 children are grounded in theory.





Play therapists are educated in child development, mental health, and the process of therapeutic play. Because of the depth and breadth of their education, play therapists are particularly aware of the ways in which childhood trauma interrupts development and relational growth. Research in neuroscience, adverse childhood experiences, and complex trauma are integrated into play therapy practice (Myrick & Green, 2014; Vicario et al., 2013). Play therapists base their work with children in data emerging from the mental health and medical communities. Additionally, play therapists are often advocates in the movement to educate parents, schools, community partners, organizational leaders, and policy makers on  of play and play therapy (Stewart et al., 2015). 


 professionals





Play therapists are licensed mental health professionals primarily from the disciplines of counseling, social work, psychology, marriage and family therapy, and school counseling. As mental  degrees in their respective disciplines, which incorporates education and training in multiple theoretical orientations and corresponding techniques, including cognitive-behavioral, humanistic, psychodynamic, and behavioral approaches. After completing their advanced mental health degree, play therapists are additionally educated in the theory, research base, and practice  the Registered Play Therapist (RPT) credential (www.a4pt.org/ resource/resmgr/credentials/2020_credentials/rpt_standards. pdf). Play therapists who hold the RPT credential have completed at least 150 hours of specialized training, spanning at least two years beyond their advanced degree and training as licensed mental health professionals. 


Thank you for your interest in play therapy and children experiencing trauma. More information about the evidence supporting the positive impact of play therapy can be found at https://cdn.ymaws. com/www.a4pt.org/resource/resmgr/about_apt/apt_evidence_ based_statement.pdf


References Association for Play Therapy. (n.d.).     https:// www.a4pt.org/page/AboutAPT


Association for Play Therapy. (2019). Play therapy best practices: Clinical,  www.a4pt.org/resource/resmgr/ publications/best_practices_-_sept_2019.pdf


6 | PLAYTHERAPY | June 2020 | www.a4pt.org


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Gaskill, R. L., & Perry, B. D. (2017). A neurosequential therapeutics approach to guided play, play therapy, and activities for children who won’t talk. In C. A. Malchiodi & D. A. Crenshaw (Eds.), What to do when children clam up in psychotherapy: Interventions to facilitate communication (pp. 38–66). Guilford Press.


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