Play therapy interventions are critical elements of providing responsive services within the
context of comprehensive school counseling programs. However, many school counselors are
not trained in the use of play therapy techniques during their graduate training programs as Play
Therapy is not a required course based on standards set by the Council for Accreditation of
Counseling and Related Education Programs (CACREP) (2009). Indeed, while there are over
400 school counseling programs in the U. S., there are only 11 certified play therapy training
centers. Even more critically, school counselors may not know which play therapy approaches
and interventions are evidence-based for specific childhood concerns (e. g., selective mutism,
social skills deficits, parent deployment).
Play therapy is a structured, theoretically-based approach to counseling that builds on the
normal communicative and learning processes of children as they may not have developed the complexities of language to accurately
express their concerns (Carmichael, 2006; Gil, 1991; Landreth, 2002; O'Connor & Schaefer, 1983). Further, children who are most in
crisis may be the ones who need play concepts integrated in counseling; yet, many school counselors are unprepared to provide these
vital resources. The focus of this book is on various play techniques and the application of various play therapy theories (i. e., Child
Centered Play Therapy, Solution Focused Play Therapy, Cognitive Behavioral Play Therapy) within comprehensive school counseling
programs, addressing various childhood concerns, prevention and intervention. Each chapter offers vignettes, a literature review of a
specific childhood concern (e.g., homelessness, separation anxiety), pragmatic interventions for the school environment, and a case
study to demonstrate application of techniques.
