Originally published in the The Theraplay® Institute Newsletter of Summer, 2000

INTEGRATING THERAPLAY INTO THE NAVAJO BEAUTY WAY

Nancy Maness, M.A.

Aneth Community School, Cortez, Colorado

Although Theraplay like every therapeutic approach can have its own cultural bias, Navajo families connect well to a number of Theraplay concepts because of cultural activites that can relate to the four dimensions of Theraplay. Structure is manifested in ceremonies, management of livestock and daily routines. For example, an early morning blessing with corn pollen and a run towards the East at daybreak are a part of spiritual structure. The challenge dimension is also manifested here because the long distance run at daybeak on desert terrain shows that you are industrious. Activities such as string games (designs made with a loop of string) and butchering sheep also fall under both the structure and challenge dimensions. In fact, it is difficult to classify any Navajo activity into just one dimension of Theraplay; most traditional activities include all four dimensions. Making jewelry, weaving rugs, dancing at pow wows, amd learning how to participate in ceremonies imbues the Navajo child with a sense of structure, engagement, nurture, and challenge.

My dilemma as a therapist using Theraplay was to find a way to integrate these cultural elements into a playful, therapeutic framework. Feeding and lotioning are two techniques of Theraplay sessions that are easily tied to the Navajo culture. Feeding one another is considered by the Navajos to be very nurturing. Often, when one is invited to a Navajo's house to eat, he or she is encouraged to take extra food to eat later at home. Food is also used extensively in ceremonies and celebrations to teach respect and generosity towards others. In the First Laugh celebration, for example, the person who makes a baby laugh for the first time also helps the infant give away food to encourage the child to be generous. Thus, feeding children cookies and sometimes giving leftovers to share with their siblings or friends adds a familiar touch to Theraplay sessions.

Lotioning can be tied to the Navajo culture through the traditional ingredient of lanolin. Lanolin comes from sheep, and sheep are very significant to the Navajo because traditionally they have been a substantial part of their physical survival as well as an avenue for teaching discipline to their children. It is a Navajo tradition to rub chee (a mixture of clay and sheep fat) on a cradleboard before it is used for an infant. This ritual is done to remind the child that he or she is a part of Mother nature. Thus, lotion is a part of mother nature that is available for soothing the child's hurts. I use lotion to aid reconciliation between two students who had a fight or an argument. For example, if a child is physically hurt, the perpetrator puts lotion on the "ouchy." If the wound is emotional, then lotion is rubbed on the wrist because the veins in the wrist go directly "to the heart."

Theraplay nurturing and engaging activities are easily incorporated into my work setting. One 6th grader who came to my attention was referred to me because of misbehaving following the death of two of his cousins. Although I had a baby bottle sitting in my office, I wasn't comfortable with its use for him because it seemed inappropriate for a 6th grade boy. However, during the second daily session with him, he noticed it, and asked why it was in my office. I explained that it was for students who needed extra nurturing. After he continued to stare at it, I got up the courage to ask him if he wanted to use it. He was more than willing! After that, most of our daily fifteen minute sessions consisted of lotioning and bottle feeding. Two weeks later, he let me know that he no longer needed the extra attention. I did not receive any more complaints from the staff about him. Unfortunately, in my school setting, I seldon have time to see children for entire Theraplay sessions. However, Theraplay activities related to nurturing and engagement do allow me to reach many children for brief periods of time.

There is one important emphasis in the Theraplay model that I utilize very cautiously: the emphasis on making eye contact with the child. Traditional Navajos often interpret looking another person in the eyes as aggressive and impolite. Of course, adherence to this belief depends a great deal on how each individual is raised. For the most part, the Navajo child is much more willing to make eye contact than is an adult, especially an elder. However, while I might teach the Navajo child that eye contact is important in the Anglo society, I usually leave the decision to actually make eye contact during a Theraplay session up to the child.

In Group Theraplay sessions, I adapt Navajo games and activities as well as other components of the Navajo culture. Some traditional activities are only acceptable in the wintertime. Thus in the winter, I use string games to establish rapport and to promote cooperation and challenge between the group members. The children teach each other string games that they know. Often, the children who are more traditional and proficient in Navajo are the ones that are better at the string games. Consequently, while these students may have trouble with the English language (especially if they are also strong tactile/visual learners), they have no problem with teaching others these traditional string games. This activity often gives an added boost to their self-esteem.

In Group Theraplay, I also use a game I call "Entering the Hogan." The children hold onto a sheet and "balloon" it in the air. Then they take turns going inside. The children are reminded before they start that hogans are a place of harmony and balance. Consequently, the participants must keep the hogan a fun and safe place to enter.

Another Group Theraplay activity is related to four mountains that surround the Navajo reservation called, in English, Mount Taylor, San Fransisco Peak, Hesperus Peak, and Blanca Peak. They are considered sacred, and they are important natural boundaries for the Navajo. As an in-classroom meditation activity, I encourage the children to imagine themsleves taking a trip to one of these sacred mountains. On their journey, they may "take a friend" or someone they trust. They are told to find something of Mother Nature during the trip that they really enjoy. Then each child has a chance to tell his or her adventure. Group sessions always start with a group application of lotion and end with a snack.

This article presents just a few of the ways that I consider the cultural background of the children that I serve while conducting Theraplay. I strongly believe that it is vitally important to understand the belief systems of one's clients. For the Navajo, that belief system is the Beauty Way and the return to the Hozho.