Play Therapy for Children in Minnesota and Georgia

Young children rarely say, "I have been feeling anxious since we moved." More often, the feeling comes out sideways: a stomachache before school, a meltdown over a small change, a sudden refusal to sleep alone, or a game in which the same scary scene plays out again and again. For children, play is not a break from the real work of understanding their world. It is how that work gets done.

Play therapy appears among the clinical approaches Radiant describes for children and teens, next to art and expressive therapies and cognitive behavioral methods. This page explains what play therapy is, what a session can look like, how caregivers are involved, and how to ask about it. It is general information, not a diagnosis or a treatment plan for your child.

What play therapy is

Play therapy uses play, the natural language of childhood, as the main way a therapist connects with a child. Toys, puppets, drawing materials, building blocks, figurines, storytelling, and sand trays give a child something to say things with when words are not available or feel too big.

A therapist watches for themes and patterns in play, joins in thoughtfully, reflects feelings the child shows, and gently introduces coping skills and new ways of solving problems. The child is not being quizzed or analyzed. The goal is a safe relationship in which they can express, practice, and try out responses that feel manageable.

Play-based work comes in different styles. In more child-led work, the child chooses what to play and the therapist follows. In more directive work, the therapist offers specific activities, for example practicing calming strategies through a game or telling a story about a character facing a similar problem. Many clinicians combine both depending on the child and the goal.

Signs that play-based support may help

Children cannot always explain what is wrong, and every child is different. Caregivers often seek play-based support when they notice:

• Big emotions that seem out of proportion, or difficulty calming down afterward

• Changes in behavior, such as aggression, withdrawal, clinginess, or regression to earlier habits

• Worries about school, separation, or new environments

• Difficulty after a major change such as a move, a separation or divorce, a new sibling, or a loss

• Struggles after a frightening or stressful event

• Trouble making or keeping friends

• Play that repeats the same upsetting themes

• Being reluctant or unable to talk about feelings when asked directly

None of these means something is wrong with your child or with your parenting. They are signals that your child may need help putting feelings into a form they can handle. For a wider view of how Radiant supports young people, see children and teen counseling and the childhood disorders page.

What a session may look like

A first visit usually includes time with the caregiver to understand concerns, history, and goals, and time for the child to get comfortable with the therapist and the materials. Later sessions typically include free or guided play, sometimes a short activity such as drawing feelings or building a "worry box," and a brief check-in with the caregiver about what is going on at home and school.

Sand tray work is one form of play therapy in which children arrange figures and objects in a tray of sand to create scenes. Radiant has a specialty page for sand tray therapy. Art and expressive activities may also be part of sessions, which you can read about on Radiant's art therapy page.

The caregiver's role

Children do not heal in isolation, and play therapy usually works best with caregivers involved. That does not mean you will sit in on every session. A clinician may meet with you separately, share general updates, suggest ways to respond to behavior at home, help you practice calming strategies together, and talk through changes in routine.

Confidentiality with children is handled carefully. Children need to trust that what they play and say will be treated with respect, and caregivers need enough information to support progress. Your clinician should explain at the start what will be shared, what will stay private in the child's play, and when safety concerns require sharing information. If this is unclear, ask.

How play therapy differs from other approaches

Talk-based approaches such as cognitive behavioral therapy rely on a child being able to describe thoughts and feelings in words, which becomes more realistic as children grow. Play therapy meets children where they are developmentally. The two are not opposites. A clinician may use play to help a child learn skills that cognitive behavioral approaches teach, and as children get older, the balance often shifts toward conversation. Older children and teens may prefer activities such as drawing, games, or music to help conversation start, and clinicians sometimes adapt play-based methods for them.

Play therapy is not a diagnostic evaluation, a school accommodation process, or a replacement for a medical or developmental assessment. If you are concerned about development, learning, or behavior that may need a formal evaluation, a therapist can help you think through next steps and referrals.

Play therapy by telehealth or in person

In-person visits happen at the Minneapolis clinic and the Atlanta office. For families elsewhere in the two states, telehealth runs on the secure TherapyIQ platform.

Telehealth can work for some children, especially with caregiver support at home. A clinician may use games, drawing, puppets or toys the child has at home, and storytelling over video, and may coach a caregiver to take part. It may not suit every child or every concern, particularly with very young children, limited private space, or situations where hands-on materials matter most. Ask the registration team what format is likely to fit your child and what setup would help. See the Minnesota and Georgia telehealth pages for details.

Preparing your child for the first visit

Simple, honest language works best. You might say that your child is going to meet someone whose job is to help kids with big feelings, that there will be toys and activities, and that it is a place to play and talk about whatever they want. Avoid describing it as a punishment or a fix for bad behavior, and avoid promising that it will only be fun, since some sessions will be hard.

Tell your child how long it will last and who will bring them. Younger children may like to bring a comfort item. Let them know they are not in trouble and that you will be nearby or available afterward. If your child is very anxious about going, tell the therapist ahead of time so the first session can move slowly. Your clinician can also suggest wording that fits your child's age.

How to ask about play therapy

When you request an appointment, tell the team your child's age, what you have noticed, and that you are interested in play-based support. Useful questions include:

• Does the clinician use play therapy, and what training do they have in it?

• What ages do they work with, and how do they adapt for older children?

• How will I be involved, and how often will we talk?

• What will be shared with me, and what stays in the child's play?

• Is in-person or telehealth better for my child?

Availability, age ranges, and format vary by clinician and location, so confirm them when you reach out.

This page is not a crisis service. If a child is in immediate danger or may hurt themselves or someone else, call 911. In the United States, you can also call or text 988 for crisis support.