The Therapeutic Powers of Play: Core Agents of Change in the AutPlay® Therapy Framework

The Association for Play Therapy (2025) defines play therapy as “the systematic use of a theoretical model to establish an interpersonal process wherein trained play therapists use the therapeutic powers of play to help clients prevent or resolve psychosocial difficulties and achieve optimal growth and development.”

Play therapy is a way of being with the child that honors their unique developmental level and provides ways of helping in the natural “language” of the child – play. Licensed mental health professionals therapeutically use play to help their clients, most often children aged three to twelve years, to better express themselves and resolve their problems. Play therapy works best when a safe relationship is created between the therapist and client, one in which the child may freely and naturally express themselves and process through their needs. Research suggests play therapy is an effective mental health approach, regardless of age, gender, or the nature of the problem, and works best when a parent, family member, or caretaker is actively involved in the therapy process (The Association for Play therapy, 2025).

Play therapy is not the same as regular, everyday play. Play itself is a natural and essential part of a child’s process that can assist children in various areas of development such as physical, social, and emotional. Play therapy is a psychological and counseling based therapeutic approach. Play therapy incorporates a growing number of evidence-based theories, approaches, and techniques. It can best be thought of as a modality (umbrella term) as there are currently several play therapy theories and approaches that exist.

Play therapy approaches range from being nondirective to directive in terms of the therapist’s involvement in the process with their clients (how much structure the therapist initiates). Some theories and approaches of play therapy rely heavily on the use of toys and props while other theories use toys minimally. Most play therapy approaches involve some use of toys, props, art, music, movement, or games as an avenue to help clients achieve their therapeutic goals (Grant, 2023). At least 20 different play therapy theories and approaches can be identified including child centered play therapy, Adlerian play therapy, gestalt play therapy, cognitive behavioral play therapy, filial therapy, Theraplay, Jungian play therapy, sandtray therapy, animal assisted play therapy, synergetic play therapy, digital play therapy, solution focused play therapy, and TraumaPlay.

One unifying feature throughout the myriad of play therapy approaches is the therapeutic powers of play. Under the umbrella of play therapy, the therapeutic powers of play can be recognized in the philosophy and protocol of play therapy theories. Some powers may be more evident or primary in some theories versus others but certainly the therapeutic powers of play serve as a unifying component in the vast world of play therapy. Schaefer & Drewes (2014) presented twenty core change agents of the therapeutic powers of play.

The therapeutic factors refer to specific clinical strategies, and the therapeutic powers of play refer to the specific change agents in which play initiates, facilitates, or strengthens their therapeutic effect. Based on similarity of therapy goals, the twenty powers have been classified into the following four categories: facilitates communication, fosters emotional wellness, enhances social relationships, and increases personal strengths The twenty change agents include self-expression, access to the unconscious, direct teaching, indirect teaching, catharsis, abreaction, positive emotions, counterconditioning fears, stress inoculation, stress management, therapeutic relationship, attachment, social competence, empathy, creative problem solving, resiliency, moral development, accelerated psychological development, self-regulation, and self-esteem (Schaefer & Drewes, 2014).

Through specific consideration and selection of the cores change agents, all children, including autistic and other neurodivergent children, can access help with therapy needs such as regulation ability, developing healthy relationships, communication and self-expression, improving emotional modulation, decreasing stress and anxiety, address trauma issues, improve their awareness of self and positive self-esteem, increasing advocacy ability, and developing problem solving/coping strengths. The following provides some examples of common core agents in application. Directive play interventions in the AutPlay Therapy framework are illustrated for working with neurodivergent children. Each of the core agents could have multiple and varied examples. The following provides a better understanding of possibilities.

• Positive Peer Relationships – The therapist might select the AutPlay Intervention Paper Friend. The therapist would introduce the intervention and complete it with the child focusing on friendships. In this intervention, the child chooses someone they would like to be better friends with. The child draws a person outline on a piece of paper and writes the potential friend’s name on the paper. The child then thinks of things they could do to work on getting to know the person better. The therapist can assist with ideas. Once the “paper friend” is finished, the therapist would process through the different ideas with the child. The therapist would continue to follow up in subsequent sessions to support the child with their friendship goals, ensuring positive peer relations are progressing.
  
  
• Therapeutic Relationship – Early in therapy, the therapist might play the intervention Pick One to help work on relationship development between the child and therapist or child and parent. In this intervention, the therapist and child each choose one item in the playroom that describes something about themselves or their life. Once the items have been chosen, the therapist and child take turns sharing and talking about their items. The therapist might also let the child choose an intervention to play or read the child a social story about being in play therapy. Additionally, the therapist could be implementing a non-directive play approach and follow the child’s lead as the child navigates the playroom choosing what they would like to play.  

• Direct Teaching – The therapist could choose any play intervention with a purposeful focus to help the child learn about something or develop a coping skill, etc. For example, the therapist could choose the intervention Let’s Practice Conversation to help teach children who are more nonverbal or have difficulty participating in reciprocal conversations ask questions or advocate for themselves.

• Self-Regulation – The therapist can continually be modeling regulation and co-regulating with the child as needed. The therapist can introduce regulation play interventions that are a good fit for the child and help the child regulate. The therapist can work with the child to help them discover regulation ideas that do not involve another person for implementation.

• Positive Emotions – The therapist could choose the intervention Emotion Mane  to help children identify positive emotions they experience. The therapist could also reflect and reinforce positive emotions that the child shares or displays during sessions.

The AutPlay® Therapy framework encourages affirming application of the 20 core agents of change of the therapeutic powers of play. The AutPlay® framework presents the implementation of non-directed play and/or directive play therapy interventions that are specifically chosen and or created for the individual neurodivergent child (Grant, 2023). Therapeutic play processes and play interventions are mindfully chosen with input from both the parent and the child (partners in the process). Each intervention could embody one or more of the 20 core agents of change depending on the child’s assessed needs. Although any of the core change agents could be identified and addressed with a neurodivergent child, children may benefit from a focus on specifically identified agents of change presented below.

Primary Agents of Change in Neurodivergent Focused Play Therapy

Direct Teaching	Positive Emotions	Therapeutic Relationship	Stress Management	Social Competence
Positive Peer Relationships	Stress Inoculation	Empathy	Counterconditioning Fears	Self-Regulation
Moral Development	Attachment	Self Esteem	Creative Problem Solving	Resiliency

Grant, (2023) stated that within the AutPlay Therapy framework, the therapeutic powers of play 20 core agents of change can materialize in a number of different ways. They can also overlap and be integrated in their implementation with some children. Because of the variance in the spectrum of presentation with neurodivergent children, it is likely the AutPlay therapist will experience a variety of the therapeutic powers of play. Thus, it becomes important for the therapist to have a grounded knowledge in the therapeutic powers of play. The intersection between the therapeutic powers of play and the therapist’s understanding of the neurodiversity paradigm creates the most beneficial, safe, and healthy environment for neurodivergent children to address their mental health needs through play therapy.

Play is the natural language of all children and holds many benefits including therapeutic components. Play is also the agent of change that propels children forward in healing and growth. Within the therapeutic powers of play, neurodivergent children have a validating and naturalistic process to address needs and work on mental health growth and goals. AutPlay Therapy framework is mindfully infused with affirming play core agents of change that specifically align with the play preferences and interests of neurodivergent children. This creates a natural and affirming atmosphere for optimal progress in addressing mental health needs. 

References

Association for Play Therapy (2025). Why play therapy? https://www.a4pt.org/page/WhyPlayTherapy

Drewes, A. A., & Schaefer, C. E. (2016). The therapeutic powers of play. In K. J. O’Connor, C. E. Schaefer, & L. D. Braverman (Eds.), Handbook of play therapy (2nd ed., pp. 35–60). John Wiley & Sons.

Goodyear-Brown, P. (2021). Integrating the therapeutic powers of play in clinical practice settings. Cinical applications of the therapeutic powers of play: Case studies in child and adolescent psychotherapy, 29-45.

Grant, R. J. (2023). The AutPlay therapy handbook: Integrative family play therapy with neurodivergent children. Routledge.

Grant, R. J. & Turner-Bumberry, T. (2024). AutPlay therapy play and social groups: A neurodiversity affirming model. Routledge.

Parson, J. A. (2021). Children speak play: Landscaping the therapeutic powers of play. In E. Prendiville & J. A. Parson (Eds.), Clinical applications of the therapeutic powers of play: Case studies in child and adolescent psychotherapy (pp. 3–11). Taylor & Francis Group.

Peabody, M. A., & Schaefer, C. E. (2019) The therapeutic powers of play: The heart and soul of play therapy. PlayTherapy Magazine. September. (pp. 3–7). A4PT.

Pliske, M. M., Stauffer, S. D., & Werner-Lin, A. (2021). Healing from adverse childhood experiences through therapeutic powers of play: “I can do it with my hands”. International Journal of Play Therapy, 30(4), 244–258.

Schaefer, C. E. & Drewes, A. A. (2014). The therapeutic powers of play: 20 core agents of change. Wiley and Sons.

Schaefer, C. E. (Ed.). (1993). The therapeutic powers of play. Jason Aronson.