Pretend play processes and anxiety: Considerations for the play therapist.

Abstract

This study investigated the effect of anxiety on play processes in 43 first-, second-, and third-grade children. Using a mood-induction procedure, this study compared processes in play among children randomized to an anxious or neutral mood-induction procedure. Children were assessed using the Affect in Play Scale pre- and post-moodinduction. In addition, this study examined relationships between pretend play processes and self-reported state and trait anxiety levels using the State Trait Anxiety Inventory for Children. Findings demonstrated a significant negative relationship between baseline state anxiety level and organization of the play narrative. Consistent with previous research, children in both conditions significantly improved on multiple play scores over time. Although pretend play processes were not significantly affected by condition assignment, further analysis with a more sensitive measure of affect in play revealed a significant interaction between state anxiety and condition assignment on the amount of positive affect expressed in play. Results indicate that play processes can improve with time and greater state anxiety may impact organization and affective processes in play. Implications for play therapy are discussed in terms of the potential impact anxiety has on play processes.