Child Therapy: Play for Healing and Wellness
Play is the way children engage with the world. It is their natural mode of communication.
Play therapy allows children to express their worries through the realm of make-believe, creating a distance that makes facing and
working with problems more tolerable for the young psyche. Through play, children can reduce their troubles to a manageable size and begin to gain a sense of mastery over their world.
The play therapy room contains a collection of toys, puppets, costumes, art materials, sand, water and other items that are chosen specifically to help children “play out” issues that are of concern to them.
Play therapy provides a safe and accepting environment where children use toys and other materials to:
Play therapy allows children to express their worries through the realm of make-believe, creating a distance that makes facing and
working with problems more tolerable for the young psyche. Through play, children can reduce their troubles to a manageable size and begin to gain a sense of mastery over their world.
The play therapy room contains a collection of toys, puppets, costumes, art materials, sand, water and other items that are chosen specifically to help children “play out” issues that are of concern to them.
Play therapy provides a safe and accepting environment where children use toys and other materials to:
- express beliefs and emotions they might not be able to communicate verbally
- process difficult experiences and feelings
- experiment with problem solving
- practice new roles and behaviors
- experience an increased sense of mastery
- reduce stress
- moderate emotional reactivity
- increase self-esteem
Frequently Asked Questions
What happens in play therapy?
Depending on the needs of the child, the therapist may use directive or non-directive therapy.
More directive therapies are used when children need to learn skills such as self-calming, pro-social behaviors, and making beneficial choices. Generally, parents are present for these sessions to create a therapeutic bonding with children and learn ways to reinforce techniques at home.
In non-directive play therapy, the child and therapist work in the privacy of the playroom where therapist observes repeated themes and patterns in the child’s play and watches for changes that indicate the child is working toward resolving issues of concern to him/her. Generally a child’s innate impulse toward health and wholeness will guide the process.
Occasionally the therapist may nudge the process by “wondering” what would happen if the play character tried something different. The child can then try out new ways of responding to situations, assimilating new behaviors into his repertoire. The use of toys and pretend play allows the child to distance himself from the intensity of his real life experience and experiment with different ways of responding to his life circumstances.
Frequently a combination of directive and non-directive therapies are used.
More directive therapies are used when children need to learn skills such as self-calming, pro-social behaviors, and making beneficial choices. Generally, parents are present for these sessions to create a therapeutic bonding with children and learn ways to reinforce techniques at home.
In non-directive play therapy, the child and therapist work in the privacy of the playroom where therapist observes repeated themes and patterns in the child’s play and watches for changes that indicate the child is working toward resolving issues of concern to him/her. Generally a child’s innate impulse toward health and wholeness will guide the process.
Occasionally the therapist may nudge the process by “wondering” what would happen if the play character tried something different. The child can then try out new ways of responding to situations, assimilating new behaviors into his repertoire. The use of toys and pretend play allows the child to distance himself from the intensity of his real life experience and experiment with different ways of responding to his life circumstances.
Frequently a combination of directive and non-directive therapies are used.
What about an older child? Say, over 12?
Around the age of twelve, an individual’s verbal skills have matured considerably; however young adolescents are generally still not comfortable using only talk in therapy. Children in this age range appreciate integrating various games, art projects, role playing, music and other creative methods into the therapeutic process.
What is the parent’s role in play therapy?
Depending on the needs of the child, individual play therapy, parent/ child therapy, family therapy or a combination may be indicated.
When a child is engaged in individual play therapy, there are regularly scheduled meetings with the parents apprising them of general progress and discussing any concerns the parent or therapist may have. However, the details of the child’s plays sessions are kept confidential out of respect for the child’s therapeutic process.
Frequently a goal of therapy is to develop parenting skills that best fit a specific parent/child relationship. Those sessions are conducted with the parent and therapist, and are usually followed up with parent/child or family sessions, giving the parent an opportunity to practice the skills in a therapeutic environment.
Parents know their children better than anyone else. Their insights and feedback are a valuable part of the therapeutic process.
When a child is engaged in individual play therapy, there are regularly scheduled meetings with the parents apprising them of general progress and discussing any concerns the parent or therapist may have. However, the details of the child’s plays sessions are kept confidential out of respect for the child’s therapeutic process.
Frequently a goal of therapy is to develop parenting skills that best fit a specific parent/child relationship. Those sessions are conducted with the parent and therapist, and are usually followed up with parent/child or family sessions, giving the parent an opportunity to practice the skills in a therapeutic environment.
Parents know their children better than anyone else. Their insights and feedback are a valuable part of the therapeutic process.
How do I know if my child needs play therapy?
The following are some behaviors that are of concern to parents and may indicate that therapy would be beneficial. While most children will exhibit many of these behaviors from time to time, sudden on-set or a pattern of frequency and excessiveness can indicate the need for therapy. If in doubt, call for a consultation; early therapeutic intervention can be very helpful.
Regressing to previously outgrown behaviors:
Problems at school such as:
Behaviors at home such as:
Significant events in the child’s life such as:
Regressing to previously outgrown behaviors:
- thumb sucking
- bed wetting
- wetting or soiling themselves during the day
- crying more than usual
- becoming more clingy or fearful
- tantruming or intense emotional reactivity
- exhibiting more anxiety or fearfulness
Problems at school such as:
- disruptive behavior in class
- difficulty concentrating
- disorganization that interferes with school performance
- aggressive or bullying behaviors
- being the target of bullying
- oppositional or defiant attitude toward teachers
- disregard for rules
Behaviors at home such as:
- difficulty sleeping or waking with agitation or nightmares
- withdrawal or sadness
- becoming easily agitated or angry
- open defiance or disrespect
- excessive arguing
- refusal to follow rules or parental requests
- aggressiveness with siblings or peers
Significant events in the child’s life such as:
- divorce, remarriage or blending families
- changes in the family situation because of life transitions i.e. a birth or adoption, or family members moving in or out of the household
- catastrophic illness of the child or a family member
- death of a loved one
- accidents, natural disasters, violent events
- sexual molestation, physical abuse, emotional abuse
Is there any empirical evidence that play therapy is effective?
“Research supports the effectiveness of play therapy with children experiencing a wide variety of social, emotional, behavioral, and learning problems, including: children whose problems are related to life stressors, such as divorce, death, relocation, hospitalization, chronic illness, assimilate stressful experiences, physical and sexual abuse, domestic violence, and natural disasters (Reddy, Files-Hall & Schaefer, 2005).” (“How Will Play Therapy Benefit A Child.” 08 May 2013 http://www.a4pt.org.)
How do I begin the process?
When you call for an appointment, we will schedule a time for you to come in without your child so we can discuss issues of concern to you and collect pertinent data without your child present. This is usually done in one session or two sessions.
After adequate background information is collected, the next meeting is with the parent(s) and the child together. This allows the therapist to observe family interactions and increases the child’s comfort level as he/she becomes acquainted with the therapist in the company of family members.
Depending on the needs of the child and family, the therapist will then discuss ways to proceed. A more detailed treatment plan will emerge over the next few sessions as the therapist gets a more comprehensive picture of the child and family.
After adequate background information is collected, the next meeting is with the parent(s) and the child together. This allows the therapist to observe family interactions and increases the child’s comfort level as he/she becomes acquainted with the therapist in the company of family members.
Depending on the needs of the child and family, the therapist will then discuss ways to proceed. A more detailed treatment plan will emerge over the next few sessions as the therapist gets a more comprehensive picture of the child and family.
