A Call to Play More

Professional Experience Article

Children's mental health has been a growing concern over the last decade Even more so, following the COVID-19 pandemic, experienced isolation, and adjustments to the structure of academic instruction Families faced growing problems about how their children were coping, the impact of increased social media and screen time, limited social interaction, and the rising depression and suicide rates among youth.

As a play therapist, I found play a valuable tool for building bridges and creating a sense of "normalcy" while working in the school systems both virtually and after re-integration back into the face-to-face model of teaching and learning

The play was a healing modality that offered a non-judgmental and accepting space for a child to be who they were, where they could locate thoughts and feelings through projective activities, as words may have been hard to access.

Play aligns well to a child's developmental and cultural needs. Just the act of play provides opportunities for children to learn about themselves and others collaboratively.

Social-emotional learning is integral to healthy children and correlates to promoting successful mental health outcomes in and out of the classroom

Suppose a child receives 30-45 minutes of interrupted play time weekly to focus on a skill of regulation, a social problem, or identifying emotion with a trusting adult. In that case, the child can go forward throughout their day feeling more at ease and supported in their communities to face bullying (cyberbullying) issues, attention concerns, worry, fear, sadness, and other stressors.

Some other added benefits of play include:

It is safe. Children need to feel safe to address social, emotional, and behavioral concerns within the confounds of a container. Mental Health concerns still face stigmatization, and therapy, more especially play therapy, can provide added stabilization and advocacy around the emotional needs of children within their environments.

It builds confidence. Letting the child lead is part of the play therapy process. They have the autonomy and flexibility to use their time as their heart desires. This experience stimulates creativity, problem-solving, and added tools for communication.

It fosters opportunities for understanding. Play items are intentionally selected to resonate with children so adults can envision their worldviews and see their perceptions clearly. Engaging in play gets you closer to seeing through their eyes, and deeply connecting to their experience.

If you are a parent: Make sure your children play. Yes, at recess or the nearest park. These times are also valuable, but also dedicate specific one-on-one time with your child/children at home.

If you are a therapist working with children: play! It is the most effective tool I have found to connect with young people. Take a continuing education course if you are in the market. Grab a few play items from the dollar store and see if you can put a therapeutic spin on it.

If you are a teacher, you could build a corner in your classroom where you select: building blocks, playdoh, art materials, stress balls, sensory items, books, and games about different emotions or concerns your students face daily Ensure your students know where they are and how they can access them within your classroom.

Consult with a play therapist if you feel a student could benefit from more support from a provider in your school or within your area.

Written By: Ashton Williams-Wiley, LMHC, LPC, Registered Play Therapist

Ashton is a Licensed Mental Health Counselor in Florida and a Licensed Counselor in Virginia She holds a Registered Play Therapist credential and i pursuing a doctorate in Mind-Body Medicine specializing in Integrative Mental Health at Saybrook Univesity Ashton specializes in treating children, teens, and adults with various social and emotional needs Ashton uses play, expressive arts, and other holistic modalities to support expression and healing from anxiety, depression, anger, life adjustment, and behavioral concerns