Play Therapy

Only in Grade IV, Andy is not doing well in school. For about two years now, he has not been getting good grades, and his parents are on his case. They want him to do better, and they are doing the best that they can to push him harder. Andy feels pressured and tries to escape his situation by playing video games. Apart from the low grades, he has also been involved in a few disciplinary cases in school. He is known as a class bully and he does not have too many friends. After many meetings in school, his guidance counselor recommended for his parents to bring him to a psychologist. Although unsure how a professional can help them, Andy’s parents accompany him to see a psychologist.


After conducting a thorough evaluation process, the psychologist recommends regular play therapy for Andy. Having explained to his parents how this may help Andy, his parents agreed to have him attend weekly hour-long sessions with the psychologist. Every so often, the parents were also involved in discussing the progress noted in Andy over the weeks and months.

Play is the most natural way that children relate to the world around them. At the same time, play is also the way that children are able to express themselves with little or no reservation. Using these givens, psychologists create a safe environment for children to be able to express themselves and find a resolution to the circumstances in which they find themselves. This is all done in the context of a natural play environment that puts the child at ease. In as much as they are given much control over how they will use the play therapy hour (e.g., what toys to use, how the toys will be played, what topics will be brought up and discussed, etc.) , limits are also set in terms of appropriate behaviors.

The most important element in play therapy is the relationship that is built between the child and the therapist. By far, this is cornerstone of this intervention. In the person of the therapist, the child is allowed to gain confidence in their own abilities and personal resources. The children are made to feel good about themselves, basing on the reality of their experiences. This context allows the child to freely express themselves, and in this process, discover a sensible way of dealing with their difficulties.

Although the toys and materials in play therapy are secondary only to the person of the therapist, they are also carefully chosen to evoke basic themes that portray the experience of the child. A doll house complete with various family members is a common fixture in play therapy rooms. Art materials and a sand box are also often seen.

In the years I have been doing play therapy, I have seen children magically blossom right before my eyes. Once affirmed and supported, the children naturally express themselves and find themselves. They are able to deal with the complexities of their situation in a way that words often cannot simply express. This is one clear advantage of using play as a medium for therapy—words are not the most integral elements in making sense of the world of the child, both outside and within.

So far, I have explained play therapy in a very generic sort of way. Please do not think that play therapy can only apply to specific emotional concerns of children. The truth is that this intervention can be quite versatile across various concerns that children may have. It has also been used with adolescents and adults as well. Trained play therapists are able to create the environment that best addresses the needs of a particular child.

Andy enjoyed his play therapy sessions. He found an ally in his play therapist, and after a number of sessions, was able to gain a better sense of himself. This newfound self-mastery allowed him to gradually do better in school. He also began to have friends in school as his reputation of being a bully faded. His parents also learned to discipline Andy in ways that enhanced Andy’s self-mastery. The progress noted became clear signs that Andy was ready to end his play therapy sessions.