Children do not always have the words to explain how they feel or what they have been through. Sometimes, those experiences show up in other ways. A child may express them through behavior, relationships, imagination, or play.
Child-Centered Play Therapy, often called CCPT, is based on the idea that play is a natural way for children to express themselves and explore their experiences. When I work with elementary-aged children at our practice in Bellingham, Washington, these are the principles I most often draw upon.
How Does Child-Centered Play Therapy Work?
In a CCPT session, the therapist provides a carefully prepared space and a supportive relationship. The child takes the lead in play.
The therapist does not decide what the child needs to talk about. They also do not direct the child toward a specific lesson or outcome.
That does not mean the therapist simply sits back and watches.
The therapist pays close attention to the child’s play and behavior. They work to understand the child’s experience and respond with empathy and acceptance. The therapist also sets clear boundaries when needed.
Over time, the relationship between the child and therapist becomes an important part of the work. The child has space to express thoughts and feelings without having to explain everything in the way an adult might.
Who Is CCPT Best Suited For?
CCPT can be a good fit for children who are not ready to talk through their experiences in a traditional therapy setting. This is one reason play therapy can be especially helpful for younger and elementary-aged children.
Research in elementary school settings has found positive results for CCPT. In a review of 23 studies, researchers found that children who took part in CCPT showed improvement in several areas. These included internalizing and externalizing problems, overall behavior, self-efficacy, and academic outcomes (Ray et al., 2015).
CCPT may also help children who experience anxiety. In one controlled study, Stulmaker and Ray (2015) looked at 53 children between the ages of 6 and 8 who had elevated anxiety. The children were randomly assigned to receive either CCPT or take part in an active control group.
Children who received CCPT showed significant decreases in overall anxiety and worry (Stulmaker & Ray, 2015).
This finding matters because children do not always recognize or describe anxiety in clear terms. A child may not say, “I’m anxious.” Instead, a parent or teacher may notice more worry, avoidance, irritability, difficulty separating from caregivers, or changes in behavior.
Sometimes, the behavior adults see is only the most visible part of what is going on. Mona Delahooke (2018) uses the image of an iceberg to describe this idea. The behavior we see may be connected to feelings, experiences, or needs that are harder to see.
Looking below the surface can help us become more curious about what a child may be experiencing. Instead of focusing only on changing a behavior, we can also ask what might be behind it.
CCPT gives children another way to communicate. It does not require them to find the right words before therapy can begin. Instead, it allows the therapist to meet the child through a form of expression that may already feel familiar.
Of course, CCPT is not the right approach for every child or every concern. Some children may benefit from other forms of therapy or from additional support. The best approach depends on the child and their individual needs.
Child-Centered Play Therapy for Elementary-Aged Children in Bellingham, WA
I have specialized training in Child-Centered Play Therapy and experience working with children in preschool and elementary school settings. I offer CCPT for elementary-aged children in Bellingham, Washington, on a limited basis.
My role is not to tell a child what they should feel or take over their process. Instead, I work to provide a relationship and space where they can explore what is happening in their lives.
Children often communicate more than adults realize. They just do not always communicate in ways adults expect.
Sometimes, play is part of that conversation.
If you are wondering whether Child-Centered Play Therapy might be a good fit for your elementary-aged child, please feel welcome to contact me (Ethan Freckleton) to learn more.
References
Delahooke, M. (2018, September 17). The developmental iceberg: Looking below the surface of challenging behaviors. Mona Delahooke, Ph.D. https://monadelahooke.com/the-developmental-iceberg-looking-below-the-surface-of-challenging-behaviors/
Ray, D. C., Armstrong, S. A., Balkin, R. S., & Jayne, K. M. (2015). Child-centered play therapy in the schools: Review and meta-analysis. Psychology in the Schools, 52(2), 107–123. https://doi.org/10.1002/pits.21798
Stulmaker, H. L., & Ray, D. C. (2015). Child-centered play therapy with young children who are anxious: A controlled trial. Children and Youth Services Review, 57, 127–133. https://doi.org/10.1016/j.childyouth.2015.08.005