Play Therapy
Helping children make sense of their world through play
Children do not always have the words to explain what they are feeling or what has happened in their lives.
Play Therapy provides children with a safe, accepting and confidential space where they can express themselves through play, creativity and the therapeutic relationship.
I offer child-centred Play Therapy for children and families across Gloucestershire
Play Therapy is a form of therapy that uses play and creativity as a child’s natural means of communication.
Adults often use words to explore their thoughts and feelings. Children are more likely to communicate through play, imagination, stories, art, movement and relationships.
In Play Therapy, children are not expected to explain everything or answer lots of questions. They are given the freedom to use carefully selected therapeutic resources in their own way and at their own pace.
My role is to provide a safe and consistent relationship, notice and respond to what the child communicates, and maintain appropriate therapeutic boundaries.
How could Play Therapy help my child?
Children may benefit from Play Therapy for many different reasons.
You may be considering support because your child is experiencing:
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Anxiety, worries or fears
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Strong emotions or emotional dysregulation
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Anger or behaviour that is difficult to understand
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Low confidence or self-esteem
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Bereavement or loss
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Family separation or significant change
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Difficulties with friendships or relationships
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Trauma or distressing experiences
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Difficulties engaging with school
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Neurodivergence or developmental differences
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Withdrawal or difficulty communicating
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Experiences that appear to be affecting everyday life
Every child is different, and there is not always one clear reason for seeking support.
What is Play Therapy?
What happens in a Play Therapy session?
Your child will attend a regular session in a private therapeutic playroom.
The room contains carefully selected resources that may include:
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Sand and miniature figures
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Art and creative materials
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Puppets and masks
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Musical instruments
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Dolls and family figures
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Dressing-up materials
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Sensory resources
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Construction toys
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Imaginative and role-play resources
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Therapeutic games
Your child chooses how to use these resources within clear and consistent boundaries.
Some children create stories or pictures. Others use sand, movement, music or imaginative play. Some children talk, while others communicate almost entirely through their play.
There is no correct way for a child to use the session.
Will my child have to talk?
No.
Your child can talk if they choose to, but they will not be pressured to discuss experiences or answer questions before they are ready.
Play Therapy recognises that children often communicate more naturally through play than through direct conversation.
The opportunity to be understood without having to find the right words can be an important part of the therapeutic process.
How many sessions might my child need?
Every child and situation is different, so it is not possible to promise a particular outcome within a fixed number of sessions.
I usually recommend an initial agreement of 16 weekly sessions. A review takes place during this period so that we can consider how the child is progressing and whether continued support may be helpful.
Some children benefit from shorter-term work, while others need longer-term therapy.
Any decision about continuing or ending therapy will be discussed carefully with the adults supporting the child.
How are parents and carers involved?
Parents and carers are an important part of the process.
I will meet or speak with you before therapy begins and arrange reviews at appropriate points.
Reviews allow us to consider changes in your child’s wellbeing, relationships, behaviour and everyday life.
I will not provide a detailed account of everything your child plays or communicates in individual sessions. Maintaining appropriate therapeutic confidentiality helps the child experience the playroom as a safe space.
I will share information when there is a safeguarding concern or another situation in which information needs to be communicated to protect the child or someone else.
Reviews and progress
Reviews provide an opportunity to bring together observations from home, school and therapy.
We may consider changes in areas such as:
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Emotional regulation
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Confidence and self-esteem
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Relationships
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Communication
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Engagement with school
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Behaviour and distress
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Ability to manage change
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General emotional wellbeing
Progress in Play Therapy is not always immediate or straightforward.
Sometimes behaviour or emotions can appear more noticeable as a child begins to process difficult experiences.
Reviews help us think carefully about what the child may need next.
How long are sessions?
Play Therapy sessions usually last approximately 40 minutes.
Sessions normally take place once a week, at the same time and in the same room wherever possible.
This consistency helps the child become familiar with the therapeutic space and supports the development of a safe and trusting relationship.
What happens before therapy begins?
The process normally starts with an initial conversation.
This gives you an opportunity to explain your concerns, ask questions and find out more about how I work.
If we agree that Play Therapy may be appropriate, I will gather relevant background information and discuss:
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What is currently happening for your child
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Important family and developmental history
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Previous or current support
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School involvement
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Safeguarding and confidentiality
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Practical arrangements
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Consent for therapy
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Reviews and communication
Therapy will not begin until appropriate consent and arrangements are in place.
How do you work with schools?
Play Therapy can take place within a school or through a referral involving the child’s school.
I work collaboratively with parents, carers, SENCOs, teachers, pastoral teams, Designated Safeguarding Leads and other professionals involved with the child.
Communication focuses on the child’s overall presentation, progress and therapeutic needs while maintaining appropriate confidentiality.
Schools can find more information about referrals, practical requirements and commissioning support on the Schools page.
Ending Play Therapy
The ending of therapy is an important part of the work.
When the time is right, the ending will be planned rather than happening suddenly. This gives your child time to understand the change, express their feelings and bring the therapeutic relationship to a thoughtful conclusion.
The length of the ending process will depend on your child’s needs and the duration of the therapy.
My therapeutic approach
My practice is child-centred, non-directive and relationship-based.
Non-directive Play Therapy means that the child leads the session. I do not instruct the child what to play, require them to discuss particular experiences or direct them towards a predetermined outcome.
The approach is informed by Virginia Axline’s eight principles of child-centred Play Therapy.
The eight Axline principles
1. Developing a warm relationship
The therapist develops a warm and friendly relationship with the child, establishing rapport as soon as possible.
2. Accepting the child
The therapist accepts the child as they are.
3. Creating freedom of expression
The therapist creates a feeling of permissiveness within the relationship so the child feels free to express their feelings fully.
4. Recognising and reflecting feelings
The therapist remains alert to the feelings the child is expressing and reflects these in a way that supports the child’s developing understanding.
5. Respecting the child’s ability
The therapist respects the child’s ability to solve problems and make choices when given the opportunity. The responsibility to make choices and create change remains with the child.
6. Allowing the child to lead
The therapist does not attempt to direct the child’s actions or conversation. The child leads, and the therapist follows.
7. Respecting the pace of therapy
The therapist does not hurry the therapeutic process. Therapy develops gradually and at a pace that is right for the child.
8. Maintaining necessary boundaries
The therapist establishes only the boundaries needed to keep the therapy connected to reality and to help the child understand their responsibility within the relationship.
These principles may appear simple, but together they create a consistent therapeutic environment in which children can explore experiences, develop understanding and work towards change at their own pace.
Visit the playroom
Seeing the playroom before attending can help children and parents know what to expect.
You can view photographs of the room, sand tray, creative materials and other Play Therapy resources before your child’s first session.
Thinking about Play Therapy for your child?
You are welcome to get in touch if you are concerned about your child or would like to know whether Play Therapy may be appropriate.
We can arrange an initial conversation about what is happening, what support has already been tried and what the next step might be.
There is no obligation to proceed following this conversation.
Contact Ian 01594 888230