Play It ForWords Therapy

05/14/2026

A lot of children aren’t being oppositional when they don’t respond straight away.

They’re still processing.

To follow an instruction, a child has to:
• Hear the words
• Process the language
• Hold the information in working memory
• Shift attention
• Organise their body to act

If they’re tired, distracted, anxious, sensory overloaded, or already focused on something else, that processing chain slows down.

What looks like “not listening” is often a lag between hearing and action.

Instead of repeating louder, try:
Pause.
Wait 5–10 seconds.
Then check, "did you hear me? Or do you need me to say it again"

That small shift can reduce stress for both of you.
Have you noticed your child needs extra processing time?

More evidence-based parenting support in Guidance from The Therapist Parent at www.thetherapistparent.com⁠�.

05/01/2026

When kids have big emotions, we tend to think they are overly sensitive, that they need more resilience. Most of the time, it is because there is a lot happening for the child that we can't see and don't know, that is pushing them beyond their means of coping. Instead, we can change the response from they are overreacting to seeing a child who has a lot happen for them. They are doing the best they can. They need our help, not judgement.

More information in my book

Guidance from The Therapist Parent

Available on my website www.thetherapistparent.com and Amazon

psychologist play playtherapy childdevelopment childtherapy parentingtips teachers asd family life adhd mumlife momlife dads consciousparenting

04/13/2026

Impulse control isn’t something children just “have” — it’s something they build, slowly, with support.

When we shift from expecting instant self-control to teaching it step by step, we give children the skills they actually need to succeed.

Which step feels most important for your child right now?

To SAVE, click on the image, tap the three dots, and choose Save.

03/08/2026

via The Therapist Parent

03/01/2026

“Validation regulates. Dismissal dysregulates.”

When a child says, “This is too hard.”
When they say, “It’s too loud.”
When they say, “I can’t do this right now.”

And we respond with:

“You’re fine.”
“It’s not that serious.”
“Just try harder.”
“Everyone else is doing it.”

That’s dismissal.

And dismissal tells the nervous system:
You are not safe here.
Your experience is not real.
Your body cannot be trusted.

Validation doesn’t mean agreement.
It means acknowledgment.

“I see this feels overwhelming.”
“I hear that the noise is bothering you.”
“Let’s figure out what support you need.”

Validation lowers defenses.
Dismissal raises them.

If we want regulation, we have to stop arguing with nervous systems.

That’s neuroaffirming practice.

02/25/2026

Let them get messy ! 🤚🏻🤚🏼🤚🏽🤚🏾

02/16/2026

We all lose our patience sometimes.

We say things we didn’t mean.

We react instead of respond.

We get it wrong.

And then the guilt creeps in.

But here’s what matters most 👇

Not perfection… but repair.

When you come back to your child and say,
“I’m sorry. I shouldn’t have spoken like that.”
you’re not undoing your authority —
you’re strengthening your relationship.

You’re teaching them:
• Mistakes are human
• Relationships can be repaired
• Emotions can be worked through safely

And most importantly…
that love doesn’t disappear when things get hard.
Repair doesn’t make you a bad parent.
It makes you a safe one.
Save this for the days you need the reminder 🤍
—
Learn more about supporting your child’s emotional development
📖 Guidance from The Therapist Parent
www.thetherapistparent.com
Available on Amazon

02/06/2026

Before a child can calm themselves, they first need to experience calm with someone.
Co-regulation is the bridge — it’s how children borrow our calm to find their own.

When adults stay steady through storms of big feelings, we’re not just managing behaviour — we’re wiring the brain for emotional safety and self-control.

Explore practical ways to support co-regulation and help children manage big feelings with our Managing Big Feelings Toolkit for Parents & Educators. Link in comments or via Linktree Shop in Bio.

02/01/2026

It’s National Play Therapy Week, and the 5 Year Anniversary of Play It ForWords Therapy! What started as a post-pandemic vision of providing support to the littlest ones impacted, has grown into a thriving practice where little ones are helped with all sorts of big feelings. I extend my deepest gratitude to my family, clients, and their families who trust me with their children. It is my honor and privilege to be part of your journey. ✌🏻💜🧸

Welcome to Play Therapy Week 2026 🎉
This week, we’re celebrating you, the play therapists who sit on the floor, track the smallest shifts, regulate through the chaos, and trust the wisdom of play even when the work is slow and unseen.
This is a week to honor:
• the clinical skill behind the play
• the relational depth of the work
• the community that sustains us

We’re so glad you’re here.
Happy Play Therapy Week 💛


💬 Drop a 👋 in the comments so we can celebrate together.

01/29/2026

Anxious kids don’t need magic words. They need steady ones.

Words that don’t minimize or dismiss.
Words that help their nervous system exhale.
Words that remind them they’re not broken… they’re human.

When a child is anxious, their brain is in “protect” mode, not “problem-solve” mode. That’s why grounding, co-regulation, and gentle language matter so much. Our words become the bridge between “I can’t do this,” and “Maybe I can take one small step.”

These phrases create safety, connection, and capacity: the foundation of real coping skills.

And here’s the best part: You don’t have to have the perfect response. You just have to stay with them, steady and consistent, while their body catches up to the moment.

If you want more tools and phrases to support anxious students (the outward worriers and the quiet ones), comment “tools” and I’ll send some of my favorites your way. 💛

01/17/2026

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