In 2020, the Association for Play Therapy (APT) enacted a phase model in the credentialing for the purpose of enacting more rigorous standards for credentialing and, thereby, adding credibility to the field of play therapy. In conjunction with the new credentialing model, APT also sought to further define the specific indictors of professional competence (knowledge, skills, and professional engagement in play therapy) that should be demonstrated by all applicants. Using the existing APT competency framework, the current study sought to reach at least 80% consensus among play therapy leaders regarding specific play therapy competency indicators under each competency domain utilizing the Delphi method. Eleven leaders in play therapy reached consensus on identification of 27 indicators under the 3 predetermined areas of competence, which was APT adopted as the endorsed professional competency criteria for application as a Registered Play Therapist. Competency indicators may be of practical use to the education, supervision, and practice of play therapists while also enhancing aspects of research integrity and professional identity in play therapy.

Play therapists inevitably work with traumatic death loss at some point in their careers. Unfortunately, most play therapists are not specialty-trained in traumatic loss, creating a treatment gap with this unique population. Although traditional methods of play therapy are empirically effective for traumatic death loss, adjustments in intake, toy selection, and termination can greatly enhance the therapeutic process. This article reviews the short-and long-term impacts of traumatic death loss, with a discussion of developmental processes and reactions to this painful experience. A detailed description of toy selection and traumatic play themes are discussed along with types of play demonstrated by traumatically bereaved children.

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This chapter outlines the structure and therapeutic foundation for a play-based bereavement center geared toward children and families experiencing grief. Organizational structure and duties are discussed along with information regarding developing a playful facility including art/expressive writing, music, drama, symbolic play, and emotional regulation and release therapeutic opportunities. The author focuses on the supervision and training of community volunteers and counselors-in-training to increase positive outcomes and drive sustainability.