Fifteen Effective Play Therapy Techniques

Abstract

A plethora of innovative play therapy techniques have been developed in recent years to implement the therapeutic powers of play. The purpose of this article is to concisely describe 15 techniques that are effective, enjoyable, inexpensive, and easy to implement. Included in the description of each technique are the therapeutic rationale, materials needed, step-by-step implementation guide, and applications. The techniques selected are appropriate for 4-12-year-old children and cover an extensive array of play approaches (e.g., art, fantasy, sensorimotor, and game play). The chosen techniques address several pertinent presenting problems such as anxiety, depression, impulsivity, distractibility, and noncompliance.

Full text

Fifteen Effective Play Therapy Techniques
Tara M. Hall
Fairleigh Dickinson University Heidi Gerard Kaduson
Play Therapy Training Institute
Charles E. Schaefer
Fairleigh Dickinson University
A plethora of innovative play therapy techniques have been developed in recent years to implement the
therapeutic powers of play. The purpose of this article is to concisely describe 15 techniques that are
effective, enjoyable, inexpensive, and easy to implement. Included in the description of each technique
are the therapeutic rationale, materials needed, step-by-step implementation guide, and applications. The
techniques selected are appropriate for 4–12-year-old children and cover an extensive array of play
approaches (e.g., art, fantasy, sensorimotor, and game play). The chosen techniques address several
pertinent presenting problems such as anxiety, depression, impulsivity, distractibility, and noncompliance.
For over 60 years, play therapy has been a well-established and
popular mode of child treatment in clinical practice. One reason
play therapy has proven to be a particularly useful approach with
children is that they have not yet developed the abstract reasoning
abilities and verbal skills needed to adequately articulate their
feelings, thoughts, and behaviors. For children, toys are their
words, and play is their conversation.
Play therapy can be defined as an interpersonal process wherein
a trained therapist systematically applies the curative powers of
play (e.g., relationship enhancement, role-playing, abreaction,
communication, mastery, catharsis, attachment formation, etc.) to
help the clients resolve their current psychological difficulties and
help prevent future ones. Play therapy techniques specify how to
use the play materials so as to effectively implement the therapeu-
tic powers of play (Schaefer, 1993).
The purpose of this article is to describe 15 clinically useful play
therapy techniques. Previously published reports have been sim-
plified and condensed so as to highlight practical “how-to” infor-
mation in a clear, concise format. A more complete description of
each technique is found in the original publications.
The selection of techniques for this article was guided by three
main criteria: (a) to include an extensive variety of play ap-
proaches (e.g., sensorimotor, art, fantasy, and game play), (b) to
focus on techniques appropriate for 4–12-year-old children, and
(c) to present techniques that are enjoyable, inexpensive, and easy
to implement. The goals of the chosen techniques include helping
children become aware of and express their feelings; manage
anger; improve self-control; reduce fear, anxiety, and depression;
increase empowerment; and enhance problem-solving skills.
We do not intend this article to be viewed as a “cookbook”
approach to play therapy. Rather, it is geared to providing the
reader with a sample of the array of useful play techniques that
exist. It is not expected that all techniques will work for all
children. Selection for a particular case should be guided by play
therapy theories and based on a thorough assessment of the indi-
vidual client. Additionally, it should be noted that outcome re-
search indicates that therapeutic gains are maximized when the
parents are involved in treatment and when an optimal number of
sessions are provided (Ray, Bratton, Rhine, & Jones, 2001). We
encourage readers to use this article as a springboard for the
development of their own creative techniques.
The Feeling Word Game
Therapeutic Rationale
Often children have difficulty verbalizing their feelings when
directly questioned, either because they are guarded or they do not
connect with those feelings they find most threatening. When
involved in playing a game, children’s defenses are reduced, and
they are more likely to talk about their feelings. The Feeling Word
Game (by Heidi Kaduson; for details, see Kaduson & Schaefer,
1997, pp. 19–21) allows children to communicate their feelings in
an enjoyable, nonthreatening manner.
Description
Materials needed: eight 4 ⫻6-in. pieces of paper, a marker, and
a tin filled with poker chips.
TARA M. HALL is a doctoral candidate in clinical psychology at Fairleigh
Dickinson University. She is currently an intern at Saint Luke’s–Roosevelt
Hospital in New York City.
HEIDI GERARD KADUSON received her PhD in clinical psychology in 1993
from Fairleigh Dickinson University. She is in independent practice and is
codirector of the Play Therapy Training Institute in Hightstown, NJ.
CHARLES E. SCHAEFER received his PhD in clinical psychology in 1967
from Fordham University. He is a professor of psychology at Fairleigh
Dickinson University and cofounder of the Association for Play Therapy.
His research interests focus on investigating positive psychology topics,
including creativity, play, humor, and laughter.
CORRESPONDENCE CONCERNING THIS ARTICLE should be addressed to Charles
E. Schaefer, 540 Scarsdale Road, Yonkers, New York 10707. E-mail:
SchaeferCE@aol.com
Professional Psychology: Research and Practice Copyright 2002 by the American Psychological Association, Inc.
2002, Vol. 33, No. 6, 515–522 0735-7028/02/$5.00 DOI: 10.1037//0735-7028.33.6.515
515

The therapist sits at the same level as the child and introduces
the activity to the child by saying, “We are going to play a game
called the Feeling Word Game. First, I want you to tell me the
names of some feelings that a boy or girl who is [age of the child]
years old has.”The therapist writes each of the child’s feeling
words on a separate piece of paper. If the child cannot read, the
therapist should also draw a face representing the feeling. If the
child does not provide the names of all of the feelings required to
explore the presenting problem, the therapist should suggest it.
Once all of the feelings are written on individual pieces of paper,
the therapist lines them up in front of the child and says, “Here are
all of the feeling words. I have in my hand a tin of ‘feelings’[poker
chips]. I am going to tell a story first, and then I will put down the
feelings on these words.”
The therapist tells a story about himself or herself, being sure to
devise a story that includes both positive and negative feelings. At
the completion of the story, the therapist places poker chips on
each appropriate feeling. The amount on each should vary, thereby
showing the child that a person can have more than one feeling at
the same time, as well as different amounts of each feeling. Next,
the therapist tells a nonthreatening story about the child, allowing
for both positive and negative feelings. The child is given the tin
of “feelings”and told to put down what she or he might feel under
those circumstances. The child then tells the next story for the
therapist to put down his or her feelings. This continues until the
major issues of the presenting problem are discussed.
Applications
The Feeling Word Game can be successfully used with all
children, including those with conduct problems, attention-deficit/
hyperactivity disorder (ADHD), or anxiety problems. This tech-
nique is a fun and nonthreatening way for therapists to discuss and
question issues that are generally too intimidating for the child to
communicate about directly.
Color-Your-Life
Therapeutic Rationale
Color-Your-Life (O’Connor, 1983) provides children with a
nonthreatening, concrete method of understanding and discussing
various affective states. It is critical for children to develop certain
skills to successfully manage their affect. Specifically, children
need to develop an awareness of numerous affective states, the
ability to relate those states to their environmental events, and the
skill to verbally express these feelings in an appropriate manner.
Description
Materials needed: a coloring instrument (i.e., crayons, colored
pencils, paint, or chalk) and white paper.
The therapist begins by asking the child to create various color–
feeling pairs. For example:
Therapist: Can you tell me what feeling might go with the color
red?
Child: I don’t know.
Therapist: Think of a time when people scrunch up their faces and
get very red.
Child: Oh, when they get mad!
Therapist: Good job. Many people think that the color red matches
being angry.
This type of verbal interplay would occur for each color–feeling
pair as follows: red–angry, purple–rage, blue–sad, black–very sad,
green–jealous, brown–bored, gray–lonesome, yellow–happy,
orange–excited. The therapist should make sure that the child
describes each feeling in as concrete terms as possible. After the
color–feeling pairs are established, the child is provided with a
blank paper and told to fill the paper with the colors to show the
feelings that they have had throughout their lives. The child may
complete the drawing in whatever way she or he chooses, using
geometric shapes, designs, and so forth. Once the child clearly
understands the task, the therapist limits his or her talking and
encourages the child’s discussion of the picture. The focus of the
discussion might be on various life events or on the relative
quantity of the assorted colors. If the technique is used with a
group, the children will often naturally compare drawings, and a
lively conversation will ensue.
Applications
Color-Your-Life is suitable for all children between 6 and 12
years of age. The basic requirement is that the children are able to
recognize and name colors as well as various affective states. The
technique can be used in an individual or a group format. It is
helpful to use the technique at several points throughout the
therapy in order to examine what change has occurred. The tech-
nique can be altered to have the children discuss, in a nonthreat-
ening way, their feelings over the past week or during a particu-
larly stressful time in their lives (e.g., death of a family member,
divorce, move, etc.)
The Pick-Up-Sticks Game
Therapeutic Rationale
The Pick-Up-Sticks Game (by Barbara McDowell; see Kaduson
& Schaefer, 1997, pp. 145–149) was designed to facilitate affec-
tive expression in children. The technique is a fun way for children
to express their feelings and pair various affective states with
environmental events in a game context. In order for the Pick-Up-
Sticks Game to be successful, the children must already be familiar
with color–feeling pairs. One way to introduce them to this is by
first playing Color-Your-Life, described above.
Description
Materials needed: commercially available Pick-Up-Sticks
Game.
The therapist begins by reviewing the color–feeling pairs with
the child, either verbally or by playing Color-Your-Life. Next, the
therapist explains how Pick-Up-Sticks is usually played; most
children are already familiar with the rules. Either the therapist or
the child holds the sticks in their fist and then drops them on the
table. The goal of the original version of the game is for the
516 HALL, KADUSON, AND SCHAEFER

individual to remove a stick without moving any of the other
sticks. The players take turns removing the sticks. A turn is ended
when the player accidentally moves one of the other sticks. The
player who has the most sticks at the end of the game wins. The
therapist then adds the new rule for the adapted version. Each time
players remove a stick, they must tell about a time when they had
the feeling associated with the color of the stick. When it is the
therapist’s turn, rather than disclosing personal information, it is
often helpful for responses to be tailored to the specific needs of
the child. A small number of passes can also be incorporated in the
play so that the child will have some control over the feelings that
she or he expresses. This game allows many opportunities for
interpretation. The therapist can interpret the color of sticks that
the children choose and the colors that they avoid, as well as their
overall affect and conduct during the game.
Applications
The adapted version of the Pick-Up-Sticks Game is applicable
for 6–12-year-old children. This technique can be used in an
individual or a small group format. The task requires the child to
have adequate verbal skills and concentration as well as awareness
of color–feeling pairs. This game may be particularly successful
with children who are competitive, because their desire to win will
compel them to pick up sticks with a feeling/color they would
normally avoid.
Balloons of Anger
Therapeutic Rationale
It is crucial to help children understand what anger is and how
to release it appropriately. Balloons of Anger (by Tammy Horn;
see Kaduson & Schaefer, 1997, pp. 250–253) is an enjoyable,
effective technique that provides children with a visual picture of
anger and the impact that it can have upon them and their envi-
ronment. It allows the children to see how anger can build up
inside of them and how, if it is not released slowly and safely,
anger can explode and hurt themselves or others.
Description
Materials needed: balloons.
First, the child blows up a balloon, and then the therapist helps
tie it. Second, the therapist explains that the balloon represents the
body, and that the air inside the balloon represents anger. The
therapist asks the child, “Can air get in or out of the balloon?”
“What would happen if this anger (air) was stuck inside of you?”
“Would there be room to think clearly?”Third, the therapist tells
the child to stomp on the balloon until it explodes and all of the
anger (air) comes out. Fourth, the therapist explains that if the
balloon were a person, the explosion of the balloon would be like
an aggressive act (e.g., hitting a person or object). The therapist
asks the child if this seems like a safe way to release anger.
Next, the child blows up another balloon, but instead of tying it,
the child pinches the end closed. The therapist tells the child to
slowly release some of the air and then pinch it closed again. (The
child will love the noise that the air makes as it slowly seeps out.)
The therapist asks the child, “Is the balloon smaller?”“Did the
balloon explode?”“Did the balloon and the people around the
balloon stay safe when the anger was released?”“Does this seem
like a safer way to let the anger out?”At the end of the activity, the
therapist again explains that the balloon represented anger. By
talking about what makes us angry and by finding ways to release
the anger appropriately, the anger comes out slowly and safely.
The therapist reminds the child that if he or she allows anger to
build up inside, it can grow and explode and possibly harm the
child or someone else. The therapist then discusses various anger-
management techniques.
Applications
Balloons of Anger is effective for aggressive children who have
difficulty controlling their anger and for withdrawn children who
internalize their anger instead of expressing it. This technique can
be used in an individual or a group format. Bottle Rockets, by Neil
Cabe (see Kaduson & Schaefer, 2001, pp. 282–284), is a variation
of this technique that uses exploding canisters to demonstrate what
occurs when anger is not released slowly and safely.
The Mad Game
Therapeutic Rationale
The Mad Game (by Patricia Davidson; see Kaduson & Schaefer,
1997, pp. 224–225) was designed to show children that anger is a
common, acceptable feeling, and it allows children to verbally and
kinesthetically express their anger.
Description
Materials needed: cardboard, wooden, or plastic blocks.
The therapist divides the blocks evenly between himself or
herself and the child, with the instructions that each person will
place a block atop the previous one when it is his or her turn. They
alternate turns, each time expressing something that makes him or
her angry or something that is not fair. All statements are accept-
able, from silly to serious. The therapist begins by bringing up
fairly benign issues that the child has and progresses to specific
issues of therapeutic concern. For example, “It makes me angry
when adults hit children”(abuse). Once all of the blocks are
stacked, the child is asked to think of one thing that makes him or
her really angry, to make a “mad face,”and to knock down the
blocks.
Applications
The Mad Game can be used in an individual or a group format.
This technique can be slightly altered to express feelings other than
anger, such as sadness or anxiety. For example, “I feel sad
when...”Furthermore, the therapist can write down each angry
statement on separate Post-it notes and have the child stick the note
to each corresponding block, thus providing the therapist with a
record of what was said during the session.
Beat the Clock
Therapeutic Rationale
Beat the Clock (by Heidi Kaduson; see Kaduson & Schaefer,
1997, pp. 139–141) was designed to increase children’s self-
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EFFECTIVE PLAY THERAPY TECHNIQUES

control and impulse control. The goal of this game is for the child
to resist distraction, remaining on task and focused for a specified
period of time. When the child successfully completes this task,
she or he receives poker chips, which can be cashed in for a prize.
When the child is successful at the game, the child is filled with a
sense of competence and accomplishment.
Description
Materials needed: kitchen timer, poker chips, drawing materi-
als, blocks, and easy reading books.
The therapist introduces the activity to the child by saying, “We
are going to play the game Beat the Clock. First I will give you 10
poker chips. Here are some blocks. I am going to set the timer
for 10 minutes. During that time, you are to build a tower with the
blocks and not be distracted by anything around you. If you look
up from your activity, you will pay me one chip. Each time you get
distracted, ask me a question, or do anything except build the
tower you will have to pay me one chip. Do not stop building until
you hear the timer go off. If you are able to stay on task for the
entire 10 minutes, then I will give you another 10 chips. After you
have 50 chips, you can pick anything you want from the Treasure
Box [a box of inexpensive toys purchased in advance]. On your
mark, get set, go.”
The therapist remains quiet for the first few minutes and then
creates some distractions. The goal of the activity is to get the child
to stay on task no matter what is happening in or out of the room.
The child will be very motivated to earn the 50 chips and pick a
prize. The therapist should increase the time by 5 min each time a
50-chip prize is attained. Eventually, many children are able to
stay on task for the entire session.
Applications
Beat the Clock can be used in an individual or a small group
format. This technique is useful for any child who has impulse-
control problems (e.g., children with ADHD). Swanson and Casar-
jian (2001) described a comparable version of Beat the Clock in
which the child is engaged in school-based activities. Common
techniques that have a similar goal include Statue (i.e., the child is
to remain motionless) and Make Me Laugh (i.e., the therapist tries
to make the child laugh and vice versa).
The Slow Motion Game
Therapeutic Rationale
It is well known that children learn best by doing. The Slow
Motion Game (by Heidi Kaduson; see Kaduson & Schaefer, 2001,
pp. 199–202) was designed to have children actively practice
self-control over their movements in a playful group context.
Description
Materials needed: stopwatches for each child, cards (see be-
low), dice, poker chips, paper, and coloring materials.
To begin, the therapist introduces the concept of self-control,
discussing how it is very difficult to maintain self-control when we
are moving too fast. Next, the children are asked to illustrate what
fast moving looks like. Once it is clear that the children understand
the concept of self-control, each child is given a stopwatch. In the
center of the table are cards created by the therapist with various
scenes that the children must act out in slow motion. For example,
playing soccer, doing jumping jacks, or taking a math test. The
children are instructed to roll the die to see who goes first. The
highest number goes first, and that child picks a card and goes to
the front of the room with the therapist. The therapist tells the
group what that child is going to do in “very slow motion.”On the
count of three, all of the children start their stopwatches. Every
10 s, the group reports to the child performing the task how much
time has passed. When the child has reached a full minute, the
group yells “Stop.”Having successfully completed the task, the
child receives a poker chip. Then the next child (working in a
clockwise direction) picks a card and the game starts again. Once
each child has had a turn, the time is increased to 2 min, and the
second round begins. At the end of the second round, each player
will have two chips each, and a snack or treat is provided as a
reward. The therapist can also give each child a certificate for
“Achievement in Slow Motion.”
Applications
The Slow Motion Game is successful with any group of children
that has difficulty maintaining self-control. Also, common board
games can be effectively used to increase children’s self-control.
For example, Jenga, Operation, Perfection, and Don’t Break the
Ice.
Relaxation Training: Bubble Breaths
Therapeutic Rationale
Bubble Breaths (by Neil Cabe; see Kaduson & Schaefer, 2001,
pp. 346–349) is an extremely useful and concrete relaxation tech-
nique designed to teach children deep and controlled breathing
while helping them become aware of their own mind–body con-
nections. Bubble blowing is fun, inexpensive, and allows non-
threatening interactions between the child and therapist.
Description
Materials needed: bubbles (either commercial or homemade).
The therapist begins by filling the room with bubbles; most
children will immediately begin to pop them as they fall. After a
few minutes, the children are asked to blow only one big bubble.
The therapist teaches the children to take deep breaths from the
stomach and slowly exhale. Next, the therapist explains to the
children that when they become angry or anxious, the brain wants
more air, but the lungs are working too hard being upset to provide
it. However, if they breathe deeply, their brain will tell their heart
to slow and the lungs will work better. The therapist then tells the
children that if they take bubble breaths when they start to become
angry, nervous, or tense, they can often prevent angry behaviors
from happening.
Applications
Bubble Breaths can be used in an individual or a group format.
It is a simple, inexpensive technique that is extremely engaging
518 HALL, KADUSON, AND SCHAEFER

and nonthreatening. This technique is especially useful in reducing
anger, anxiety, or tension in children.
Worry Can
Therapeutic Rationale
Children often worry about numerous things that they keep
bottled up inside. These worries may be the root of some of their
presenting problems, such as fears, peer conflict, temper tantrums,
and separation anxiety. Worry Can (by Debbie S. Jones; see
Kaduson & Schaefer, 1997, pp. 254–256) is an effective method
for helping children to identify and then discuss their worries with
an adult and/or other children.
Description
Materials needed: a reclosable can, colored paper, markers,
glue, and scissors.
First, the therapist cuts a strip of paper large enough to com-
pletely cover the can. The therapist then asks the child to draw or
write “scary things”on one side of the paper strip and to color it
with markers. Next, the strip is glued to the can, and the lid is put
on the can. A slot large enough for a slip of paper to fit through is
cut in the top of the can. The child is instructed to write down his
or her worries on separate pieces of paper and then to place the
strips of paper into the can. The child should then share some
worries with the therapist or with other children if the activity is
conducted in a group.
Applications
Worry Can may be used in an individual or a group format. It
can be adapted to be used as an Anger Can or as a Sad Can. A
variation of this technique is The Garbage Bag Technique (by
Heidi Kaduson; see Kaduson & Schaefer, 2001, pp. 3–7). Two
brown sandwich bags may be used as garbage bags—one for
garbage from home and one for garbage from school. The child is
instructed to decorate the garbage bags and then place three strips
of paper, each with a separate problem, in each bag. The following
session, the child picks out a piece of garbage to play out in
miniatures or in role-playing. Often children will develop their
own solutions to their problems. If this does not occur, the thera-
pist should be directive and intervene with suggestions in the
context of the play. The therapist needs to keep the play in the third
person so as to allow the child to maintain enough distance from
the problem in order to solve it.
Party Hats on Monsters
Therapeutic Rationale
Party Hats on Monsters (by David A. Crenshaw; see Kaduson &
Schaefer, 2001, 124–127) is a drawing strategy designed to enable
children to gradually face their fears in a nonthreatening, enjoyable
manner. Most children find it more comfortable to express their
fears through drawing as opposed to verbalizing them. Further-
more, children find it reassuring when they are not required to face
their worst fear or anxiety immediately. By experiencing step-by-
step success facing the feared object, the children’s confidence and
sense of mastery are increased.
Description
Materials needed: paper and drawing instruments (i.e., crayons,
markers, paints, chalk, etc.).
The therapist begins by instructing the child to draw something
that makes him or her feel happy or safe, such as a favorite
activity. After the child completes the drawing, the therapist en-
gages the child in a relaxing conversation about what was drawn.
Next, the therapist asks the child to draw something that scares him
or her just a little. The therapist then tells the child to change the
drawing in a way that will make the feared object (e.g., a monster)
seem less scary. For example, the child could shrink the monster,
put a party hat on him, draw a superhero who turns the monster
from mean to nice, and so on. Either while the child is modifying
the drawing or after, the therapist remarks, “It is amazing how
many children realize that when they change the picture on paper
to make it less scary, they also change the picture in their head so
that they are no longer frightened.”The therapist continues over
time creating a hierarchy of the child’s fear.
Applications
This technique is appropriate for preschool and school-age
children. Although it is beneficial for helping children face their
common fears, it is especially effective for children who have
anxiety disorders. This technique can be slightly altered by pro-
viding children with the option of sculpting their fears in clay.
A similar technique designed specifically to help children mas-
ter their nightmares is Draw Your Bad Dream, developed by
Nancy Boyd Webb (see Kaduson & Schaefer, 2001, pp. 159–162).
Often children reduce their fears simply by the act of drawing the
nightmare because it gives them a sense of control and mastery
over it. First, the children draw the scary part of the dream. The
therapist then validates the children’s fear and asks them how they
would like to destroy the scary part of the dream. For example,
they may decide to rip the paper into shreds, lock it in a filing
cabinet so that it cannot get out, or scribble all over it in black so
that it can no longer be seen. The children can also be asked to
draw a happy, peaceful, “replacement”dream to bring home and
hang near their beds.
Weights and Balloons
Therapeutic Rationale
A common challenge in therapy is making abstract therapeutic
constructs understandable, meaningful, and concrete to children.
Techniques that are enjoyable and “hands-on”are an ideal way to
teach children these complex concepts. Weights and Balloons (by
Celia Linden; see Kaduson & Schaefer, 2001, pp. 115–117) is an
easy, effective technique for teaching children the somewhat com-
plicated cognitive–behavioral theory of depression.
Description
Materials needed: a dozen helium balloons, paper and pen, and
some type of weight (e.g., rocks, blocks, etc.).
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The therapist and the child create a list of negative and positive
thoughts that the child has about a specific situation or in general.
The lists are kept separate by either putting them on separate sheets
of paper or placing them in different columns. After the comple-
tion of the lists, the therapist explains how negative thoughts feed
the feelings of depression and weigh us down. However, positive
thoughts lift our spirits and help us to feel good. The therapist then
explains how our thoughts directly influence our feelings and how
we can change the way that we feel by altering our thoughts.
Following the explanation, the therapist assigns each negative
thought a weight and each positive thought a balloon. The therapist
then demonstrates how it feels to hold each of the objects. The
child then holds each of the objects to get a sense of the physical
sensation. For an older child, the weights can be incremental to
represent more damaging thoughts. The therapist has the child hold
all of the weights and walk around the room with them. This helps
the child see how holding onto one’s negative thoughts weighs one
down. When the child is told to put the negative thoughts (weights)
down, the child can see how it feels not to carry around all that
weight anymore. Next, the therapist discusses the “weightlessness”
of the positive thoughts and teaches the child how positive
thoughts are helpful.
Applications
Weights and Balloons is an inexpensive technique that trans-
forms a complex idea into something concrete and understandable.
This technique is particularly useful for children who are de-
pressed; however, it is useful with all children to illustrate the
effect that thoughts have on feelings.
The Power Animal Technique: Internalizing a Positive
Symbol of Strength
Therapeutic Rationale
Children who are referred for therapy often have low self-
esteem, ineffective problem-solving skills, and difficult relation-
ships with peers and adults. Therefore, primary therapeutic goals
often include improving the child’s positive sense of self and
increasing his or her coping skills. However, it is often difficult for
children to articulate what strengths they wished they had or what
attributes would help them cope more effectively. The Power
Animal Technique (by Deborah A. Hickey; see Kaduson &
Schaefer, 2001, pp. 451–454) provides children with an imagina-
tive and enjoyable method of internalizing those strengths and
attributes that they desire.
Description
Materials needed: pictures of a large variety of animals, clay,
and drawing materials.
The therapist shows the child pictures of a large variety of
animals and asks the child to choose one that appeals to him or her.
The therapist then asks the child to construct the chosen animal in
clay or to make a mask with the animal face on it. The therapist
follows the child’s lead. Eventually, the therapist will ask the child
to imagine what the animal might do in certain situations and how
it might solve a specific problem. By regularly consulting with the
animal, the therapist will help the child move deeper into an
internalization of the strengths and attributes the child projects
onto the animal.
Applications
The Power Animal Technique is useful with any child who
might profit from a positive introject. A similar technique is
Shazam, by Donna Cangelosi (see Kaduson & Schaefer, 2001, pp.
455–457). The child is provided with a variety of art supplies and
asked to create a “messenger”(i.e., an animal, an alien, a therapist,
a cartoon character, etc.) small enough to fit on his or her shoulder,
which will help the child solve problems. The child is told that this
messenger is invisible to everyone but him or her and the therapist.
The messenger remains with the child at all times to remind the
child about available options for handling various problems. Even-
tually, the child internalizes the messenger.
A second comparable technique is Super Me, by Emily Nick-
erson (see Kaduson & Schaefer, 2001, pp. 25–28). The child
describes those qualities that she or he would give to a superhero.
The child then creates this superhero artistically, and the therapist
tells a story of the child and the superhero solving a problem
together. Again, the goal is for the child to internalize the strengths
of the superhero. Nickerson uses this technique as a way to
facilitate the termination process.
Using a Puppet to Create a Symbolic Client
Therapeutic Rationale
Puppets serve a crucial role in play therapy. Frequently, children
project their thoughts and feelings onto puppets. In this way,
puppets allow children the distance needed to communicate their
distress. Furthermore, the puppets serve as a medium for the
therapist to reflect understanding and provide corrective emotional
experiences in the context of the children’s play. Most children
naturally project their experiences onto the puppets. However,
some children are too fearful and withdrawn to become involved in
any aspect of therapy. By using the puppet as a symbolic client (a
game created by Carolyn J. Narcavage; see Kaduson & Schaefer,
1997, pp. 199–203), the therapist is able to engage these children
and overcome resistance. The creation of the symbolic client
removes the focus from the child, thereby increasing the child’s
comfort level and allowing him or her to remain at a safe emo-
tional distance.
Description
Materials needed: puppets.
Once the therapist recognizes that the child is frightened, the
therapist might show the child a puppet, remark that it is fright-
ened, and reassure it of its safety. Next, the therapist should enlist
the help of the child in comforting the puppet. By completing these
few simple steps, the therapist has achieved three essential goals:
The therapist has (a) responded and empathized with the child’s
feelings in a nonthreatening manner, (b) begun the child’s partic-
ipation in therapy, and (c) started fostering a positive therapeutic
relationship with the child. The puppet often becomes a safety
object for the child throughout therapy.
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Applications
This technique is particularly effective for any child between 4
and 8 years of age who is anxious or withdrawn in the beginning
stages of therapy. A variation of this technique would be to have
the puppet present with the same problem as the child and to enlist
the child’s help in brainstorming solutions to solve the puppet’s
problem.
Broadcast News
Therapeutic Rationale
It is much easier for children to play out their problems than
discuss them. Furthermore, children are better able to solve their
own problems when they can distance themselves from them.
Broadcast News (by Heidi Kaduson; see Kaduson & Schaefer,
2001, pp. 397–400) is an enjoyable, nonthreatening technique that
enhances children’s verbalization and problem-solving skills.
Description
Materials needed: video camera (optional), telephone, paper,
table, and chairs.
First, the therapist introduces Broadcast News as a television
news program starring the therapist and the “expert”(the child).
Second, the therapist reports the news that will be covered; the
child can add any news stories she or wants as long as it follows
the theme of the program. Third, the therapist introduces the first
news story, and restates that the child is the expert for the day.
Fourth, following the completion of the introduction of the first
story, the therapist states that there is a caller on the phone with a
question for the expert. The therapist changes his or her voice to
pretend to be the caller. All calls that are received pertain to the
child’s presenting problems. However, the caller’s child should
always be younger than the client. Fifth, the child answers all
questions as the expert, thereby solving his or her own problems.
If the child is unable to find an answer to a call, the therapist can
direct the child to a puppet, the wizard, or any other source for
consultation. The therapist is then able to help the child with
generating solutions to the problems. The therapist can provide the
family with a copy of the videotape if it would be of benefit.
Applications
Broadcast News is an extremely useful technique for highly
verbal children 6 years of age and older. Children who are very
outgoing will find this an easy activity, whereas children who are
withdrawn or anxious may have some difficulty. Puppets can be
used if the therapist thinks that the child needs more distance from
his or her problems. A variation of this technique is to have a talk
show where the child is the host. The therapist is the guest and
guides what “issues”she or he is going to discuss.
A technique similar to Broadcast News is TV Show Storyboard,
by Loretta Gallo-Lopez (see Kaduson & Schaefer, 2001, pp.
8–10). Prior to the session, the therapist prepares the storyboard by
folding a piece of paper into six equal squares. In each square a
simple TV set is drawn. At the beginning of the session, the
therapist explains to the child that they will be creating the story
for a pretend TV show, using words and pictures from the story-
board. The therapist asks the child to assign a title to the show,
which is then written in the first TV, with a drawing to accompany
it. In the second TV, the therapist can help introduce the show by
writing something like, “Hello everyone! Welcome to the Sam
Show. In today’s episode...”The child should fill in the blank.
The child then creates the story, with the guidance of the therapist
if needed. If writing is difficult for the child, the therapist should
offer to write in the words in order to reduce anxiety. For a child
who is particularly resistant or hesitant, the therapist can create a
fill-in-the-blank story. This technique allows children to explore
significant issues while providing them with crucial emotional
distance and structure.
The Spy and the Sneak
Therapeutic Rationale
The Spy and the Sneak (by Bria Bartlett-Simpson; see Kaduson
& Schaefer, 1997, pp. 163–164) was designed to transform nega-
tive family interactions into positive ones, which would increase
the family members’enjoyment of each other and improve their
self-esteem. Parents begin to see many of their children’s positive
qualities and start to reward the good behavior. Children realize
that they get more attention by acting in a positive manner than in
a negative one.
Description
Materials needed: None.
The therapist meets first with the child and discusses sneaky
positive behaviors that the child can do to surprise his or her
parent. The child is told that he or she is a “sneak”and the parent
isa“spy”who is going to try to discover what the sneak did.
Together the therapist and child brainstorm three to five good
behaviors, related to the treatment goals, for the child to accom-
plish the next week. The therapist then invites the parent into
session and informs the parent of the plan and explains the role of
the spy. The parent is to write down all of the good behavior that
the child engages in for the week. The parent and child are
instructed not to discuss the findings with each other. The next
session, the therapist meets with the parent and child again and
discusses what happened. The therapist should facilitate a discus-
sion of how the child and parent feel when the child engages in
these positive behaviors. The game should last for several sessions.
Often, the parent will notice more positive behavior than the child
planned. The child enjoys the positive attention that he or she
receives as well as surprising his or her parent.
Applications
The Spy and the Sneak is a fun, engaging technique that in-
volves no cost but results in huge therapeutic gains. This technique
is excellent to use with any family that is experiencing negative
interactions. After the family has engaged in the technique for a
few weeks, the therapist may choose to instruct the parent and
child to switch roles, with the child becoming the spy and the
parent becoming the sneak.
Conclusion
The techniques described represent only a fraction of the cre-
ative play therapy strategies that are currently being employed by
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EFFECTIVE PLAY THERAPY TECHNIQUES

child therapists across the country. The greater the number of play
techniques that therapists have in their therapeutic toolbox, the
better the likelihood that they will select the right tool for healing
an individual child. In recent years, the development of innovative
play therapy techniques has matched the significant gains made in
play therapy theory and research. Still, the creative potential of
play therapists remains largely untapped.
References
Kaduson, H., & Schaefer, C. (Eds.). (1997). 101 favorite play therapy
techniques. Northvale, NJ: Jason Aronson.
Kaduson, H. G., & Schaefer, C. (Eds.). (2001). 101 more favorite play
therapy techniques. Northvale, NJ: Jason Aronson.
O’Connor, K. (1983). The Color-Your-Life Technique. In C. E. Schaefer &
K. J. O’Connor (Eds.), Handbook of play therapy (pp. 251–258). New
York: Wiley.
Ray, D., Bratton, S., Rhine, T., & Jones, L. (2001). The effectiveness of
play therapy: Responding to the critics. International Journal of Play
Therapy, 10(1), 85–108.
Schaefer, C. E. (Ed.). (1993). The therapeutic powers of play. Northvale,
NJ: Jason Aronson.
Swanson, A. J., & Casarjian, B. E. (2001). Using games to improve
self-control problems in children. In C. E. Schaefer & S. E. Reid (Eds.),
Game play: Therapeutic use of childhood games (pp. 316–327). New
York: Wiley.
Received June 12, 2001
Revision received February 11, 2002
Accepted July 18, 2002 䡲
522 HALL, KADUSON, AND SCHAEFER