Honoring the visible and invisible changes that unfold in the playroom
If you’re a child-centered play therapist, you’ve probably felt it—that tug-of-war between your values and the systems around you. You chose this work because you believe in the power of play. Because you trust in the process, in relationship, in the inner drive toward growth. But the world around us often asks for something different. Managed care. Behavior charts. Measurable outcomes. Systems that want to see change—quickly and clearly. So how do we stay rooted in child-centered principles while still meeting the expectations placed on us?
We need a bridge.
A treatment plan that makes space for both the internal work of play therapy and the external accountability caregivers and systems may require. In the CCD approach, we have a two-lane model for documentation, one that tracks:
- Behavioral Symptoms – observable changes caregivers and teachers can report
- Internal Growth – emotional and developmental shifts witnessed in the playroom
This parallel structure helps us clarify what’s being asked of us:
Behavioral symptoms—like emotional outbursts, meltdowns, or difficulty with transitions—are the reasons most children are referred. These can be tracked through regular caregiver check-ins, school reports, or behavior logs.
But, internal growth often comes first. And it often unfolds more subtly, in meaningful moments in the play therapy room. When…
A child tries out new roles in dramatic play.
They begin to symbolize hard things that once felt unmanageable.
They show greater flexibility and choose to create something new, when a tower falls or a plan doesn’t go their way.
These shifts are significant. They’re not always “measurable,” but they’re meaningful. And when we capture both lanes in our documentation, we reflect a more complete picture of the child’s process—one that is grounded in the belief that internal growth will lead to behavioral change.
Reflection for treatment planning:
What behaviors are caregivers most concerned about?
And what internal capacities are emerging through play?
By naming both, we don’t have to choose between honoring the child and meeting external demands. We can do both—without losing the heart of the work.
For those looking to integrate this approach more fully into documentation, check out the Play Therapy Documentation Essentials book for templates, example language for the treatment plan and clinical examples. Have a question you would like addressed in a future blog? Let Rosie know by emailing training@seattleplaytherapy.com!
Watch this video to learn more about the CCD framework—and how Play Therapy Documentation Essentials helps you put it into practice.
