Child-centered play therapy is an approach to therapy that centers your child’s natural language: play. Children communicate through play, and in play therapy, your child has the opportunity to “talk” and process their experiences in a developmentally appropriate way that honors their language.
In the textbook, Play Therapy: The Art of the Relationship (4th ed.), Landreth (2023) defined child-centered play therapy as:
A dynamic interpersonal relationship between a child (or person of any age) and a therapist trained in play therapy procedures who provides selected play materials and facilitates the development of a safe relationship for the child (or person of any age) to fully express and explore self (feelings, thoughts, experiences, and behaviors) through play, the child's natural medium of communication, for optimal growth and development.
Play therapy is typically targeted for children ages 3-12. Play therapy can be helpful in a variety of circumstances including:
Play therapy helps children build feelings, awareness, and expression. Children are able to explore past experiences, feelings and reactions, leading to an exploration of what they need or wish for. The child takes the lead in child-centered play therapy which allows for feelings of control and independence and a practice of decision-making and problem-solving without judgment. Children will also work on:
In the textbook, Play Therapy: The Art of the Relationship (4th ed.), Landreth (2023) defined child-centered play therapy as:
A dynamic interpersonal relationship between a child (or person of any age) and a therapist trained in play therapy procedures who provides selected play materials and facilitates the development of a safe relationship for the child (or person of any age) to fully express and explore self (feelings, thoughts, experiences, and behaviors) through play, the child's natural medium of communication, for optimal growth and development.
Play therapy is typically targeted for children ages 3-12. Play therapy can be helpful in a variety of circumstances including:
Play therapy helps children build feelings, awareness, and expression. Children are able to explore past experiences, feelings and reactions, leading to an exploration of what they need or wish for. The child takes the lead in child-centered play therapy which allows for feelings of control and independence and a practice of decision-making and problem-solving without judgment. Children will also work on:
A play therapy approach grows with your child. For younger children (chronologically or developmentally), bibliotherapy (reading books), puppets, sensory toys and pretend play toys are more appropriate. For older children, activity based interventions and board and card games lend themselves to a more relaxed way to engage in talk therapy.
When talking to your child about starting Play Therapy, keep the explanation simple, honest, and developmentally appropriate.
Children don’t need detailed explanations about therapy or the concerns that led to services. Overexplaining or focusing on problems can increase anxiety or make a child feel as though something is “wrong” with them. Play Therapy is most effective when it is introduced as a safe, supportive space where children can express themselves freely, rather than as a place they are being sent to fix a problem.
Use brief, neutral language that emphasizes safety, choice, and support. Avoid sharing adult concerns or expectations, and allow the therapist to explain the process in a way that feels comfortable for your child.
Goal: Reassurance, simplicity, and safety
Parent Tip:
Use simple, concrete language and maintain familiar routines before and after sessions to help your child feel secure.
Goal: Normalize the experience and reduce anxiety
Parent Tip:
Avoid telling your child what they should work on or how they should feel during sessions.
Goal: Offer clarity without pressure
Parent Tip:
Answer questions honestly but briefly, without sharing adult worries or expectations.
Goal: Respect autonomy and encourage choice
Parent Tip:
Acknowledge mixed feelings about starting therapy and avoid framing therapy as a consequence or something they must do to change.
It’s best to avoid telling your child to “have fun” before Play Therapy sessions.
While well-intended, encouraging a child to “have fun” can unintentionally create pressure or expectations about how the session should feel. Play Therapy is a space where children express a full range of emotions - not just happiness. Children may use play to work through grief, trauma, anxiety, anger, or confusion. If they feel sad, frustrated, or upset during a session, they may worry they are doing therapy “wrong” if they believe it is supposed to be fun.
Use neutral, supportive language that emphasizes choice and safety. You might say, “This is your time, and you can play however you need to,” or inform them of what they can expect when they come out of their session, such as “I’ll be here when you finish.”
Taking your child out of school for therapy is sometimes necessary and appropriate.
A child’s mental and emotional well-being is foundational to their academic success. When children are struggling with anxiety, trauma, emotional regulation, or behavioral challenges, therapy can provide essential tools that help them function more effectively in school. Many therapists have limited after-school or weekend availability, making school-time appointments the most consistent option. Addressing emotional needs early and regularly can prevent challenges from escalating and interfering with learning, peer relationships, and self-esteem.
When possible, coordinate with your child’s school to schedule therapy appointments and communicate as needed. Many schools recognize therapy as an excused absence when it supports a child’s well-being. You are also welcome to request an absence excuse note for your child. Prioritizing mental health helps ensure your child is better able to engage, learn, and thrive in the school environment.
It’s best to avoid coaching your child or giving them a "to-do" list of topics to discuss before they go into their session.
For therapy to be effective, a child needs to feel a sense of autonomy and ownership over the space. When children are told what to talk about or how to behave in therapy, it can limit their sense of autonomy and interfere with the therapeutic process. Therapy works best when the child can bring up what feels most important or relevant to them in the moment. Directing the session can unintentionally increase pressure or anxiety for the child, causing them to become guarded, feel pressured to "perform," or see therapy as just another place where they are being managed by adults.
If there is a specific event or behavior you are concerned about, briefly inform your child’s therapist via a secure message or schedule a brief phone call beforehand. If your concern requires more than a brief update or discussion, consider scheduling a parent-clinician check-in session without your child present so the therapist can address the issue without impacting your child’s therapy space.
It’s best to avoid asking, requesting, or telling your child to share details about their sessions.
Therapy is a confidential and safe space for your child. When a child knows they will be "interviewed" afterward, the therapy room no longer feels like a safe sanctuary and can lead them to feel pressured, monitored, or worried about saying the “right” thing. This can lead to the child "filtering" what they say to the therapist and may discourage open and honest participation to avoid uncomfortable conversations with you later, which ultimately slows down their progress.
Focus on offering a calm, supportive transition after the session. You might say, “I’m glad you had time with [Therapist’s Name] today,” and then continue with your usual routine. Allow your child to share on their own if they choose. If they choose to share something spontaneously, listen without judgment, and let them be the one to initiate the conversation. If you have questions or concerns about progress, communicate directly with your child’s therapist rather than through your child.
We created Colors of Austin Counseling to be a group of like-minded BIPOC practitioners serving the community of individuals with identities and backgrounds similar to our own. Being fully understood and seen on your healing journey is of the utmost importance, yet it can be difficult for BIPOC individuals to find trusted therapists in their community. Our diverse and experienced team exists to fill that void and provide individuals with a wide range of methods and practitioners to choose from based on their unique needs and mental health goals.
