What is Child-Centered Play Therapy? (For Caregivers)
Play is a child’s natural language. Much like how adults talk to make sense of their world, children use toys and play to navigate and make sense of theirs. Play Therapy harnesses children’s natural ability to play as a form of expression to help you navigate concerns with your child and your family unit.
Research supports that when caregivers are educated and understand what is happening in the Play Therapy office, kids get better. Knowing what a therapist is doing, allows you to understand what to expect throughout the process.
As a parent and a Therapist, I do not take lightly the amount of courage it takes to bring your child to Play Therapy. My hope in providing this information is that you will not only have a better idea what is happening in the playroom but also encourage you to ask questions and find the right therapist for your family.
What Is Child Centered Play Therapy?
Child-Centered Play Therapy is a theory of Play Therapy originally developed by Virginia Axeline.
The core beliefs of Child-Centered Play Therapy are:
The therapist builds a relationship with the child.
The therapist accepts the child for who they are.
The therapist allows the child to express themselves freely.
The therapist recognizes the feelings of the child.
The therapist respects the child’s ability to solve their problems.
The therapist lets the child lead.
The therapist does not rush therapy.
The therapist sets only limits that are necessary.
Structure and Strategies
The structure of each Child-Centered Play Therapy session will look similar, with the therapist relying on four main skills, creating a safe space for your child to grow and flourish.
Structuring: The therapist will always begin and end the session in the same way.
Empathetic Listening: The therapist will reflect the actions your child is doing and the feelings that they feel.
Child-Centered Imaginary Play: The therapist plays with your child in a way that is kind, considerate, and fun.
Limit Setting: The therapist will set limits when your child is behaving in a way that is unsafe for them or the therapist.
Child-Centered Play Therapy Session Example
The following is a fictional example of what may happen in a typical Child Centered Play Therapy Session.
Byron is a 5-year-old boy who is meeting with a therapist for his second Play Therapy Session. During the intake session with Byron’s mother, the therapist gathered that Byron is struggling with regulating impulsive behavior at home. His mother reports that he will get “hyper”, sometimes getting so dysregulated that he will knock over furniture and break things in the house. She shared that asking him to stop only escalates the behavior. During the first session, Byron had a seemingly calm demeanor and did not participate in any of the behaviors that his mother reported.
During the second session the therapist met Byron with a smile in the lobby before bringing him back to the playroom. On the way, Byron skipped excitedly. The therapist skipped with him, stating “We are skipping! You’re excited to play today (Tracking Behaviors/Reflecting Feelings)!”
Byron entered the playroom and immediately grabbed the foam swords. The therapist stated, “Welcome to the playroom. You can play with anything in here and I’ll be here with you (Structuring).” Byron laughed and stated, “You said that last time!” The therapist responded, “You think it’s funny when I do the same thing as last time. (Reflecting Feelings)”
Byron says that he would like to pretend that the therapist is a bad guy and he and the therapist are fighting. The therapist roars “I’m a bad guy!” and charges at Byron. The two begin sword fighting, occasionally hitting each other on the legs and arms (Child Centered Imaginary Play).
The first time that Byron hits the therapist in the leg, he looks concerned. The therapist responds, “You look worried (Reflecting Feelings).” Byron smiles and hits the therapist in the leg again. In a kind voice the therapist says, “You hit my leg again (Tracking Behaviors).”
Byron looks at the therapist and then swings at his head, hitting him. In a calm tone the therapist says, “Byron, in here we cannot hit each other in the head (Setting Limits).” Byron smiles at the therapist and swings the sword again. This time the therapist blocks the sword. “Byron, if you swing at my head again, I will take you to the lobby and you will take a break from playing (Setting Limits).
Byron doesn’t want to stop playing so he begins to swing the sword at the therapist’s legs again. The therapist begins to engage in Child Centered Imaginary Play and returns to acting as the “bad guy”.
This continues for 5 more minutes, until Byron swings at the therapist’s head again. The therapist responds by taking the sword from Byron and taking his hand. In a calm tone he states, “Byron, you hit me in the head again. Let's take a break (Setting Limits).”
Byron comes to the lobby and is visibly upset. The therapist states, “You're mad because we had to stop playing (Reflecting Feelings).”
Byron’s mom is concerned but she sits quietly while Byron faces away from her and the therapist. The therapist gives space for Byron to be angry, occasionally making observations about Byron turning away or furrowing his brow (Tracking Behaviors).
After a few minutes, Byron turns back towards his mom and the therapist, looking noticeably calmer. The Therapist says, “You look calmer now (Reflecting Feelings)”, and motions to the playroom. Byron gets up and skips back into the playroom. The Therapist says, "You're glad that we get to play again (Reflecting Feelings).”
The rest of the session goes without any need for limit setting. Byron and the therapist continue to play with swords and he does not swing at the therapist’s head again. At the end of the session, the therapist gives Byron a warning that he has five minutes to play, and another warning that he has one minute to play (Structuring)."
Once the time is up the therapist tells Byron that it is time to leave. They both get up and skip back into the lobby. The therapist tells Byron that he will see him next session and Byron and his mother leave the lobby.
Parent Involvement
Child-Centered Play Therapy emphasizes regular meetings with you, the caregiver. This can be:
In an individual session (Without the child)
In a 10-minute check-in before or after your child's session
By meeting with you, the therapist aims to:
Answer any questions you have about the Child Centered Play Therapy process.
Help you develop your skills in:
Setting Limits
Giving Consequences
Structuring/Organization
Reflective Listening
Strengths and Limitations
Some strengths of Child-Centered Play Therapy are:
Working with young children
Working with people who have limited ability to talk.
Treating a wide variety of mental health concerns.
Some limitations to Child-Centered Play Therapy are:
May become less effective as a child gets older.
In cases of extreme aggression or defiance, it may need to be accompanied with a stricter limit setting structure.
It is a common misconception in Play Therapy that the Therapist is just “playing with your child.” My hope is that this guide helps you understand a bit more about the intentional care that is going into your child's Therapy.
I believe it is incredibly important for you to know what type of Play Therapy is being used.
Some therapists use one theory with all of their clients while others integrate multiple theories to fit the client's needs.
When speaking to a therapist, there are a few questions you can ask to get an idea if a therapist is a good fit for your family.
What type (theory) of Play Therapy do you use?
What does a typical session look like?
How are caregivers involved?
How do you know when Therapy is working?
These questions can help you choose not just a therapist, but the right therapist for your needs.
If you have any questions about the contents of this blog you may contact Nick Fasanello at nickfasanellotherapy@gmail.com.
The contents of this blog were created using the resource Child Centered Play Therapy by Rise VanFleet, Andrea E. Sywulak, and Cynthia Caparosa Sniscick.
