by bringing attention back to what guides moment-to-moment examine beliefs, assumptions, and theoretical foundations shaping their work. As play therapists continue to grow, these questions may
• What tends to guide your next move when you feel stuck in session?
• How does your theoretical orientation help you understand repeated play themes or challenging moments in the playroom?
• If a caregiver, supervisor, or colleague asked you why you chose a particular response, could you articulate your clinical decisions through your theoretical orientation?
• Where in your current practice do your theoretical roots feel strong, and where might they need more support or nourishment?
Rooted in Practice Clinical work becomes more intentional, not through choosing the “right” theory, but through learning how to practice from theory in the real, moment-to-moment complexity of the playroom. Play therapy is grounded in more than techniques. Beneath every intervention are assumptions about children, healing, relationships, and change. Intentional practice develops when play therapists learn to recognize, examine, and articulate those assumptions through their theoretical supervision, and experience, clinicians may gain clarity about what therapeutic process.
Disclosure: AI-assisted tools were used to support development of the INTENT acronym. The framework, conceptualization, and all clinical content represent the original work of the authors.
References
American Counseling Association. (2014). ACA code of ethics. https://
www.counseling.org/docs/default-source/default-document- library/ethics/2014-aca-code-of-ethics.pdf Association for Play Therapy (2022). Play therapy competencies: APT professional credentialing program. https://cdn.ymaws. com/
www.a4pt.org/resource/resmgr/credentials/play_therapy_ competencies.pdf
Barth, A. L. (2020). Constructing personal guiding theory using visual representation: An innovative pedagogical strategy. Journal of Creativity in Mental Health, 16(1), 125-137.
https://doi.org/10.1080/ 15401383.2020.1739583 Chung, R. K., Ray, D. C., Aguilar, E. V., & Turner, K. K. (2023). The multicultural play therapy room: Intentional decision making in selecting play therapy toys and materials. International Journal of Play Therapy, 32(4), 197-207.
https://doi.org/10.1037/pla0000203
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Davis, E. S., Babel, K. H., Davis, A. P. (2022). The use of aggressive toys in schools: Insights and experiences of school-based play therapists. International Journal of Play Therapy, 31(3), 184-195.
https://doi.org/10.1037/pla0000174
Davies, E. S., Norton, A., & Chapman, R. (2020). Counselors-in-training perceptions of using music for theoretical conceptualization training. Journal for Creativity in Mental Health Counseling, 15(4), 443-456.
https://doi.org/10.1080/15401383.2020.1731041
Fall, K. A., Holden, J. M., & Marquis, A. (2017). Theoretical models of counseling and psychotherapy (3rd ed.). Routledge.
Halbur, D. A., & Halbur, K. V. (2019). Developing your theoretical orientation in counseling and psychotherapy (4th ed.). Pearson Education.
Landreth, G. L. (2023). Play therapy: The art of the relationship (4th ed.). Routledge.
Murdock, N. L., & Wang, C. D. C. (2012). Theories of counseling: If you don’t have a map you might get lost. In D. Perera-Diltz & K. MacCluskie (Eds.), The counselor educator’s survival guide: Designing and teaching outstanding courses in community mental health counseling and school counseling (pp. 135-150). Routledge.
K. J. O’Connor, C.E. Schaefer, & L. D. Braverman (Eds.)., Handbook of play therapy (2nd ed., pp. 3-16). Wiley. Stewart, A. L., & Crenshaw, D. A. (2016). Play therapy: A comprehensive guide to theory and practice. Guilford Publications.
ABOUT THE AUTHORS
Brittany Massengale Houin, PhD, LPC, RPT™, is a counselor educator and assistant professor at Viterbo University. Her work focuses on child-centered play therapy, supervision, and counselor development. She maintains a private practice, supervises counselors-in-training, and researches the impact of play therapy and experiential approaches with children, adolescents, and families.
bdmassengale@viterbo.edu
Kimberly Hagmann, MS, LPC-IT, is an early- career counselor and doctoral student in counselor education. She provides play therapy with children and families and is currently working toward her Registered Play Therapist credential.
khagma82268@viterbo.edu
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