For Families
For Families
Child-Centred Play Therapy
What is Child-Centred Play Therapy?
Let’s explore Child-Centred Play Therapy, or CCPT. This approach builds on Axline's Play Therapy model, offering children a creative way to express and understand their emotions (Cochran, Nordling, & Cochran, 2022).
In CCPT, children use play to articulate feelings, fostering self-awareness and meaning (Clark, 2006). Skilled therapists create a supportive environment where children feel heard and valued (Ray, 2011).
Therapists play a vital role, responding with empathy and building strong connections, helping children explore their emotions and understand themselves better (Ray, 2011). We also integrate non-directive humanistic play therapy principles, providing a safe space for expression through play (Landreth, 2012). This helps children navigate complex emotions that are hard to express verbally.
CCPT, guided by the Therapeutic Powers of Play model, empowers children to manage their emotions and build resilience (Drewes & Schaefer, 2014). Research consistently supports the effectiveness of play therapy in addressing emotional regulation and self-esteem issues (Bratton, Ray, Rhine, & Jones, 2005; Lin & Bratton, 2013).
By combining these approaches, CCPT offers a comprehensive framework that respects each child’s unique needs, promoting emotional growth and well-being!
Filial Therapy
Filial Therapy is a type of psychotherapy designed to help children facing social, emotional, or behavioural challenges. Unlike traditional play therapy, it focuses on empowering parents or carers to deliver therapeutic interventions themselves, with the guidance of a trained play therapist (VanFleet, 2005). This approach involves parents or carers in the therapeutic process, turning them into key agents of change in their child’s development (VanFleet, 2005).
Filial Therapy was developed in the 1950s by Dr Bernard Guerney, with contributions from his wife, Dr Louise Guerney (Guerney & Ryan, 2012). The original model, known as Group Filial Therapy, emphasised the importance of involving parents in their child’s therapy (VanFleet, 2005).
In Filial Therapy, therapists teach and supervise parents or carers as they conduct special play sessions with their children. This method not only strengthens the parent-child relationship but also equips families with the tools to address various challenges (Guerney, 2003). The core values embraced by Filial Therapists include honesty, empowerment, respect, empathy, and collaboration (VanFleet, 2005).
Filial Therapy is a powerful way to build stronger, healthier family connections and support children in overcoming difficulties.
Learn to Play Program
The Learn to Play Program (LTP) is a therapeutic approach designed to enhance children’s play skills, particularly for those who struggle with solitary or imaginative play, self-regulation, or social interactions. Grounded in Axline’s client-centred theory and Vygotsky’s social cognitive development theory, LTP focuses on meeting children at their current developmental stage, using repetitive but varied activities to boost engagement (Wadley & Stagnitti, 2023).
Over a typical 10-week period, LTP aims to improve pretend play, sequencing of actions, and the use of object substitution, while also encouraging the development of play scripts and role-play scenarios (Stagnitti, 2020). These sessions have been shown to enhance language development and social competency, as children express emotions and experiences through play (Stagnitti, O’Connor, & Sheppard, 2012; Yasenik & Gardner, 2012).
Participation in LTP fosters better social skills, helping children connect with peers, understand different perspectives, and build confidence in social settings (Rakoczy, 2008; Quinn & Kidd, 2019). Imaginative play also supports cognitive development, self-regulation, and problem-solving, contributing to overall brain function and creativity (Hughes & Leekham, 2004; Lodato & Arlotta, 2015; Siegel & Bryson, 2012).
LTP is particularly beneficial for children with rigid play patterns or low self-esteem, as it builds on each skill to support ongoing development and well-being (Stagnitti, 2020).
★ Frequently Asked Questions:
Are you able to assess or diagnose my child?
Our Play Therapists are not clinical psychologists, so we cannot provide formal diagnoses or assessments. However, if we feel that further assessment is necessary for your child, we will let you know.
Whether or not your child has a formal diagnosis does not affect how we work with them. We are committed to providing the best support possible based on their individual needs.
What should I say to my child when they finish their session?
Please refrain from asking your child if they had fun as they exit their Play Therapy session. There is an assumption that Play Therapy is always a fun place for children, but the truth is that sometimes their time in the playroom can be challenging, as they may be processing upsetting, confusing, or traumatic experiences. Asking this question after a difficult session can make them feel like they haven't 'played right' and cause additional distress.
Instead, simply acknowledge that your child has finished their time in the playroom, express your excitement to see them again, or remind them about the next place or activity they will be moving on to.
Since your child’s time in the playroom is confidential, please do not press them to tell you what they played with during their session. You can let them know that they can share with you if and when they feel ready.
Can we choose to end our Play Therapy sessions at any time?
While it is up to you to determine when you would like to end your child’s Play Therapy sessions, we ask that you give us at least 2 sessions notice. This allows for your Play Therapist to ensure that your child has an adequate amount of time to prepare for a therapeutic ending. An abrupt ending to therapy can be detrimental and confusing for your child.
Will the Play Therapist tell me what happens during my child's session?
It is important that your Play Therapist is able to build a strong and trusting relationship with your child. Following a play therapy session, your Play Therapist will give you a general overview of what your child has done that day, however they may not go into detail about exactly what has been said or done. There are some exceptions to this, such as if your child has given permission for something to be shared, if any form of disclosure has been made by your child, or if your Play Therapist feels that there may be/have been a risk of harm to your child.
All references and further reading can be found here…
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Bratton, S., Ray, D., Rhine, T., & Jones, L. (2005). The efficacy of play therapy with children: A meta-analytic review of treatment outcomes. *Professional Psychology: Research and Practice, 36*(4), 376-390.
Clark, A. (2006). Therapeutic play: Developing a model for helping children. *British Journal of Guidance & Counselling, 34*(1), 57-72.
Cochran, N., Nordling, W., & Cochran, J. (2022). *Child-Centered Play Therapy: A Practical Guide to Developing Therapeutic Relationships with Children*. Wiley.
Drewes, A. A., & Schaefer, C. E. (2014). *The therapeutic powers of play: 20 core agents of change*. Wiley.
Guerney, L. (2003). The Histories, Principles, and Empirical Basis of Filial Therapy, pp. 1-20, in R. VanFleet., & L. Guerney (eds.), *Casebook of Filial Therapy*. Boiling Springs: Play Therapy Press.
Guerney, L. F., & Ryan, V. (2012). *Group Filial Therapy: The Complete Guide to Teaching Parents to Play Therapeutically with Their Children*. Jessica Kingsley Publishers.
Hughes, C., & Leekham, S. (2004). What are the links between theory of mind and social relations? Review, reflections and new directions for studies of typical and atypical development. *Social Development, 13*(4), 590-619.
Landreth, G. L. (2012). *Play therapy: The art of the relationship*. Routledge.
Lin, Y., & Bratton, S. C. (2013). A meta-analytic review of child-centered play therapy approaches. *Journal of Counseling & Development, 91*(4), 423-438.
Lodato, M. A., & Arlotta, P. (2015). Generating neuronal diversity in the mammalian cerebral cortex. *Annual Review of Cell and Developmental Biology, 31*, 699-720.
Quinn, S., & Kidd, E. (2019). The role of pretend play in children's cognitive development. *Psychological Bulletin, 145*(8), 735-759.
Rakoczy, H. (2008). Pretend play and the development of collective intentionality. *Cognitive Systems Research, 9*(1-2), 29-42.
Ray, D. C. (2011). *Advanced play therapy: Essential conditions, knowledge, and skills for child practice*. Routledge.
Siegel, D. J., & Bryson, T. P. (2012). *The Whole-Brain Child: 12 Revolutionary Strategies to Nurture Your Child's Developing Mind*. Bantam.
Stagnitti, K. (2020). *Learn to Play Program*. Melbourne: Co-ordinates.
Stagnitti, K., O’Connor, C., & Sheppard, L. (2012). Impact of the Learn to Play Program on play, language, and social competence in young children. *Australian Occupational Therapy Journal, 59*(5), 386-393.
VanFleet, R. (2005). *Filial Therapy: Strengthening Parent-Child Relationships Through Play* (2nd ed.). Sarasota: Professional Resource Press.
VanFleet, R., & Guerney, L. F. (2015). *Casebook of Filial Therapy*. Play Therapy Press.
Wadley, C., & Stagnitti, K. (2023). *Play and Child Development: Theory and Practice*. Routledge.
Yasenik, L., & Gardner, K. (2012). *The Play Therapy Dimensions Model: A Decision-Making Guide for Integrative Play Therapists*. Jessica Kingsley Publishers.