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Is Play Therapy Working

Is Play Therapy Working? 7 Signs Your Child Is Making Emotional Progress

When a child begins play therapy, one of the most common questions parents ask is: “How do I know if it’s working?” Unlike academic tutoring or physical therapy, where progress can be measured through grades or mobility, play therapy works in subtler, deeply emotional ways. Change often unfolds gradually, showing up in everyday moments at home, school, and in relationships.

At Rocky Mountain Psychological Services (RMPS) in Calgary, we understand that parents want clear, observable indicators of progress. That’s why we use structured, evidence-based approaches like Adlerian Play Therapy and the Play Therapy Dimensions Model, combined with ongoing caregiver collaboration, to monitor and support meaningful change.

This article outlines 7 key signs your child is making emotional progress in play therapy, grounded in research and clinical practice, so you know exactly what to look for.

Why Progress in Play Therapy Looks Different

Play therapy is rooted in the understanding that children express themselves through play rather than words. According to Landreth (2012), play is a child’s “natural language,” and toys are their “words.” Because of this, emotional healing often shows up symbolically before it becomes verbal or behavioral.

Research supports the effectiveness of play therapy. A comprehensive meta-analysis by Bratton et al. (2005) found that play therapy demonstrates a moderate to high positive effect across a range of emotional and behavioral concerns in children, including anxiety, trauma, and disruptive behavior.

However, progress doesn’t always look linear. Some children may initially show increased emotional expression before regulation improves, this is often a sign that therapy is working, not failing.

1. Improved Emotional Expression

One of the earliest and most important signs of progress is your child’s growing ability to identify and express emotions.

What This Looks Like:

  • Using more feeling words (“I’m sad,” “I feel frustrated”)
  • Expressing emotions through play, drawing, or storytelling
  • Showing vulnerability instead of shutting down

Children who previously acted out may begin to verbalize feelings instead of externalizing them.

Why It Matters:

Emotional expression is foundational to emotional regulation. Research by Denham et al. (2012) shows that emotional competence in early childhood predicts better social relationships and academic outcomes.

RMPS Approach:

At RMPS, therapists using Adlerian Play Therapy help children feel understood and validated, which builds the safety needed for emotional expression. We also guide parents in reinforcing emotional language at home.

2. Reduced Behavioral Outbursts

Many parents initially seek play therapy because of tantrums, aggression, or defiance. A decrease in these behaviors is a strong indicator of progress.

What This Looks Like:

  • Fewer meltdowns or shorter duration of outbursts
  • Less aggression toward siblings or peers
  • Improved ability to recover after becoming upset

Why It Matters:

Behavior is often a child’s way of communicating unmet emotional needs. As those needs are addressed in therapy, the behaviors naturally decrease.

A study by Ray et al. (2015) found that children receiving play therapy showed significant reductions in externalizing behaviors compared to control groups.

RMPS Approach:

We track behavioral changes using structured observation and caregiver reports. If progress stalls, we collaborate with parents to adjust strategies both in-session and at home.

3. Increased Emotional Regulation

Beyond expressing emotions, children begin to manage and regulate their feelings more effectively.

What This Looks Like:

  • Calming down more quickly after distress
  • Using coping strategies (deep breathing, asking for help)
  • Tolerating frustration without escalating

Why It Matters:

Emotional regulation is linked to long-term mental health. According to Gross (2015), improved emotional regulation is associated with reduced anxiety, depression, and behavioral problems.

RMPS Approach:

Through play, children practice regulation in a safe environment. Therapists model and scaffold coping strategies, while parents are coached to reinforce these skills at home.

4. More Flexible Thinking

Children in distress often exhibit rigid thinking patterns, seeing situations as all-or-nothing or struggling with change. Progress in therapy often includes increased cognitive flexibility.

What This Looks Like:

  • Better problem-solving skills
  • Increased tolerance for changes in routine
  • Ability to see multiple perspectives

Why It Matters:

Cognitive flexibility is a key component of resilience. Research by Zelazo et al. (2016) highlights its role in executive functioning and emotional adaptation.

RMPS Approach:

Adlerian Play Therapy encourages children to explore different roles, outcomes, and solutions through play. This naturally builds flexible thinking patterns.

5. Positive Changes in Play Themes Over Time

One of the most powerful, and often overlooked, indicators of progress is the evolution of your child’s play themes.

What This Looks Like:

  • Moving from chaotic, aggressive, or repetitive play to more organized and creative play
  • Shifts from themes of danger or helplessness to mastery and resolution
  • Increased storytelling and imagination

Why It Matters:

Play themes reflect a child’s internal world. According to Russ (2004), changes in pretend play are linked to emotional processing and problem-solving abilities.

For example:

  • A child who once played out constant “rescue” scenarios may begin creating stories where characters solve problems independently.
  • A child focused on destruction may shift toward building and cooperation.

RMPS Approach:

We use the Play Therapy Dimensions Model to systematically track changes in play patterns, helping us assess emotional progress in a structured, evidence-informed way.

6. Improved Relationships at Home and School

As emotional skills develop, children often show improvements in their interactions with others.

What This Looks Like:

  • Better cooperation with parents and teachers
  • Increased empathy toward peers
  • Fewer conflicts or improved conflict resolution

Why It Matters:

Social functioning is a key indicator of overall emotional health. Research by Pianta (1999) demonstrates that strong child relationships contribute to better academic and psychological outcomes.

RMPS Approach:

We regularly collaborate with caregivers, and when appropriate, educators, to ensure progress generalizes across environments. This consistent support system is critical for lasting change.

7. Increased Confidence and Sense of Self

Perhaps the most meaningful change is a child’s growing sense of confidence and self-worth.

What This Looks Like:

  • Willingness to try new things
  • Reduced fearfulness or avoidance
  • More independent behavior
  • Positive self-talk

Why It Matters:

Self-esteem is closely tied to emotional resilience. According to Harter (2012), children with a strong sense of self are better equipped to handle challenges and setbacks.

RMPS Approach:

Adlerian Play Therapy emphasizes encouragement and belonging, helping children develop a sense of competence and connection.

The Role of Parents: Why Your Involvement Matters

One of the strongest predictors of successful play therapy outcomes is active caregiver involvement.

A meta-analysis by Filial Therapy researchers (e.g., Bratton et al., 2005) shows that when parents are involved in the therapeutic process, outcomes significantly improve.

At RMPS, we:

  • Provide regular parent consultations
  • Offer strategies to reinforce progress at home
  • Involve caregivers in sessions when appropriate
  • Adjust treatment plans collaboratively

This ensures that progress doesn’t stay confined to the therapy room, it becomes part of your child’s everyday life.

What If Progress Seems Slow?

It’s important to remember that progress is not always linear. Some children:

  • Take time to build trust before showing change
  • Show emotional progress before behavioral changes
  • Experience temporary regressions during growth

If progress feels slow, it doesn’t necessarily mean therapy isn’t working, it may mean deeper emotional processing is underway.

At RMPS, we proactively address this by:

  • Reviewing goals regularly
  • Using structured models to assess progress
  • Adjusting interventions as needed
  • Maintaining open communication with families

When to Talk to Your Therapist

If you’re unsure about your child’s progress, it’s always appropriate to ask. Consider discussing:

  • What changes should we expect at this stage?
  • How is progress being measured?
  • What can we do at home to support therapy?
  • Are there any barriers to progress?

A strong therapeutic partnership includes transparency and collaboration.

Final Thoughts: Progress You Can See and Feel

Play therapy is a powerful, research-supported approach to helping children navigate emotional challenges, but its success often reveals itself in subtle, meaningful ways.

If you begin to notice:

  • More emotional expression
  • Fewer behavioral outbursts
  • Greater flexibility and resilience
  • Evolving play themes
  • Stronger relationships
  • Increased confidence

…these are all signs that your child is moving in the right direction.

At Rocky Mountain Psychological Services in Calgary, we are committed to helping families not only access high-quality play therapy but also understand and recognize the progress it brings. Through structured models, evidence-based practices, and strong caregiver collaboration, we ensure that every step forward is meaningful and measurable.

References

  • Bratton, S. C., Ray, D., Rhine, T., & Jones, L. (2005). The efficacy of play therapy with children: A meta-analytic review. Professional Psychology: Research and Practice, 36(4), 376–390.
  • Denham, S. A., Bassett, H. H., & Wyatt, T. (2012). The socialization of emotional competence. Developmental Psychology.
  • Gross, J. J. (2015). Emotion regulation: Current status and future prospects. Psychological Inquiry.
  • Harter, S. (2012). The construction of the self: Developmental and sociocultural foundations.
  • Landreth, G. L. (2012). Play Therapy: The Art of the Relationship. Routledge.
  • Pianta, R. C. (1999). Enhancing relationships between children and teachers.
  • Ray, D. C., Armstrong, S. A., Warren, E. S., & Balkin, R. S. (2015). Play therapy practices among elementary school counselors.
  • Russ, S. W. (2004). Play in child development and psychotherapy.
  • Zelazo, P. D., Blair, C. B., & Willoughby, M. T. (2016). Executive function: Implications for education.
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MacKenzie Ebel

MacKenzie is a Psychometrist/Psychological Assistant at RMPS. She completed her Bachelor of Arts in Psychology at Princeton University, where she also played 4 years for the women’s ice hockey team. She recently completed her Masters in Counselling Psychology through City University of Seattle. MacKenzie has worked with children, youth, and their families in a number of settings, through coaching, as a behavioural aid, and counselling through her internship placement. She is excited to continue learning about assessment administration, neurofeedback, and play therapy practices at RMPS! Currently, she is part of the assessment and neurotherapy team, as she completes her final capstone assignment and intends to join our counselling team as a Registered Provisional Psychologist.

Tammy Thomson

Tammy is a graduate of the Master of Arts in Counselling Psychology (MACP) program at Yorkville University and is trained at the master’s level in art therapy as a professional art psychotherapist and member of the Canadian Art Therapy Association. She brings more than 20 years of experience working with children, teens, and families in child development settings, children’s hospitals, and schools as an early childhood educator and elementary teacher. She completed a Bachelor of Applied Science specializing in Child Development Studies at the University of Guelph, Ontario and holds a Graduate Diploma of Teaching and Learning from the University of Canterbury in Christchurch, New Zealand. Tammy is a member of the Canadian Counsellor and Psychotherapy Association and College of Alberta Psychologists while pursuing her next goal of registration as a provisional psychologist. Tammy values a client-centered approach using play therapy and the expressive arts to support those who may find it difficult to articulate their thoughts and feelings with words. Children and families do not need any skill or prior art experience and the art studio is a safe place where children can gain a sense of independence, greater emotional regulation, and confidence through self-exploration. Expressive interventions in art therapy can treat behavioural issues, anxiety, depression, ADHD, autism, learning disabilities, physical and developmental disabilities, and attachment difficulties. As a parent of three young children herself, Tammy understands the complexities of family life using compassion to help parents feel more confident in their role of raising a successful family.

Raquel Freitas

Raquel is an Office Administrator at RMPS. Back in Brazil, her home country, she graduated as a Psychologist and worked as a clinician for the past 5 years. Although she loved working with children and adults, she discovered a new passion: manage the administrative tasks that keep the business running.

As someone who is passionate about learning new things and developing new skills, with the career transition also came the decision to live abroad and explore a new culture. To serve empathetically and connect with people is Raquel’s main personal and professional goal.

Emma Donnelly

Emma is a Registered Psychologist with the College of Alberta Psychologists. She completed her Bachelor of Arts in Psychology in her hometown at Brandon University, after which she moved to Calgary to earn her Master’s of Science in School and Applied Child Psychology at the University of Calgary. Emma has a passion for working with children and families and has experience doing so in a number of settings, including schools, homes, early intervention programs, and within the community. She specializes in assessment, including psychoeduational, social-emotional-behavioural, and autism assessment. Emma uses a client centred approach to counselling, supported by cognitive behavioural therapy, as well as play-based and attachment-based techniques. She believes in meeting clients where they are at and prides herself in working together with her clients to achieve their goals, improve their functioning, and enjoy their daily life.

Amanda Stoner

Amanda is a Registered Psychologist with the College of Alberta Psychologists. Amanda earned her doctoral degree in Psychology at Brock University in Ontario in 2017, with a specialization in developmental psychology. Amanda provides formal assessment services at RMPS.

Since 2009, Amanda has received formal training and work experience in private practice settings in conducting psycho-educational assessments for students ranging from preschool through university. Amanda is skilled at test administration, interpretation of data, and report writing for various referral questions including ADHD, Learning Disorders, Autism Spectrum Disorder, Anxiety, Giftedness, and Intellectual Disabilities. Amanda enjoys working with people of all ages from diverse backgrounds, and she tries to make the testing environment feel relaxed and comfortable while maintaining integrity in testing protocol.

Denise Riewe

Denise has completed a Bachelor of Health Sciences through the University of Lethbridge and a Master of Counselling with Athabasca University. She is a Registered Provisional Psychologist with the College of Alberta Psychologists and a member of the Psychological Association of Alberta. Denise has over 9 years of experience supporting children, youth and their families in both residential and community-based practices. Denise is experienced in working with high and at-risk youth, supporting children and their families with strength-based approaches. She practices from a client-center approach supported by Cognitive Behaviour Therapy, Dialectical Behaviour Therapy, Theraplay, and other play and art-based modalities.

John Pynn

John is a Registered Provisional Psychologist with the College of Alberta Psychologists. He completed his Master of Arts in Counselling Psychology at Yorkville University. He brings more than 20 years of experience working with children, teens, and families in a variety of settings. He brings a relaxed and collaborative atmosphere to sessions. John uses an integrated counselling approach including client-centred, Cognitive Behavioural Therapy (CBT), and Solution-Focussed therapy (SFT) to find the best-fit for clients. He has experience with a variety of mental health concerns including anxiety, depression, anger, self- esteem, relationships, parenting, ADHD, grief/loss, addictions, and trauma. This broad experience comes from working in schools, social service agencies, group-care, and clinical settings. He also draws from the practical experience of being a parent to two teenagers as well as a husband. Supporting and empowering clients with mental health concerns is something John genuinely enjoys. John also provides counselling for adults and holds a Gottman level 1 certification for couples therapy.

Zara Crasto

Zara is a Psychometrist/Psychological Assistant at RMPS. She completed her Bachelor of Science in Psychology at the University of Calgary and her Graduate Diploma in Psychological Assessment at Concordia University of Edmonton.

Zara has spent over five years working alongside children, adolescents, and their families in a variety of settings. These include public and private schools, in-home support, residential programs, early-intervention programs, and non-profit organizations. Currently, Zara is part of the assessment and neurotherapy team. As a lifelong learner, Zara plans to go back to graduate school and eventually become a psychologist one day.

Kellie Lanktree

Kellie is a Registered Psychologist with the College of Alberta Psychologists. She completed a Bachelor of Child and Youth Care with the University of Victoria and a Master of Education in Counselling Psychology through the University of Lethbridge. Kellie has over 10 years experience supporting children and youth with developmental disorders/delays and their families. Kellie has experience working in schools, clinical settings, and within homes to provide support and therapeutic interventions. Through her time at RMPS, Kellie has also gained experience in helping individuals affected by trauma, grief/loss, separations, emotional dysregulation, depression, and anxiety. Kellie practices through developmental, attachment-based and trauma-informed lenses, and draws from a variety of play-based approaches such as Synergetic Play Therapy, Child-centered play therapy, DIR/Floortime, art-based mediums, and mindfulness-based practices. Kellie also provides Neurofeedback therapy, and is working on receiving her certification through BCIA. Kellie believes in meeting children and their families where they are at and that there is no “one size fits all” for therapy.