therapist might contemplate, “Given that I want to achieve an increased understanding of this client’s self-worth, how would I do that by utilizing the therapeutic power of access to the unconscious and the non-literal and process-oriented attributes of play?” The Adlerian play therapist could utilize customized stories and pretend play-based interactions to access this development of self-worth while focusing on the process of  entry skills.


Conclusions This conceptualization process can and should be used by therapists of every theoretical orientation to help guide treatment plans and to specify how play is actively used to effect change for clients of all ages and presentations. The conceptualization process using this model is the same for adult, teen, and child clients. The therapeutic powers of the play remain constant across the life span. The differences are seen through the technique or intervention chosen.


Play therapists are just beginning to touch the surface of the true potential of the therapeutic powers of play and recognizing why a solid working knowledge of these change agents and how to activate and link them to desired outcomes is vital to the practice of play therapy. Much work has been done regarding the theoretical understanding of play therapy as well as understanding why play is important. Hudspeth (2016) referenced that International Journal of Play Therapy authors have used neuroscience “to help explain what we as play therapists do and believe,”             2021), and one book outlining ways to connect clinical experiences with the facilitation and activation of the therapeutic powers of play was published just this year (e.g., Prendiville & Parson, 2021). Integrating theoretical understanding with knowledge of how and why play works in  and effective play therapy experiences for all clients.


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Play Therapy, 14(3), 20-22.  relationship between play and various play criteria. Child Development, 56 Stauffer, S. D.


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intervention to the rescue. (1), 


The theory and practice of group psychotherapy ed.). Basic Books.


ABOUT THE AUTHOR


Julie Nash, PhD, RPT-S, is a psychologist from Connecticut. She has a private practice for individual therapy and continuing education trainings. She is a part-time faculty at Western Connecticut State University and the President of the New England for Association for Play Therapy. drjulienash@hotmail.com


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