THE PRACTICE OF CHILD PSYCHOTHERAPY FROM A HUMANISTIC PERSPECTIVE: NARRATIVE LITERATURE REVIEW

Abstract

This work aimed to discuss the practice of child psychotherapy from a humanistic perspective, based on a narrative literature review. The motivation to investigate the topic arose from clinical experiences during supervised internships at a teaching clinic, where the importance of play resources in the psychological care of children became evident. The study considered two classic approaches of Humanism: Gestalt therapy and Person-Centered Therapy, both based on the therapeutic bond, empathic listening, and play as a privileged form of symbolic expression in childhood. The results revealed two main axes: (1) the nuances of child psychotherapy in the person-centered approach and (2) the nuances of child psychotherapy in Gestalt therapy. It was found that both approaches understand the child as an active subject, capable of communicating from their own experiences, using play as a language and a means of emotional reorganization. While Person-Centered Therapy (PCT) emphasizes attitudes such as empathy, authenticity, and unconditional positive regard, Gestalt therapy highlights the importance of awareness, contact, and creative adjustment. These concepts constitute the pillars that favor the child's access to a broader and more integrated understanding of their own behaviors. The findings of this review show that child psychotherapy from a humanistic perspective favors the strengthening of identity, expands the possibilities of emotional expression, and contributes to processes of self-regulation and re-signification. A scarcity of recent publications on child clinical practices in the humanistic field was identified, pointing to the need for future empirical studies that deepen the understanding and broaden the paths of care focused on childhood.