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CLINICAL EDITOR’S COMMENTS:
lay therapists live in the land of metaphors—monsters, fairies, wizards, and magic—and many play therapy theories support harnessing this into a Role-Playing Game (RPG) that hides important fantasy scenarios, therapists can safely challenge core beliefs, teach self-regulation, and foster lasting real-world connections. This article will explore the use of RPG as it relates to the therapeutic powers of play.
Recent studies show that RPGs can improve social skills and real-world interactions, and improve communication, collaboration, Merrick et al., 2024; Otani et al., 2024). “Through role-playing, players can experiment with trust, communication, and boundary-setting in a safe environment,” according to Rosenblad
et.al, (2025). de Oliveira et al. (2023) provided strong support for the idea that RPGs are person rather than virtually.
RPGs are games in which players assume roles (characters) and advance through a series of challenges in an open-ended, story- based game with a group of players around a table.
The game allows youth to immerse themselves in a fun, new world where they can be whatever they choose and can have whatever powers they choose or earn. Behind the character, the youth can safely learn to collaborate with their team members to achieve goals. They learn to take risks, and that sometimes those risks pay off… and sometimes they do not. Either way, they can pick themselves up and continue the adventure.
In general, game sessions in a therapeutic setting should be reduced from the longer play sessions used in recreational play and should instead be kept under three hours (Otani
et.al., 2024). We recommend an hour and a half to two hours. Shorten the session and the duration for younger children.
RPGs do not have to follow a prescribed format or rulebook, e.g., an existing game as a base for building game mechanics. Within those mechanics, the dungeon master (therapist) can get creative and write personalized scenarios.
For example, if a youth is struggling with a bully at school, the scenario might involve encountering a bully in the village outside the the bully to enter the market. They cannot simply kill the bully, or they will enrage the villagers and create a larger problem. In the game, they can help each other come up with ideas and can safely try
An exploration of the therapeutic potential of role-playing games, demonstrating their potential to cultivate social
competence, resilience, and authentic connection through the therapeutic powers of play.
different solutions. When they feel success in the game, it increases
Ways to Simplify the Game based on Ages and
Abilities • Reduce the number of characteristics each player has to the
• With younger kids, use basic higher/lower dice rolls to determine outcomes.
instead of always rolling for initiative with the intent of a battle at every encounter as this will build creativity and problem-solving skills while encouraging communication (Yuliawati, et. al., 2024). become adversarial rather than trying to talk it out.
create a character and learn the basics of your table rules. Creating the character is a good opportunity to discuss the strengths each player brings to the table and allow an opportunity to recognize unconscious ideas and core beliefs they have about themselves, (Rosenblad
et.al., 2025). It also gives them a chance to try on new the “Superhero Gadget” technique discussed in The Therapeutic Powers of Play: 20 Core Agents of Change (Schaefer & Drewes, 2014, chapter 9) where the therapist has the child create a gadget with different powers that can help keep them safe. They discuss how those powers can help, and then, through imagining using that gadget with the power during play sessions, the child can learn to imagine having that gadget/power during other times to feel safe. Creating a physical character through clay, 3-D printing, buying a model, etc., and painting it allows the player to nurture themselves through artistic self-expression, helps bring that character to life for them, and gives them a physical object they can carry with them to remind them of their strengths outside of sessions.
• Before each session, prepare a rough outline: goals, non-player characters, locations, and 2-3 set pieces (combat, social, or exploration). Be ready for them to go "off script" from the plan and be ready to improvise.
www.a4pt.org | September 2026 | PLAYTHERAPY | 11
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