A little bit about Non Directive Play Therapy
Non Directive Play Therapy is an evidence based counselling method used to help children communicate their inner experiences through the use of toys and play. Using this mode children are supported to work through issues that have affected them enabling them to move forward. While the actual play engaged in is child directed, there is a very structured framework supporting the process of Non-Directive Play Therapy (NDPT). This structure includes the play room, the role of the therapist and the role of parents and carers. Understanding the purpose of this structure will assist parents and carers in supporting their child through the process.
The play room.
The room is of medium size to ensure the room does not feel too large for the child, with materials placed strategically around the walls offering space for free movement. There is a carpeted area for comfort and a waterproof area where the child can be relaxed with messy materials. A toilet is directly accessible from the room.
The toys in the playroom are carefully chosen to enable creativity and exploration, allowing them to be utilised for nurturing, scary, aggressive, expressive, and pretend play. At times children may engage in messy or creative play and so are encouraged to wear older clothes.
The therapist
A pivotal part of the therapy is the trained therapist who creates a safe, free and protected space by being open to and attuned to the child’s needs. During the intake session, the therapist obtains an extensive developmental history and knowledge of the child’s current situation. The therapist explains to the child in developmentally appropriate terms why they have come to therapy. Limits to confidentiality, any playroom rules, and the feedback mechanism is also explained. In the playroom the child may choose to be verbal or nonverbal, with the therapist’s role being to remain linked with the child through appropriate empathetic reflections, enabling the child to feel understood and validated. It is this feeling of being understood and accepted that creates safety for the child, allowing them to explore difficult feelings and issues. During this time the therapist will be aware of what the child is working on (Themes) and where they are in the therapy process (Stages). In some situations related to safety it may be appropriate for the therapist to introduce some psychoeducation to support the child’s function outside the playroom.
Themes
Monitoring themes throughout sessions provides a means to gauge improvement. Themes are areas of play that capture the main issues children express in therapy. Some examples of common themes are loss/grief, mastery/competence, safety and security, aggression and revenge. One of the signs of successful therapy is that themes move from being negative or problem based to more positive and hopeful.
Stages of therapy
Like adults, children will work through beginning, middle and final stages of therapy. The play that the children engage in, behaviours in the playroom and at home and school will all indicate the child’s stage. Often children in the middle stages will need extra one on one time outside of the therapy room as they work through many intense feelings. In the final stages children will be demonstrating behaviours that indicate an improved self-concept at home and at school. At this time parents commonly report improvement or resolution of the issues with which the child originally presented. 
The role of the parent/carer.
While some parents/carers may be directly involved the therapy process (*Child-Parent Relationship Training, CPRT) others may be supporting the child while they attend their individual sessions. This is a crucial role. Parents are encouraged to share with their child why they are going to therapy in a developmentally appropriate non-judgemental way. For example, Joe is 6 years old and his parents and teachers are concerned as he continually hits other children and doesn’t follow directions, his explanation may go something like this: “You know how it is tricky for you to do what Mrs Z and Dad and I ask you and sometimes you forget to use your words when you are angry and upset, we have found someone to help you. Her name is Kerri and she works in a play room to help children that are sad or worried”. It is a good idea to show your child pictures of their therapist and the playroom before their first session to help them relax.
Scheduling of sessions
Stability and consistency is provided by scheduling therapy on the same day of the week and the same time. This is important as children feel some level of control with predictability. The therapist’s responses and the setup of the playroom are also consistently the same. Ideally therapy sessions are set up so that children do not miss out on sports or other activities that they enjoy.
Child-Parent Relationship Training (CPRT) is also referred to as Filial Therapy. Your therapist will discuss if this model is suitable for your situation. One of the many positive things about this model is that the parent/carer will become very familiar with a number of strategies to support their child through challenges.