Our counselors in Richmond, VA offer child therapy

My go-to approach for child therapy is play therapy and cognitive behavioral therapy (CBT) for children, combined with parent-child interaction therapy (PCIT). I prefer this approach because:

• Play therapy: Play therapy enables children to communicate and express their thoughts, feelings, and experiences through play, which can be a powerful way for them to process and work through difficult emotions.
• CBT: CBT helps children identify and change negative thought patterns, develop coping skills, and learn problem-solving strategies to address challenges and difficulties.
• PCIT: PCIT helps parents develop skills to effectively interact with their child, promoting a stronger and more supportive relationship.

• Child-centered play therapy (CCPT): A non-directive approach that allows children to lead the play therapy process, promoting self-expression and self-discovery.
• Trauma-focused CBT (TF-CBT): A specialized approach that helps children process and manage trauma-related symptoms.
• Social skills training: Group-based or individualized training to help children develop essential social skills, such as communication, empathy, and cooperation.

• Age-appropriate language and activities
• Developmental level and individual needs
• Parent-child relationships and dynamics
• Cultural and socio-economic factors
• Potential co-occurring issues (e.g., anxiety, ADHD)

I teach the following tools in child therapy to help children develop emotional regulation, communication, and coping skills:

• Emotional regulation tools: Tools such as feelings charts to help children identify and label their emotions; deep breathing, counting, and visualization to help children manage their emotions; and emotion-based storytelling to explore and process emotions.
• Communication tools: Tools such as “I” statements to help children effectively express their thoughts and feelings, active listening to encourage children to listen and respond thoughtfully to others, and nonverbal communication to explore the importance of nonverbal cues.
• Coping skills tools: Tools such as problem-solving strategies to help break down problems into manageable steps and explore solutions, self-regulation strategies for teaching children about self-talk and self-encouragement to manage anxiety and frustration, and grounding techniques to help children focus on their five senses to calm themselves.
• Social skills tools: Tools such as empathy building to teach children to consider others' feelings and perspectives, friendship skills like role-playing scenarios to help children develop healthy relationships, and social problem-solving for thinking critically about social situations and developing effective solutions.
• Mental health awareness tools: Tools such as self-care routines for healthy habits like exercise, sleep, and relaxation; stress management techniques like mindfulness, journaling, or creative expression to manage stress, and help-seeking skills to teach children the importance of seeking help when needed, whether from adults or peers.

Progress may be evident through direct observations during sessions, reports from caregivers or teachers, or through standardized assessments and measures. I know a client is making meaningful progress in child therapy when:

• They exhibit increased emotional regulation: The child is able to manage their emotions more effectively, such as showing less distress or anxiety during sessions or at home.
• They demonstrate improved coping skills: The child uses new skills or strategies learned in therapy to manage challenging situations, such as talking about their feelings instead of becoming aggressive.
• They show increased self-awareness and understanding: The child develops a better understanding of their thoughts, feelings, and behaviors, and can identify and express their emotions more accurately.
• They exhibit improved relationships with others: The child's relationships with family members, peers, or caregivers improve, as they learn to communicate more effectively, resolve conflicts, and show empathy.
• They display increased independence and self-confidence: The child becomes more independent in completing tasks or making decisions and shows increased confidence in their abilities.
• They report positive changes at home or school: The child's parents or caregivers report improvements in the child's behavior, such as increased cooperation or improved academic performance.
• They exhibit decreased problem behaviors: The child shows a reduction in problem behaviors, such as tantrums, aggression, or refusal to comply with requests.
• They engage in more productive and meaningful activities: The child becomes more engaged in activities they previously avoided or found challenging, such as playing with friends or completing homework.
• They develop a growth mindset: The child begins to view challenges and failures as opportunities for growth and learning, rather than as threats to their self-worth.
• They demonstrate increased resilience: The child shows an ability to bounce back from setbacks, disappointments, or stressors, and is able to adapt to changes in their environment.
• They show improvement in specific areas of concern: The child makes progress in areas identified by the therapist or caregiver as needing improvement, such as social skills or emotional regulation.

Clients can supplement their child therapy with:

• Daily practice of coping skills: Children can practice coping skills, such as deep breathing, visualization, or physical activity to help them manage emotions and reduce stress.
• Homework assignments: Therapists may assign homework to help children practice new skills, such as completing a task or role-playing a social situation.
• Journaling or drawing: Children can express themselves through writing, drawing, or painting to process their emotions and thoughts.
• Role-playing games: Parents or caregivers can play role-playing games with their child, such as acting out scenarios or using puppets to practice social skills.
• Watching videos or educational content: Children can watch videos or educational content that aligns with their therapy goals, such as videos about emotions or social skills.
• Playing with puzzles or games: Children can engage in activities that challenge their problem-solving skills, such as puzzles, brain teasers, or board games.
• Practicing mindfulness: Children can practice mindfulness exercises, such as guided meditation or yoga, to help them develop greater self-awareness and emotional regulation.
• Reading books or stories: Children can read books or stories that relate to their therapy goals, such as books about emotions or social skills.
• Completing tasks independently: Children can practice completing tasks independently, such as dressing themselves or packing their own backpack.
• Discussing feelings with a trusted adult: Children can discuss their feelings and thoughts with a trusted adult, such as a parent or caregiver, to process their emotions and develop greater self-awareness.
• Keeping a “feelings chart”: Children can keep a chart or chart paper to track their emotions and identify patterns and triggers.
• Practicing gratitude: Children can practice gratitude by writing down things they are thankful for each day or sharing three things they appreciate about someone.

Here are some steps to help prepare for starting child therapy:

• Talk about feelings and concerns: Children can share their thoughts and feelings about coming to therapy with their parents or caregivers. This can help them feel more comfortable and open about the process.
• Ask questions about the therapist: Children can ask questions about the therapist, such as “What will you do during our sessions?” or “How will you help me?”
• Discuss what the child hopes to achieve in therapy: Children can think about what they hope to achieve in therapy, such as making new friends or feeling more confident.
• Practice sharing thoughts and feelings: Children can practice sharing their thoughts and feelings with their parents or caregivers, which can help them feel more comfortable expressing themselves.
• Learn about the therapist's office: Children can learn about the therapist's office, such as what it will look like, who will be there, and what they will do during the session.
• Be prepared to talk about daily life: Children can think about their daily routine, including their favorite activities, friends, and family members.
• Be open-minded and curious: Children can approach the therapy process with an open mind and a sense of curiosity, which can help them feel more comfortable and engaged.

• Researching the therapist and their approach
• Discussing the child's concerns and goals with the therapist
• Gathering any relevant information or materials (e.g. school reports, medical records)
• Preparing for a brief initial meeting to discuss the child's needs and develop a plan for therapy