An insight into the role of play therapy and the difference it can make for children and families
When people hear the term play therapy, they often imagine a child spending time playing games, drawing pictures or using toys.
Whilst play is certainly central to the process, play therapy is much more than simply keeping children occupied. For many children, play is a natural way of communicating experiences, emotions and ideas that may be difficult to put into words.
To explore this further, we spoke to Gateway Psychology Play Therapist Helen about what play therapy really involves, some of the misconceptions she encounters, and what she wishes more parents and professionals understood about children’s emotional worlds.
Can you tell us a little about your role and how you became a play therapist?
My interest in play therapy first started when I was completing my undergraduate degree. I became aware of the model through a manager I was working with who was a qualified Play Therapist. I immediately related to how she approached working directly with children and ensuring they were heard. I then began the journey in 2020, applying to become qualified myself.
My role involves offering one-to-one sessions with children, usually aged between 3 and 11, who are presenting with some level of emotional need. I provide a safe therapeutic space for children to process and connect with their emotional needs.
For those who may not be familiar with it, what exactly is play therapy?
Play Therapy is predominantly a non-directive approach which is child-led, supporting children to process their inner worlds through the use of an evidence-based toolkit. It does not require speech or emotional intelligence to express and communicate emotions and experiences.
Why do children often communicate through play rather than words?
Due to a child’s developmental stages, play is usually the language children use before talking. This is mainly because children are able to process experiences in an unconscious way, compared to the more cognitive process of talking. There is also an element of removal from themselves through play, which can make children feel safer.
What are some of the biggest misconceptions people have about play therapy?
That the sessions are fun. While we can have a lot of fun, some sessions can bring up big emotions and feelings for children as they process difficult experiences or emotions.
Some parents worry their child is “just playing” during sessions. What would you say to them?
I would explain how children learn and develop through play, and how the toolkit is evidence-based to support children in processing their experiences.
I would ask them to trust the process, and to trust their child to know what they need to work through.
What kinds of children and young people might benefit from play therapy?
Children with any form of emotional need can benefit from play therapy, if the child is at the developmental stage where they continue to use play. It can support children who have experienced early trauma, attachment difficulties, bereavement, anxiety, bullying, family breakdown, and emotional and behavioural regulation difficulties.
Are there particular difficulties or experiences that lend themselves especially well to play therapy?
Early adverse childhood experiences lend themselves to play therapy, as children can process unconscious thoughts. Through exploring the toolkit, children can process experiences they may not cognitively remember, but which their body and unconscious have retained, allowing them to access and process these through their play.
How does play therapy differ from simply talking with a child about their feelings?
The child uses their whole body throughout the sessions, so they are connecting to their feelings both physically and emotionally. There is also the use of the unconscious through the indirect nature of play therapy.
What might a play therapy room look like, and why is the environment so important?
The environment is important to allow a safe space for the child to begin to build trust in the relationship and know that you are holding the space for them. The room needs to be big enough to allow the child to have space to physically move around if needed, and to have access to the toolkit so they can choose their preferred way of expressing themselves. They need access to a sand tray with a variety of symbols to represent their stories, art, craft and messy play to allow for possible regression, and role play kits to allow the child to play out their experiences.
How do you build trust and safety with a child who may be anxious, reluctant or unsure about attending therapy?
Initially, I work closely with parents and carers to plan for the child coming into the space, supporting parents and carers to understand the process so they can provide support at home. I then send out a picture of the building and myself so they know who they are coming to meet and where they are coming. I make sure they know they don’t have to stay, and that parents can come with them until they feel happy and safe to come by themselves.
How do you know when a child is beginning to make progress in therapy?
The child may play out a certain theme in their play, or act out a scene through a sand tray or role play. This suggests they are processing their experiences. When children’s play changes from a particular developmental stage and they move to another through their play, it usually suggests they have processed what they need to allow them to move on to the next stage.
They may also appear more emotionally regulated within the sessions and be better able to connect to their feelings and emotions.
What role does play have in helping children process difficult experiences or emotions?
Play is the language of children, so it usually feels easier for children to access their experiences and emotions through play, allowing for some distance and removal from themselves, which can make it feel safer to explore them.
How do you know when a child is beginning to make progress in therapy?
Initially, they may see regression if the child needs to explore a past developmental stage which they missed through their early experiences. Longer term, adults in the child’s life may see a better understanding of their feelings, improved emotional regulation, and the child appearing calmer and presenting as needing less control.
How important is the involvement of parents and carers within the therapeutic process?
It is so important to have parents involved to support the children to come to sessions and be available for them afterwards. It is important for parents to support the child’s process if they start to show regression at home, trusting that this is needed and that it will support future progression.
Is play therapy only suitable for younger children, or can older children benefit too?
It is dependent on the child’s stage of development. If the child or young person is still accessing play or relating to metaphor, then it can be equally valuable for older children. The sessions can look different for older children, sometimes making more use of art, clay and stories or role play.
What do you find most rewarding about working as a play therapist?
Seeing children come into the play therapy room, not always knowing what to expect, and then watching them grow in confidence. I am always fascinated by how they use the room and the toolkit, and engage with me on their journey. It is a privilege to be a part of their process.
Without sharing any identifying details, is there a moment from your career that captures the value of play therapy for you?
When you speak to people in the child’s life and they tell you they have seen a difference, and that it has supported their attachment and relationships at home.
If there was one thing you wish more parents, carers and professionals understood about children and their emotional wellbeing, what would it be?
To trust children to make sense of their inner world, and to know that no two children will process their experiences in the same way. Giving children validation of their feelings, and trusting the process they go through.
Supporting children through play
Play is often viewed as something children do when they are not learning, yet for many children it is one of the primary ways they make sense of themselves, their relationships and the world around them.
As Helen explains, play therapy is not simply about toys, games or activities. It is about creating a safe therapeutic space where children can communicate, explore experiences and develop understanding in ways that feel natural and accessible to them.
If you would like to learn more about play therapy, or discuss whether it may be appropriate for a child or young person you support, please get in touch with the Gateway Psychology team.