About Play Therapy

What is Play Therapy?

Play therapy is a form of psychotherapy which uses play and creative arts to allow children work through thoughts and feelings in creative ways. Instead of using words which children often don't have, or where words can be too painful to use, this approach allows them to keep an emotional distance I am trained in Holistic Integrative Play Therapy. A holistic approach views the child as a whole, considering not just the presenting problem, but also their emotional, social and spiritual needs.

Integrative play combines different therapeutic techniques and theories to create a personalised approach for each child. Some key techniques in Integrative Play Therapy are:
  • Child centred approach
  • Directive and non-directive approach
  • PTDM
  • Sand play approach
  • Art therapy
  • Drama therapy
  • Therapeutic storytelling
  • Role play
  • Story telling
  • Board games
  • Clay
  • Puppets

The Play Therapy toolkit is a collection of materials and resources available to use by children used in their play therapy sessions. The Play Therapy toolkit is consistently available throughout all sessions and children can choose to use any part of the toolkit. Parts of a toolkit are not just toys, they are materials which have therapeutic value, which allow child self- expression, creativity, exploration of their inner world and their emotions.

What Play Therapy Can Help With

  • Anxiety and Depression – supporting children to explore and process difficult emotions, and to develop coping strategies for managing these feelings.
  • Trauma and Abuse – helping children to regain a sense of safety, control, and empowerment through the play process.
  • Behavioural Difficulties – including melt downs, aggression, and challenges with emotional regulation.
  • Grief and Loss – supporting children to process loss in a healthy and constructive way.
  • Social Skills Difficulties – helping children build confidence, improve communication, and form healthy relationships.
  • Anger – supporting children to recognise and express anger in a safe and healthy way.
  • Bullying – whether a child is being bullied or displaying bullying behaviours, play therapy helps them process their experiences and develop resilience.
  • Family Issues – including family conflict, separation, and divorce.
  • Developmental Delays or Learning Disabilities – encouraging skill development, confidence, and self-expression.
  • Adoption and fostering – helping children to adjust to new environments and build secure attachments with their caregivers.
  • Neurodevelopment Conditions (ASD, ADHD) – supporting communication, social interaction, and emotional regulation, and offering strategies for managing attention and hyperactivity.

Why play therapy is a good fit for children with a Pathological Demand Avoidance (PDA) profile

Play Therapy that utilises many different approaches in a child-led way this low demand approach works in a unique way for children with a PDA profile.

Children with Autism and PDA often experience the world differently—they can find communication, emotions, and daily demands overwhelming. Play therapy offers a gentle, child-led approach where your child sets the pace.
Through creative play, children can:
  • Express thoughts and feelings without pressure or words
  • Build confidence and self-regulation skills in a safe environment
  • Explore social interactions and relationships naturally
  • Work through worries or challenges at their own pace
  • Connect with internal and external demands and learn to regulate themselves through co-regulation with a therapist.
Because it’s entirely led by the child, play therapy respects their need for control and reduces the stress that traditional “talking therapies” can create. It’s not about forcing change—it’s about supporting your child to thrive in a way that feels safe, empowering, and fun.

Ethical Practice with Links to Policies

Brighter Foundations advocates for the rights of children and young people and recognises their responsibility to safeguard the welfare of all children and young people who receive their therapeutic services, by a commitment to safe and ethical which protects children and young people from any form of abuse or maltreatment. ensure safe and ethical practice through:

  • Enhanced Disclosure and Barring Service (DBS)
  • Level 3 safeguarding training
  • Safeguarding policy
  • Monthly clinical supervision
  • Fully Insured
  • Registered with ICO as Data Controller
  • Data protection Policy
  • Health and safety risk assessment
  • Ongoing continuous professional development (min 30 hrs PA)
  • Registration with professional Body (PTUK Membership Number 201300314)
  • Professional Standards Authority of Play and Creative Arts Therapist 

    (https://playtherapyregister.org.uk/)

  • Play Therapy UK Ethical Framework

Referral and Play Therapy Process

Children can be referred to play therapy by their parents, carers, school staff, or other professionals. I aim to maintain an open and transparent relationship with all referrers and parents throughout the process.

  1. Complete a referral form.

    The more information the better.

  2. Initial Consultation

    A short phone or video consultation to discuss your child’s needs and whether play therapy would be suitable. This is free of charge.

  3. Parent/Carer Interview

    We will arrange a meeting to complete a Strengths and Difficulties Questionnaire (SDQ). This confidential discussion allows me to understand your child’s background and current needs. We will also review policies, the proposed treatment plan, and sign a therapeutic contract. I will support you in how to introduce play therapy to your child.

  4. Play Therapy Sessions

    Sessions take place weekly, at the same day and time each week, to provide consistency and safety for the child.

    • Children with mild difficulties (e.g., friendship issues, adjustment to family changes) may benefit from 12–16 sessions.
    • Children who have experienced trauma or abuse or who I have neurodiversity (PDA) may require 30 sessions or more as relationship building is the main part of the process.
    • Each plan is individual to the child’s needs and progress.
  5. Review Meeting

    A review will take place between the 8th–10th session, during which we complete a follow-up SDQ to monitor progress. For longer-term therapy, termly reviews will be held with parents/carers and school staff. I will also provide strategies to support the child’s development outside the therapy room.

  6. Ending and Review

    At the end of therapy, a final SDQ is completed, and an optional written End Report can be provided. This process supports closure and reflection for both the child and their caregivers.