bessie's. But she went on and added a few more pieces and then left. Although she came to see me after that incident she never requested to do a sandtray picture. Needless to say it was also a learning experience for my intern as well as for myself in working with interns thereafter. I cannot stress enough how important it is to receive proper training when working with sandtray and children.
Second story
Bert, a high gifted 4th grader was referred by his teacher. Her concern was he never, in his entire years, had used colors for his classwork. In art class he also just used pencils. When told to add colors Bert would shut down and refuse to complete the assignment. Over the years, most teachers just let him do what he wanted since adding color to his work was not necessarily impacting his learning.
When Bert came to my room I shared that his teacher thought he might enjoy coming to see me since there were times when he seemed to have some big feelings. He looked at me strangly so I added, "You know the times when she ask you to do something that you don't really want to do." He nodded. Of course I was not going to ask him directly to talk about why he didn't use colors nor give him something to draw! So I introduced the sandtray to him. "Bert," I said, "I want to show you my sandtray. Sometimes kids use these toys to make a picture about something they are thinking, feeling or experiencing. There are no real rules and you don't even have to tell me about the picture." Bert started within seconds building his picture. At the end of the 30 minutes I asked him if he wanted to share about his picture, as much or as little and he just said, "I don't know what it is about." I asked him if he want to do more next time and he said yes. After he left I took a picture and returned the pieces (never take the picture apart while the student is there) Bert came week after week each time setting up the same scene but near the end making slight changes. It dawned on me that most of his time was spend recreating the previous picture so after about the 5th picture I made a sign that said "UNDER CONSTRUCTION". Since I had two sandtrays I was able to still offer sandtray pictures to other students. Each week when it was time to go I told Bert he could share as much or as little about his picture and he would say, "I don't know what it is about." On about his 10 th picture Bert looked at me and said. "I am done." Again he didn't know what his picture was about. I told him I had taken photo's of all his sandtray pictures and he took them with him in an envelop. In talking with the parents I explained about the sandtray pictures and how we might never know or understand the meaning behind them but that Bert was ready to move on.
There was no spectacular event when once he was done Bert picked up crayons and colored a masterpiece but the teacher noticed less shut downs and less reluctance to adding color with colored pencils (such as creating maps). However, in 6th grade his teacher sang praises of Bert's work at a parent /teacher conference that I attended. As the teacher went through his work there were many illustrations rich with color.