Translating the Language of Play: Conducting Child-Centered Play Therapy-Aligned Caregiver Consultations
Integrated Play Connections Therapy Center, PLLC.
Michelle Walker, LCSW, RPT-S, Samantha Long, PhD, LPC, RPT, NCC, and Holly Dudley, MA
At Integrated Play Connections Therapy Center, our work is grounded in Child-Centered Play Therapy (CCPT). This means we hold a deep belief that children inherently know what they need to move toward growth and healing, and that is expressed through their play. As CCPT-aligned play therapists, we do not direct, teach, or attempt to “fix” children. Instead, we attend closely to the intention of play behaviors so we can reflect those with accuracy, identify themes and deeper meaning to fully understand their inner world, track shifts in affect and regulation, identify inner resources, and trust the child’s innate capacity toward growth.
Yet, a central question remains: How do we translate the depth and complexity of a child’s play process into language that caregivers can understand, trust, and integrate, without diluting the model or drifting from the theoretical orientation that anchors our child-centered stance? Even for seasoned play therapists, the most challenging aspect of this work often occurs not within the playroom, but in caregiver consultations.
Our hope is that through this blog, you will gain greater clarity and confidence as you enter parent consultations, approaching them as relational spaces rather than problem-solving sessions. By doing so, we aim to reduce some of the pressure that inevitably arises and support a more grounded, child-centered extension of the therapeutic relationship beyond the playroom. Caregiver consultations is the space where understanding, attunement, and trust are gently built. When the pressure to fix is softened, space opens for connection and collaboration to grow.
Cultural considerations are also essential within this relational space. When working with caregivers and families who may not share the same visible or invisible identities as the play therapist, building trust may require even greater intentionality, consistency, and predictability. Much like the playroom, caregiver consultations ask us to show up steadily over time, offering reliability, transparency, and attunement. For families from marginalized communities, hesitation or guardedness is not resistance, it is often rooted in lived experience. Medical, mental health, and educational systems have not always been neutral or supportive spaces; for many, they have been historically harmful. Trust, therefore, may take longer to establish, and that pacing is both understandable and worthy of respect. Approaching caregiver consultations through a culturally responsive lens invites us to continually examine how power, identity, and systemic context shape the therapeutic relationship, and to ask ourselves how we can show up in ways that feel meaningful, collaborative, and safe for each family we serve.
Extending the CCPT Stance Beyond the Playroom
As a CCPT-aligned play therapist, we see the therapeutic relationship as the most crucial part of the healing process and is the primary agent of change. CCPT is rooted in the person-centered work of Carl Rogers, which upholds the belief that growth and healing occur within a therapeutic relationship when these three core conditions are met: Unconditional Positive Regard, Empathetic Understanding, and Genuineness. Rogers emphasized that these conditions must be communicated to the client, at least to some degree, in order for a therapeutic relationship to be initiated (Rogers, 1957). Within CCPT, this underscores the necessity for therapists to consistently offer these conditions and for the child to experientially perceive them, allowing the child’s innate capacity for growth and self-direction to emerge (Landreth, 2023). When these conditions are inconsistently present, or when the therapist lacks awareness of their own limitations in embodying them, the full depth and therapeutic power of CCPT may be compromised.
Through supervision, we have found this is when many novice therapists may conclude that CCPT itself is ineffective, when in fact the therapeutic core conditions have not yet been sufficiently offered to or felt by the child. In these moments, what appears to be a limitation should be viewed more as an opportunity for the therapist to deepen their presence, attunement, and fidelity to CCPT. When all three core conditions are authentically held within the therapeutic relationship, the transformative potential of CCPT is undeniable. Additionally, when the CCPT stance of prioritizing these core conditions is extended to caregivers, the therapeutic relationship naturally widens beyond the playroom, inviting caregivers into a felt sense of being seen, supported, and included in the child’s healing process.
CCPT-aligned caregiver consultations are not separate from the child’s therapeutic work, but are a continuation of the therapeutic relationship. It requires the therapist to develop a similar therapeutic relationship with the caregivers that is also built on unconditional positive regard, empathetic understanding, and genuineness. Play therapists must consistently embody the CCPT principles as a “way of being” rather than a “way of doing.” As Landreth (2023) emphasized, “CCPT is an attitude, a philosophy, and a way of being with children rather than a way of doing something to or for children” (p. 54). Only then do we see this philosophy bleed into the interactions with caregivers, and they will also be given the opportunity to experience the healing power of the therapeutic relationship themselves, which will increase their trust in the process and, ultimately, their child’s innate ability for growth.
We find effective CCPT-informed caregiver consultations require the therapist to fully trust the CCPT process discussed above and to have a deep understanding of the theory behind it. This trust allows the therapist to show up with steadiness rather than urgency, even when caregivers are feeling overwhelmed or seeking quick answers. It is important that the therapist is able to clearly articulate the process, stages of play, and rationale of the theory with confidence. We encourage play therapists to remain grounded in their theoretical framework, allowing consultations to shift from a focus on fixing or changing the child to a relational and collaborative space where the caregivers feel empowered and have a better understanding of their child’s inner world rather than being told “what to do.” When this shift occurs, caregivers often experience relief, moving from self-doubt or pressure toward curiosity and connection. This requires intentionality and without being fully grounded, it is easy to pull toward psychoeducation, behavioral recommendations, or reassurance that prioritizes caregiver goals over the child’s process.
It is also important to distinguish between meeting caregivers where they are and abandoning the CCPT model. Flexibility within CCPT does not mean a loss of fidelity. There is space within this approach to offer psychoeducation, resources, and developmental framing when done intentionally and relationally. Providing information can coexist with a child-centered stance when it is grounded in empathy, collaboration, and respect for the caregiver’s lived experience. Rather than directing or prescribing, psychoeducation within CCPT serves to orient, empower, and support caregivers while keeping the child’s process and relational safety at the center.
Communicating Progress Without Pathologizing the Child
In our experience, one of the most challenging aspects of caregiver consultations is being able to explain therapeutic progress when change is subtle, nonlinear, or not immediately reflected in observable behavior. Caregivers often look to us to provide data and observable measures to reassure them progress is occurring, which, often, does not align well with a CCPT approach. However, indicators of progress in CCPT, as described in the literature, include increased emotional expression, internal regulation, resolution play, mastery themes, and reduced reliance on external limit setting (Landreth, 2023; Bratton et al., 2005).
A core distinction we often help caregivers understand is that fully accepting the child does not mean accepting all behaviors. Within CCPT, we hold unwavering acceptance of the child while remaining curious about the intention behind behavior. This shift in perspective allows caregivers to move away from seeing behaviors as problems to be eliminated and toward understanding them as meaningful attempts to regulate, communicate, or connect. Bruce Perry’s framework of regulate, relate, reason offers a helpful parallel here. Before conversations, consequences, or problem-solving can be effective, children must first feel regulated and relationally connected. When caregivers are supported in focusing on regulation and connection first, behavior is no longer viewed as “attention-seeking,” but rather as connection-seeking. This subtle shift in language can profoundly alter how caregivers respond, often reducing shame and increasing empathy, curiosity, and relational safety.
Caregiver expectations also shape how parent consultations are experienced. For families who are new to therapy, caregiver consultations may be assumed to mirror other medical or professional interactions, direct, solution-focused, and prescriptive. Conversely, families who have participated in play therapy previously may arrive with expectations shaped by a different therapeutic modality or by experiences where CCPT principles were not fully maintained. In both cases, caregivers may anticipate being told what to do rather than invited into a relational and reflective process. Naming these expectations early allows the play therapist to orient caregivers to the purpose and structure of CCPT-aligned consultations, reducing confusion and helping caregivers understand how this approach may feel different, slower, or less directive, yet deeply intentional.
When caregiver consultations are grounded in cultural humility and when expectations are thoughtfully named, play therapists are better positioned to shift the conversation toward what progress truly looks like within a CCPT framework. Rather than relying on quick behavioral markers or symptom reduction alone, CCPT invites caregivers to notice internal, relational, and developmental shifts that often unfold subtly and over time. Understanding these indicators helps caregivers anchor their trust in the process and recognize meaningful change as it emerges. Therapeutic progress in CCPT may be observed through:
Shifts in play content and themes
Movement from chaotic, disorganized, or repetitive play toward more purposeful, contained, or integrated play
The emergence of mastery, resiliency, and reparation themes
Resolution play
Play sequences that reflect completion, repair, or emotional integration
Changes in affect and regulation
Reduced intensity or rigidity within play
Increased emotional range and tolerance
Needing less external limit setting as internal regulation strengthens
Relational and behavioral indicators
Increased flexibility and problem-solving during play
Demonstration of prosocial behaviors
Spontaneous use of language or concepts previously reflected by the therapist
Emotional awareness and expression
Greater capacity to identify and express feelings
Our role becomes one of translation, helping caregivers understand that these shifts reflect meaningful internal organization and relational safety, which precede sustainable behavioral change (Landreth, 2023). We believe as the child’s play therapist, it is our responsibility to honor the child’s process by understanding their behavior as purposeful rather than a deficit, while supporting the strength and development that is innately there rather than pathologizing the child.
Facilitating Caregiver Collaboration Through the Return of Responsibility
When caregivers feel supported, rather than evaluated, they are more likely to internalize the CCPT philosophy and apply it organically, from a place of connection rather than control. Meeting the caregivers where they are in their authentic parenting experience fosters meaningful collaboration, increases follow-through, and supports more sustainable change over time.
Play therapists can focus on helping caregivers to:
Understand their child’s emotional and developmental needs
Respond with validation and attunement rather than control and compliance
Return responsibility in developmentally appropriate ways to support a growing sense of self
Strengthen the caregiver-child connection as a foundation for growth
Supervision is often used as a space where therapists prepare for upcoming caregiver consultations. What we aim to convey is that CCPT-aligned caregiver consultations are less about providing prescriptive parenting strategies, and more about supporting caregivers in trusting their own capacity for growth and development as a caregiver. This involves helping caregivers attune to and understand their child’s inner world so they can respond with empathy and validation in a relational way, rather than feeling that something must be “fixed” or “done.”
Play therapists may:
Return responsibility to caregivers rather than directly answering the question, “What should I do?”
Reflecting caregivers’ emotional experiences without correcting
Naming and reinforce strengths within the caregiver-child relationship
Supporting caregivers in their own self-regulation as they navigate their child’s emotional expression
Holding the Line Amid Clinical and Systemic Pressure
Play therapists are commonly met with external pressures to increase directiveness or emphasize skill-based approaches over relational depth, particularly when treating children with externalizing behaviors often associated with ADHD. Caregivers may begin therapy feeling overwhelmed and discouraged, while educational systems seek immediate, observable change through measurable outcomes. These overlapping demands can create a sense of urgency that feels at odds with the pacing and philosophy of CCPT, leaving play therapists feeling compelled to defend the principles and process of CCPT.
We have found that maintaining fidelity to CCPT while offering validation to caregivers is essential when addressing these concerns. Caregiver validation does not require shifting the model, but rather helping caregivers feel seen, heard, and oriented within it. Play therapists can support caregivers in understanding how their concerns are being met and how progress is unfolding by providing concrete examples of developmental growth or reframing behaviors as such to caregivers. Emphasizing that emotional regulation, self-trust, and relational safety are foundational skills that emerge through the therapeutic play relationship helps caregivers reframe progress beyond observable behaviors. In some cases, supporting caregivers also involves holding and navigating pressure coming from school systems. This may include obtaining a release of information and coordinating with educators or school-based teams. Importantly, collaboration with schools does not require abandoning a CCPT stance. Play therapists can remain grounded in child-centered principles while helping translate the child’s needs into language that educational systems understand, advocating for relationship-centered supports, and reinforcing the importance of regulation and relational safety as foundations for learning. When done intentionally, this coordination can reduce caregiver stress while preserving fidelity to CCPT.
Navigating these systemic collaborations requires play therapists to be especially intentional about how CCPT principles are held and communicated. When pressures from schools, caregivers, and systems converge, fidelity to CCPT does not happen passively, it becomes an active, values-driven clinical stance. The following practices support therapists in remaining grounded in child-centered work while responding thoughtfully to external demands. To maintain fidelity to CCPT, the therapist may:
Reframe behavior as communication and self-regulation attempts
Normalize developmental variability and neurodiversity
Emphasize relational safety as foundational to regulation and learning
Support caregivers in advocating for relationship-centered supports within school systems
When the Work Feels Heavy: Our Experience Holding a Child-Centered Stance
As play therapists, we are not immune to the pressure to “prove” progress or to justify the pace of child-centered work. We have both experienced moments of self-doubt, especially when caregivers, schools, or systems express urgency or frustration. What has consistently grounded us is a return to the therapeutic relationship, trusting the process, reflecting on our own regulation, and leaning into supervision and consultation when the weight of the work feels heavy. These moments have reinforced that holding the line in CCPT is not rigid adherence, but a deeply relational commitment to the child, the caregivers, and ourselves as clinicians.
There are moments in this work when holding a child-centered stance feels particularly heavy. We both have experienced the pressure to defend CCPT to other professionals, especially when progress appears slower or less visible compared to more directive or skills-based approaches. At times, we have sat with the discomfort of caregivers feeling urgency from schools when behaviors have not yet dissipated, even as we observe meaningful internal shifts unfolding within the playroom. In these moments, what we often need most is not another strategy, but consultation. Sometimes that consultation looks like stepping into a space where we can think critically and reflect clinically. Other times, it is simply a place to feel heard in our own frustration, self-doubt, or quiet fear that we are not doing enough. Being met with understanding and support allows us to return to ourselves as clinicians and reconnect with the theory and philosophy that grounds our work. More often than not, when we return to the playroom after these moments of support, we begin to see the child’s process with renewed clarity. Subtle shifts come into sharper focus, changes in affect, moments of mastery, increased flexibility, or emerging regulation that might easily be overlooked. We find ourselves better able to name and highlight these moments for caregivers, even when they initially seem small or insignificant. In doing so, we help caregivers see that their child is not behind or stuck, but rather doing exactly what they need to do at this point in their healing. These experiences continually remind us that CCPT asks as much of the therapist as it does of the child and caregivers. Trusting the process requires support, reflection, and compassion, for the families we serve and for ourselves as clinicians.
Final Reflections
Caregiver consultations challenge play therapists in many ways. We must deeply understand the theory and philosophy of CCPT, the why behind the work, and communicate it with clarity and confidence. We are asked to make a relational approach tangible, to translate the language of play without reducing its meaning, and to preserve the child’s confidentiality while offering meaningful insight. We must educate without directing and supporting caregivers while keeping the child’s therapeutic process and relational safety at the center. These conversations ask a great deal of the therapist, often requiring us to hold complexity, uncertainty, and competing expectations while remaining grounded in our clinical stance. Approaching caregiver consultations with compassion for ourselves, alongside compassion for caregivers, helps sustain the relational depth that CCPT requires.
To preserve the integrity of CCPT, caregiver consultations must be approached as an extension of the therapeutic relationship rather than a departure from it. When held with intentionality, these conversations become spaces where the philosophy of CCPT is not only explained, but experienced, allowing caregivers to feel the power of attunement, trust, and relational safety that underpins the child’s growth.
References
Axline, V. M. (1989). Play therapy. Ballantine Books.
Bratton, S. C., 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. https://doi.org/10.1037/0735-7028.36.4.376
Gil, E. (2017). Play in family therapy. Guilford Press.
Landreth, G. L. (2023). Play therapy: The art of the relationship (3rd ed.). Routledge.
Ray, D. C. (2011). Advanced play therapy: Essential conditions, knowledge, and skills for child practice. Routledge.
Rogers, C. R. (1957). The necessary and sufficient conditions of therapeutic personality change. Journal of Consulting Psychology, 21(2), 95–103. https://doi.org/10.1037/h0045357
