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It is common for children to experience occasional problems as they grow and mature. Children's reactions to developmental transitions, as well as stressful life circumstances range from mild and short-lived to severe and long lasting. Fear, anxiety, sadness, disappointment, anger and occasional conflicts with parents and teachers can be part of a normal development. However, at times, a child's response to life's pressures may become severe, and the parents' best efforts to help their child may be unsuccessful. In these cases a professional consultation may be helpful. A trained child therapist has a specialized knowledge and skills to help parents identify problems and design appropriate interventions.
A typical child therapy session lasts between 30-45 minutes. (Depending on the child’s age and ability to sustain attention) Child therapy sessions can be conducted with or without the parent. (Depending on the specific issue that is being addressed). Frequently asked questions Q: How do I know if my child needs psychotherapy? A:It is often difficult for parents to assess whether their child’s reaction and ways of coping with life circumstances are normal and temporary or whether a professional intervention is necessary to help the child adequately resolve his/her difficulties to prevent adverse long term effects. In order to decide whether a professional consultation is warranted it is helpful for parents to ask themselves the following questions:
• Is there a marked change in my child’s behavior and mood (e.g. sleeping, eating, hanging out with friends, participating in age appropriate activities that he/she used to enjoy, attending to schoolwork)? • Is my child’s emotional distress disrupting his/her daily functioning? • Is my child verbally expressing distress? • Do other people (e.g. teachers, coaches) report that they observe behavior problems? • Does my child exhibit severe or life threatening behaviors? Psychological treatment may be appropriate when there is a marked disruption to the child’s normal functioning. For example: If the child experiences exaggerated fears about going to school, if the child’s grades dramatically drop, or if, unlike him/her, the child withdraws from hanging out with friends, spends most of his time alone and does not enjoy activities s/he used to take pleasure in; it is advisable to consult a therapist. At times, both children and parents find it helpful to consult a child therapist when the child experiences adverse life circumstances such as parents divorce, loss of a parent, or serious medical problems. A professional consultation with a child specialist before the child exhibits symptoms can help the child and the family address the situation in ways that prevent adverse reactions. The therapist can help the child develop coping skills to deal with their unique situation, and clarify for the child’s fears and misconceptions about his/her condition or the family’s situation. A child specialist is trained to address the child in a developmentally appropriate manner and can help the child better understand and cope with his/her experience. Q: If my child needs therapy does it mean that I did something wrong? A: It is widely accepted today that “good parenting” includes recognizing when a child may need or benefit from psychological treatment. A child’s need for professional intervention is NOT in any way a sign of parental failure. Many parents feel guilty and blame themselves for their child’s problem when they recognize that their child needs psychological treatment. However, these perceptions are often inaccurate. Most parents do their best to provide their children with an adequate environment for growth and development. However, parents cannot control all the aspects that affect their child’s wellbeing. The child’s own temperament, for example, can affect the way a child copes with “normal” developmental transitions. What may be “easy” for one child can be more challenging for another child. This does not mean that it’s the parents’ or the child’s fault. For example: Some children easily separate from home and transition into school and others require longer adjustment periods and cry or display clinging behaviors when they first attend school. A child specialist can help parents adapt to their child’s specific needs for additional support during transitional periods. Q: Will I be involved in my child’s therapy? A: Parents are viewed as partners in a child’s treatment and their involvement is a vital component of an effective treatment. Parents provide important information about their child's development, behavior, and relationships and the goals of treatment are usually decided in collaboration with the parents. Furthermore, parents’ implementation of therapeutic recommendations in their child's "real life" is crucial in maintaining and enhancing therapeutic gains. Child therapy with young children is usually provided in the form of Play Therapy. The following section provides information about Play Therapy.

Young children are not always able to express their feelings and thoughts in words and most often express them through actions and play activity. Careful observation of the child’s play and an informed interpretation of the meaning of the child’s activity can reveal the child’s rich and complex internal world. Playing with the child can provide a very effective means of communication between adults and children. Furthermore, for both children and adults, play is more than just a joyous activity that enriches their sense of well-being and happiness. Through play both children and adults learn important life skills, develop a sense of mastery and competence, and work through emotional confusions.

Trained mental health professionals attempt to understand what is on the child’s mind and help the child work through emotional difficulties by using play as a diagnostic and therapeutic tool. Through observing a child’s play with toys (play-houses, dolls, cars, animals, blocks, etc.) or with another person, a trained therapist can determine the cause of a disturbed behavior. Through an informed intervention of guiding the child’s play activity, the therapist can facilitate the child’s ability to work through psychosocial challenges.

Frequently asked questions:

Q: How old should a child be to benefit from play therapy?
A: Play therapy can be employed with children as young as a few days old through the adult years. As the child grows, his or her physical, social and cognitive abilities expand, and play is used for new purposes. At a very young age, even a few weeks old, play is mostly used to facilitate the child’s physical and cognitive development, as well as parent-child attachment. The latter is essential for the child’s sense of emotional security and the development of his or her capacity for interpersonal relationships later in life.
Around age two, when the child develops the capacity for “symbolic play,” play becomes a symbolic expression of the child’s feelings and thoughts. At a later age, when the child develops the capacity for understanding concepts from different perspectives, and can grasp that other people may have different perceptions than his or her own, play activity is a powerful tool to develop and practice interactive skills.
In many situations, adults can also benefit from play therapy. Preverbal, nonverbal or verbally-impaired persons, such as slow-learners, brain-injured or drug-affected individuals can communicate and interact through play activities. Even competent adults who are overly shy or guarded can use play to learn and practice new skills or to overcome social and emotional inhibitions. A form of play therapy is very popular and effectively used in leadership and teamwork training. Many competitive companies schedule play sessions and training seminars for their employees to facilitate teamwork and encourage creative thinking and development of innovative ideas.

Q: Does a child have to be “smart” to know how to express him or herself through play?
A: ALL children can play. Play is a natural and intuitive form of expression, and the child’s ability to express him or herself through play has nothing to do with the child’s intelligence. However, some children are able to engage in an elaborate and interactive play activity without adult guidance. Others display more concrete, repetitive and self-absorbed forms of play, and need adult guidance to develop a more symbolic and interactive play. Some children are naturally comfortable with both structured and free play activity, while others are more constricted and may feel safer with structured games. Trained therapists are able to engage with the child and design play therapy interventions according to the child’s unique style, level and abilities.

Q: How does play therapy help?
A: Play is essential for the child’s optimal growth and development. Through play children discharge built up tension, organize their thoughts and feelings, as well as learn and practice skills.
Some children are confused and fearful about their own thoughts and feelings even if, from an adult viewpoint, these are normal and age appropriate. Play is an important vehicle for these children to come to know and accept themselves. Play is also a tool to work through difficult emotional patches. For instance, play is an especially powerful means for helping a child master anxiety. A playful, non-threatening symbolic engagement in a situation that is experienced as intimidating in real life can desensitize a child to the frightening cues and help him or her develop skills and confidence for coping with a similar real-life situation. Children who experience anxiety separating from their parents, for example, can first practice independence through symbolic play. Later, when they face real-life situations that demand autonomy, they can resort to the skills they learned through play to manage the situation. Likewise, timid children can first practice spontaneity through free play and later apply it in everyday life.