Child Mental Health Printables

It’s World Mental Health Day and we have some free Resources for you!

Play and Child Mental Health Click here to access a printable PDF file.

Do We Really Need Therapy?

Not every concern requires therapy, however therapy can serve many purposes beyond treating a problem. It can prevent, stabilize, restore, support, and strengthen. But thoughtful therapy also means recognizing when a child may need something other than mental health counseling—or may not need therapy right now. This post explores the many reasons children and families seek therapy. It also explores when one parent thinks their child Neds therapy and the other parent doesn’t.

Therapy can be preventative: addressing concerns before they become bigger ones.

Therapy can be triage: helping stabilize things when life gets hard.

Therapy can be maintenance: supporting continued growth and regulation when things are going well.

Therapy can be restorative: processing experiences that have you feeling struck, overwhelmed, or disconnected.

Therapy can be skill-building: developing tools for navigating emotions, relationships, transitions, or challenges.

Therapy can be relational: strengthening connection, communication, and felt safety.

Therapy can be developmental: helping you navigate a developmental stage, transition, or new demand.

Therapy can be consultative: sometimes the parent needs guidance more than the child needs ongoing therapy.

Therapy can be periodic: sometimes you come in, work through something, and come back later if needed.

Therapy sometimes may not be the right thing for right now.

When one parent thinks their child needs therapy, and the other parent doesn’t—it is not about who is right. In reality, this occurs and we encourage parents to approach it with curiosity for both perspectives. One parent may experience their child’s anxiety, meltdowns, withdrawals, big reactions, or changes at home/school. The other parent may view their child as being “fine,” think that they’ll grow out of these things, or relate to behaviors and say “I was just like that as a kid, and I turned out fine.”

Therapy doesn’t have to mean something is wrong with your child. We understand that parents may feel hesitant, vulnerable, or exposed just thinking about entering the therapeutic process. A parent may have had a negative experience themself. Or perhaps their culture values working through struggles in other ways.

From our perspective, child therapy can mean:

“Let’s better understand what’s underneath the behaviors.”

“Let’s give children a space to communicate what they may not have words for.”

“Let’s build skills before thing become bigger.”

“let’s gain a new perspective.”

Here are a few things parents can consider before committing to therapy:

1. Here at Playroom Lubbock, we aren’t looking for something to fix, label, or diagnose.

2. Your child’s therapy is confidential.

3. You will not be left in the dark.

4. You can ask questions.

5. You are not signing up forever. (We want your input on duration)

6. There is no pressure to continue indefinitely.

7. You don’t have to agree with everything your therapist says.

8. Seeking support does not mean you’ve failed as a parent.

9. We communicate with both parents who have rights to their children.

I said what I said. Now let me think about it. (A note on resilience)

Have you ever said something and thought, “Wow, that was really good. I was really on to something there.” I recently had one of these moments. Feeling rather proud after I said it, the conversation ended and I thought, “I better go back and review the play.” First of all, someone else (my ego says perhaps a famous philosopher, writer, or dead person) has probably previously said what I just said, but even better. Secondly, I need to figure out whether I actually believe what I just said. Not just- “Do I like how it sounded in that moment?”

(The reader asks, “Well, are you going to tell us what you said?”)

What I said was, “Resilience is not the absence of challenges, hardships, or big feelings.” *Gasp* I know, right?

After a quick search, I couldn’t find a single well known quote to match mine. I found over ONE HUNDRED variations of essentially the same idea from various sources. What could be occurring here is either Zeitgeist or Cryptomnesia. Zeitgeist, borrowed from German, means the “spirit of the times.” It describes how the “climate” of an era makes certain ideas “ripe” to be discovered by many people simultaneously.

Could the climate of our times be enlightening us to something we need to remember about resilience?

Hmmmm.

Alternatively, here’s a new psychological term for us all: cryptomnesia. Cryptomnesia occurs when you truly believe you have an original idea, but your brain is actually just recycling a forgotten memory or something you saw or heard in the past.

You decide.

I digress.

Back to examining whether I actually believe what I just said.

On this point, I could wrap up this short story with this question: What if we all examined the beliefs behind what we proclaim?

More hmmms.

For context, my mind blowing statement was an answer to this question: “How do we build resilience in our child?” Perhaps we shouldn't begin with, How do I make my child more resilient? Perhaps, if we examine our beliefs as I propose, we could begin with, What do I believe resilience actually is?

One of my favorite Garry Landreth quotes gets me thinking about this in a particular way:

“Some children are like popcorn. Others are like molasses.”

Landreth, a pioneer in play therapy, used this metaphor to describe the vastly different ways children move through the world. Some children are quick, energetic, expressive, and ready to jump from one thing to the next. Others are slower to warm up, more deliberate, cautious, and internally processing. And some children, of course, don't fit neatly into either category. The point is that children are different. Adults must accept these differences without trying to rush or fix them.

Perhaps sometimes our ideas about resilience accidentally turn those differences into problems.

We want the popcorn child to slow down.

We want the molasses child to speed up.

We want the anxious child to stop worrying.

We want the angry child to calm down.

We want the child having big feelings to handle them better.

We want the behavior to change.

What if it’s true that resilience isn’t the absence of challenges, hardships, or big feelings? What if resilience is the developing capacity to experience challenge, stress, disappointment, frustration, fear, anger, and other big feelings and eventually find our way through them? That doesn't mean children need to experience overwhelming or traumatic stress in order to become resilient. We need to understand resilience in context of the brain and nervous system.

When children face small, manageable challenges and then experience safety after and during the stress, the nervous system strengthens its ability to bounce back. Tolerable stress and predictable relational safety and connection are the building blocks of resilience. A regulated adult presence helps wire a child’s nervous system for safety, which builds their internal ability to self-regulate later in the face of distress.

Children develop resilience within relationships where there is enough safety, connection, support, and opportunity to experience manageable challenges and recover from stress. Over time, these experiences contribute to a child's growing capacity to regulate, adapt, problem-solve, and tolerate distress.

Resilience is not the absence of challenges, hardships, or big feelings.

And I stand by my words.

I dare you to quote me.

I double dog dare you to share this article.

Written by Kelly Martin

When your child says "I wish I was dead."

Even if you don’t think your child means it, it can be scary to hear your child say, “I wish I was dead” or any variation of that. Children express big feelings in big ways because they don't yet have the tools to express complex emotions. Saying the most final thing they can think of, that they want to die, is their way of communicating a need. Young children do not fully grasp the concept of death and saying they want to be dead can be a way to express how bad one is feeling at that moment. Children mimick things they've heard others express in intense moments.

How to Respond

• Observe: "It seems like you are really upset," or "Your face is telling me you feel frustrated and angry."

• Allow them to communicate: "Can you tell me what's going on right now?" or "I'm here to listen to you." Acknowledge and validate: "That must be super tough," or "I can understand how this is upsetting," or "It's OK to feel this way. Things can feel really overwhelming sometimes."

• Support: "You're not alone in this." "Your feelings matter to me."

• Look to past successes: "What have you done in the past that helped you get through a bad feeling like this?"

Warning signs of self harm include:

•   Changes in behavior or mood (withdrawing, loss of interest, increased risk-taking)

•   Talking or writing about death or suicide

•   Giving away prized possessions

•   Saying goodbye to loved ones

Ask if there is a plan of on how they would die.

• If there is some type of plan, you want to limit access to means, create a safety plan and seek additional professional support.

• Connecting with your child when they feel big feelings is what will help them feel safe and loved.

Information summarized from Laura Wheatman Hill in LifeHacker

Why Play Therapy Sessions Start Right on Time by Kathy Dane

Why Play Therapy Sessions Start Right on Time:

The Intention Behind Our Timing

You’ll often hear us mention that sessions begin and end at specific times. There’s both logic and a little bit of magic behind that rhythm. Families sometimes wonder why we don’t come to the waiting room early or why we step out right at the appointment time. The answer is simple: timing is an important part of helping your child feel safe, successful, and supported.

A Calm Start Matters

It might seem helpful to arrive early so no one feels rushed. But for many children, waiting in the lobby for 10–15 minutes can actually create discomfort or dysregulation. When a child sits for too long anticipating a transition, they often develop an expectation that something is about to happen. When the transition doesn’t occur quickly, frustration, anxiety, or restlessness can build.

Most children have an attention span of about 20 minutes for sitting and waiting, and often even less in unfamiliar environments. Once that window passes, it becomes significantly harder to shift into a therapeutic mindset. Extended waiting period are likely a contributing factor when increased dysregulation is seen. 

Walking into session right at the scheduled time helps create a smoother, more predictable transition and supports emotional regulation from the very start.

Creating a Fresh, Safe Space for Each Child

Play therapy may look like pure fun (and it often is!), but it can also involve deep emotional work. Some children express big feelings in big, messy ways that take time to clean up: glitter explosions, dramatic battle scenes, dinosaurs “eating” everything in sight, or snakes soaring through the room.

The time between sessions allows us to:

• reset the playroom,

• refresh materials,

• sanitize what needs sanitizing,

• and ensure each child walks into a space that feels calm, prepared, and just for them.

These few minutes are essential to creating the sense of safety children need to explore and express emotions.

Therapists Need a Moment, Too

Just like children, therapists benefit from a reset. One child may spend a session working through grief with intense symbolic play, while the next may arrive ready to nurture a baby doll or run a pretend restaurant. A short pause allows the therapist to:

• regulate their own nervous system,

• shift emotional gears,

• and be fully present and attuned for the next child’s unique needs.

This transition time is not optional. It’s part of providing ethical, high-quality care.

Protecting Privacy and Respecting Boundaries

Timing also helps protect confidentiality. When families arrive exactly on time, sessions don’t overlap, and every child and caregiver has space and privacy. These boundaries help children feel protected and help parents feel confident that what happens in the playroom stays in the playroom.

Behind-the-Scenes “Housekeeping”

Those in-between minutes are equally important for practical reasons. This is when we respond to quick messages, check in with caregivers as needed, coordinate care, and complete essential documentation. Taking care of those tasks outside of session time ensures your child receives our full, undivided attention during their appointment.

What This Means for Your Arrival

The simplest guideline is this:

Plan to walk in just a minute or two before your scheduled appointment time.

If you arrive early, you’re always welcome to wait comfortably in your car until your therapist comes out to the lobby. You are not being late, rude, or inconvenient — you are actively supporting your child’s regulation and the therapeutic process.

It is most helpful if children don’t wait more than 10 minutes before session. This helps prevent dysregulation, supports smoother transitions, and ensures they begin their session ready to engage.

Thank You for Your Partnership

We truly appreciate your collaboration and understanding. Every part of the play therapy process — even the quiet minutes between sessions — is intentional. These small rhythms help us offer consistent, high-quality care for your child and every child we serve.

By honoring this timing together, we create a space where children feel safe, seen, regulated, and ready to do the important work of growing.

Kathleen Dane, MS, LPC Associate utilizes play therapy at the Playroom Lubbock. She is under the clinical supervision of Kelly Martin, MEd, LPC-S, RPT-S

What do I say? Using Your Words to Help a Child Understand Their Sensory Needs

Regulation Based Responses

When a child’s behavior feels big (meltdowns, shutdowns, or endless “no’s”) it’s easy to focus on stopping the behavior instead of listening to what the child’s body is trying to say. But regulation begins not with control, but with connection. The words adults choose can act as a bridge between a child’s overwhelmed brain, body, and sensory system. It helps them not only feel safe again, but also learn what safety feels like inside themselves.

When we slow down, name sensations, and use language that grounds rather than corrects, we help children notice their own internal signals: the tight chest, the racing heart, the flutter in their stomach. Over time, this awareness becomes the foundation for self-understanding. Think of an inner map that helps them recognize, “This is what calm feels like. This is when I need help.”

Step 1: Notice what the child’s body is doing (without judgment)

Say what you see instead of labeling it as “bad.”
This helps the child feel seen and starts to build body awareness.

Examples:

• “I see your feet are stomping really hard.”

• “You’re hiding under the table right now.”

• “Your hands are hitting, and your body looks tight.”

• “You’re biting — it looks like your body has a lot of big energy.”

 Step 2: Put feelings or body sensations into words

This helps the child connect their body signals to emotions.

Examples:

• “It seems like your body might be feeling mad or frustrated.”

• “Your body looks like it needs to feel safe right now.”

• “It looks like your body has so much energy, it’s hard to keep it inside.”

• “Sometimes when our body feels out of control, it’s trying to tell us it needs help.”

Step 3: Offer a choice or alternative for regulation

Instead of saying “stop,” guide the child to what they can do to meet the same sensory or emotional need safely.

Examples:

• “Your feet want to stomp — let’s go stomp on the mat or outside.”

• “If you need to hide, you can use the cozy corner so your body feels safe.”

• “If your hands need to hit, you can hit the pillow or push on the wall.”

• “If your mouth needs to bite, you can chew on this chewy or take a drink of water.”

 Step 4: Co-regulate with connection

Once the child starts calming, the teacher can offer presence and language to help integrate the moment.

Examples:

• “Your body worked really hard to calm down. I’m proud of you.”

• “Let’s take a breath together before we go back.”

• “You found a safe way to use your big energy — that’s what helps your brain learn again.”

Summary Script Example

“I see your body is stomping really hard. It looks like you might be feeling mad or have a lot of energy. You can stomp on this mat or take a break in the calm corner. Which one do you want?”

Supporting All Children’s Developmental, Sensory, and Emotional Regulation Needs in the Early Childhood Classroom

How Sensory and Nervous System Regulation Affect Learning

Our brains and bodies are like teams that work together. The nervous system helps our body know when we feel calm, alert, or stressed. When we are calm and our body feels just right, our brain is ready to listen, think, and learn.

We all use our senses — like touch, sound, sight, movement, and body awareness — to understand the world. Some kids need more movement or deep pressure (like jumping, squeezing, or pushing things) to feel steady and focused. That’s called proprioceptive input, and it helps the body feel organized and in control.

When a child’s nervous system feels out of balance (maybe too excited, wiggly, or shut down) it’s hard for them to sit still, pay attention, or follow directions. Their brain is busy trying to feel safe and calm, not learning math or reading.

Why Traditional Teaching Styles Don’t Always Work

Traditional classrooms often expect kids to sit still, stay in a line, stay quiet, and focus for long times. But for children whose bodies need movement or sensory input, this can make them feel uncomfortable or stressed. When that happens, they might fidget, talk out, or seem distracted. ( Not because they don’t care, but because their body needs help to get regulated.)

Kids learn best when teachers understand that movement, sensory tools, and emotional safety are part of learning. Letting students take short movement breaks, use fidgets or wiggle seats, and have calming spaces helps their brains and bodies get ready to learn.

Classroom Environment & Structure

• Visual Schedules: Post clear, picture-based daily routines so children know what’s coming next. Include “first–then” “visual board” for smoother transitions (e.g., “First cleanup, then snack”).

• Transition Warnings: Give auditory or visual cues (e.g., a chime, song, or timer) before changing activities so children can prepare their bodies and minds.

• Defined Spaces: Use rugs, colored tape, or floor spots to visually mark play and group areas, reducing crowding and conflict over space.

• Flexible Seating Options: Provide wiggle cushions, pillow, balance discs, rocking chairs, or stools that allow movement while seated.

 Sensory & Regulation Supports

• Proprioceptive Opportunities:

• Allow children to push, pull, or carry items (e.g., moving chairs, handing out materials, pushing a cart).

• Include “heavy work” stations like building with large blocks, wall push-ups, or tug-of-war games.

• Movement Breaks: Build short, structured movement times into the day—yoga, animal walks, or jumping games that reset regulation.

• Sensory Pathways: Use taped lines or stepping-stone paths for children to walk on between activities (e.g., balancing on a parking curb is a great example—integrate this concept safely indoors or outdoors).

• Calm-Down Zone: Create a cozy area with soft textures, visuals, and breathing tools for self-regulation without feeling isolated or punished.

Social & Emotional Supports

• Emotion Coaching Visuals: Display emotion faces and “I feel… I need…” prompts for children to reference.

• Model Sharing & Turn-Taking: Use group games and songs that practice waiting, sharing, and cooperation.

• Predictable Routines: Consistency in transitions and teacher responses builds a sense of safety and emotional control.

 Teacher Strategies

• Cue Cards or Visual Reminders: Use small cards or symbols for expected behaviors (“quiet mouth,” “walking feet,” “gentle hands”).

• Choice-Making: Offer structured choices (“Do you want to sit on the rug or in a chair?”) to build autonomy and reduce power struggles.

• Positive Reinforcement: Acknowledge effort and regulation skills (“I noticed you took a deep breath before you waited your turn”).

Why I Often Refer to Occupational Therapy: A Look at Our Hidden Senses

Why I Often Refer to Occupational Therapy: A Look at Our Hidden Senses by Kathy Dane

When we think about our senses, most of us name the usual five: taste, touch, smell, sound, and sight. But did you know we actually have eight senses? In addition to the five we’re familiar with, there are three lesser-known but just as important senses: proprioception, vestibular, and interoception.

• Proprioception is our sense of body position—how we know where our limbs are without looking.

• Vestibular relates to balance and movement, coming from the inner ear.

• Interoception is our internal awareness, such as recognizing hunger, thirst, a racing heart, or the need to use the restroom.

These “hidden” senses play a crucial role in a child’s ability to regulate themselves and navigate the world. In fact, the number one referral I make in my work is to occupational therapy (OT). While I am not an occupational therapist, I often incorporate sensory tools—like swings, balance boards, sand, or bop bags—into sessions to help support sensory awareness and regulation.

Why Sensory Awareness Matters

Many children I work with have nervous systems that are still developing. This means they may be overwhelmed by stimuli like bright lights, loud sounds, or certain textures—and not even realize it. They just know they’re upset, dysregulated, or “off.”

By helping children become more aware of their bodies, their surroundings, and their internal cues, we give them the foundation to self-regulate. And when parents build this awareness too, they can model calming strategies and offer supportive guidance in the moment.

A Beautiful Example

One parent recently shared a perfect example of building interoceptive awareness in a developmentally appropriate way. Her child was playing outside and clearly starting to overheat. She calmly said:

"I can see you are starting to get hot. You can choose to go inside and cool down, or you can have a popsicle."

This simple interaction did several powerful things:

• It helped the child notice their internal state.

• It gave the child language for what they were feeling.

• It offered agency and choice in how to respond.

This is exactly the kind of sensory awareness and regulation that OT often supports—and why I’m such a strong advocate for it.

My Favorite OT Resources

For families interested in learning more, here are a few trusted Occupational Therapy resources I regularly recommend:

• Harkla Podcast – Great insights from OT professionals

• Your Kid’s Table – Practical strategies for sensory issues at home

• Sensory Diet Guide – What a sensory diet is and how to create one

• Harkla Blog – A wide range of topics on sensory processing and development

Bonus: DIY Sensory Play Recipes

Here are two easy, kid-approved sensory play activities I use and you can try at home:

Slime Recipe
Ingredients:

• White School Glue

• Approximately 3 Tablespoons Water

• Shaving Cream

• Optional: food coloring, glitter, essential oils

• 1 tsp. borax mixed with 2ounces of hot water

Mix the glue and water until you have a runny consistency. Add the desired amount of shaving cream, food coloring or glitter if desired. Add the borax solution a spoonful at a time until you get the desired consistency. 

Sensory Rice or Pasta
Ingredients:

• 1 cup uncooked rice

• 1 tbsp vinegar

• Food coloring (my favorite is Colorations Liquid Watercolors)

• Essential oils (orange and vanilla are a favorite with the kids)

Add all ingredients to a Ziplock bag and shake well. Lay out to dry on a tray. Once dry, pour into a bin for scooping, pouring, and tactile exploration.

Helping children understand their sensory experiences doesn’t just support regulation—it builds confidence, resilience, and connection. Whether it’s through OT support, parent modeling, or playful sensory tools, there are so many ways to nurture this growth.

About the author:

Kathleen Dane, MS, LPC Associate utilizes play therapy at the Playroom Lubbock. She is under the clinical supervision of Kelly Martin, MEd, LPC-S, RPT-S

Children Aren't Manipulating--They're Communicating

Children Aren’t Manipulating—They’re Communicating by Kathy Dane

“When we’re children, we communicate like musicians who are still learning to play their instruments.” — Brad Montague

Young children are often misunderstood when their behavior is labeled as manipulative or defiant. But neuroscience and developmental psychology tell us a different story: children are not trying to control adults—they’re trying to communicate unmet needs in the only way their developing brains allow.

The prefrontal cortex—the part of the brain responsible for impulse control, planning, and emotional regulation—is one of the last areas to fully develop. In fact, it continues maturing well into a person’s mid-twenties (Casey et al., 2005). This means that young children often operate from more reactive, emotional brain regions (like the amygdala), rather than intentionally calculated decision-making.

Developmentally, children do not yet have the language skills or self-awareness to express complex internal experiences. Instead, they "speak" through behavior. Montague’s quote captures this beautifully: children are still learning how to use the instruments of communication and self-regulation. Tantrums, refusals, or tears are not signs of manipulation but attempts to be heard.

Language plays a powerful role in this process. Research shows that the words children hear from caregivers become the foundation of their inner voice—a process that begins with private speech (talking aloud to oneself) and gradually becomes internalized as self-talk (Winsler et al., 2009). Over time, the way we speak to children shapes how they speak to themselves.

This makes the adult’s choice of language critical. When we respond with empathy, curiosity, and clear boundaries, we help build a child’s brain architecture in ways that support long-term emotional regulation and resilience. In contrast, when we label behavior as manipulative or bad, we risk planting seeds of shame that can become part of a child’s self-concept.

Ultimately, children do not need correction nearly as much as they need connection. When we view behavior through the lens of development and need, we can respond not with frustration—but with compassion.

Kathleen Dane, MS, LPC Associate utilizes play therapy with child clients at Playroom Lubbock. She’s under the clinical supervision of Kelly Martin, MEd, LPC-S, RPT-S

References

Casey, B. J., Tottenham, N., Liston, C., & Durston, S. (2005). Imaging the developing brain: What have we learned about cognitive development? Trends in Cognitive Sciences, 9(3), 104–110. https://doi.org/10.1016/j.tics.2005.01.011

Center on the Developing Child at Harvard University. (2007). The science of early childhood development. https://developingchild.harvard.edu

Day, A., & Smith, C. (2013). Understanding the role of private speech in children's emotion regulation. Early Childhood Research Quarterly, 28(2), 405–414. https://doi.org/10.1016/j.ecresq.2012.12.001

Montague, B. (2019). Becoming better grownups: Rediscovering what matters and remembering how to fly. Avery.

Moriguchi, Y., & Hiraki, K. (2013). Prefrontal cortex and executive function in young children: A review of NIRS studies. Frontiers in Human Neuroscience, 7, 867. https://doi.org/10.3389/fnhum.2013.00867

Whedon, M., Holochwost, S. J., & Winsler, A. (2021). Private speech and the development of self-regulation: The importance of temperamental anger. Infant and Child Development, 30(6), e2293. https://doi.org/10.1002/icd.2293

Winsler, A., Fernyhough, C., & Montero, I. (2009). Private speech, executive functioning, and the development of verbal self-regulation. Cambridge University Press

No Longer and Not Yet

We celebrated our 10th birthday in August with the purchase of a building and relocation of the Playroom Lubbock. The most common statement from our child clients regarding our new building was more of an exclamation: “You bought a house?!” (Also followed by a question, “Why?”) My favorite though is, “This house must be from the 1900’s.” It most assuredly is—though it is a commercial property. Many parents have commented that they received massages here from the previous business—a statement that felt familiar to the ones we received at our previous location in the Green Oaks centre where parents received spray tans in their youthful days prior to our existence. Now this property is a host for young people.

Change can feel so difficult yet so right at the same time. This property allows for us to take therapy outdoors, to realign vision and values, and to invest in our future and community. I (Kelly) was recently invited to be a guest on the Business Growth Masterclass by Stag Business Coaching. I was asked what I am most looking excited about in the future of The Playroom Lubbock? My answer “I just want to settle into where I am at.”

While I have my sights set on things oriented in the future, with the newness of transitioning from one place we called home to another, I just want to as Nancy Levin says “Honor the space between no longer and not yet.”

Stag Business Coching podcast with Lubbock play therapist, Kelly Martin.

What is Play Therapy? Free Printable

What is Play Therapy?

Feel free to click on the PDF link above or to click and save the image below!

We are moving! Details and Q/A

We are moving, but keeping it local! After 10 years of calling the Green Oaks Centre on University home, we are celebrating our 10th birthday BIG with the purchase of our own commercial property on 48th and Elgin Ave to begin calling home. You may have some questions regarding what’s next—see our Q/A section below!

Why are you moving?

Buying property is often seen as a symbol of success in a capitalist society. But for me, Kelly, it’s less about achievement and more about alignment—with the needs of my life, the rhythms of my work, and the calling I continue to follow. I hold deep gratitude for the privilege I carry—even as a single-income woman—to be able to make this choice. Life isn’t about pulling yourself up by the bootstraps. It’s about recognizing the systems that shape us, the privileges we hold, and the moments when we choose to move in alignment with our own path. It’s about honesty, support, and intention. The children I work with deserve the most grounded, authentic version of me. This new space reflects who I’m becoming—and I hope it also becomes part of the soil where their growth can take root. I can already feel the next book beginning to write itself—one centered on expanding access and offering care to more vulnerable children. This isn’t just a personal milestone. It’s a quiet revolution of purpose. We look forward to sharing this space with you and eagerly await our enclosed backyard that will allow for more privacy for outdoor therapy, mindful exploration, and big movement play.

Where is the new location?

The new building is located at 4801 Elgin Avenue, Lubbock, TX 79413 at the corner of 48th St. and Elgin. We are 1 mile north of our existing University location.

When will the move take place?

We will hopefully be moving August 13th after the completion of some needed repairs and improvements. We will resume play therapy sessions August 18th at the new Elgin location.

Is your phone number changing?

Yes! The new office number and direct line to Kelly Martin will be 806-340-0063, however our existing office number will still be in effect until February. Kathy and Allyson will have the same direct phone number as before.

Will my therapist be at the new location?

Kelly Martin, Kathy Dane, and Allyson Schmitt will all be practicing at the new Elgin Ave location. Katy McAlpine will begin her solo private practice August 25, 2025. She will be facilitating her sessions at the University location until August 21. Greg Johnston will relocate his private practice to another location and will be inside the University location until August 27th. Jodi and Sarah, two of our graduate student interns, will have concluded their coursework at the beginning of August and will continue on to their next endeavors.

Will my appointment time or day change?

Nope! All scheduled appointment times will stay the same unless you’ve requested a change. Only the location is different. Please contact your individual therapist if you are unsure of your next scheduled appointment.

What if I need my counselor during the time between moving and beginning sessions at the new location?

Kelly, Kathy, and Allyson will be available to conduct virtual parent consultation sessions, follow-up phone calls, or to return emails between August 13-August 15.

Is parking available at the new location?

Yes! Parking is available at the front of our offices with a wheelchair accessible ramp in the front. You may also park on the street as long as you are mindful of not blocking driveway access for our neighbors.

What happens to client files when a therapist is no longer at a practice?

The client files of Katy McAlpine belong to The Playroom Lubbock. You may complete a release of information form for us to release your files to Katy if you will be continuing on with her practice. We are happy to transfer those files to her securely and directly upon receipt of the form. The client files of Dr. Greg Johnston belong to him.

Will there be changes to who you serve as clients?

While the past 10 years we have offered services for clients ages 3-young adult, our current scope of practice and focus will be on clients’ developmental ages of 2-12 (ish). It will be up to the discretion of each individual therapist to accept a prospective clients older than 12 years of age. We have a list of wonderful referrals for teenage and young adult clients.

Free Printables

Feel free to click on the PDF links below or to click and save the images!

Understanding Behavior free printable sheet

Play and Child Mental Health

Free Printable on Whining

How Does a Play Therapist Help a Child Develop Empathy?

This is a very common and wonderful goal we hear parents communicate about their child. How is that accomplished through play therapy? 

Continue reading to discover how.

Theory of mind (ToM) is the ability to understand that other people have mental states, such as beliefs and desires, and that those mental states guide their behavior. Children typically develop ToM between the ages of 3 and 5, but the process is gradual and can continue throughout life.

Empathy is a complex skill that develops throughout childhood and life. Empathy is shaped by a range of factors including genetics, temperament, context, and environment.

In play, children take the real and possibly mundane or tragic parts of life, and mold them into new perspectives on objects, people, and events. They invent, role play, and impersonate. "This ability to switch perspectives on the world and inhabit someone else's skin results in an early understanding of other people's minds.”  Evan Kidd. During play therapy, the play therapist helps the child integrate discovery, knowledge, memory, and real time experience. This integration creates new brain pathways—pathways that recognize the underpinnings of empathy and perspective taking because of what was discovered and experienced during play. Play therapy helps a child to recognize feelings in herself, regulate her own emotional responses, imagine how someone might feel, and imagine what kind of action or response might help.

That is empathy.

How to Help Your Child Make Good Decisions

“Children learn how to make good decisions by making decisions, not by following directions.”  Alfie Kohn

We want our kids to make good decisions—and sometimes we parents feel better about ourselves and our sense of control when we make those decisions for them. Let's build some long lasting qualities in our kids with this play therapy technique you can try at home: returning responsibility. Try it on and replace some common phrases (continue reading) with ones that support their decision making “muscles.”

Returning responsibility is a play therapy technique you can use at home. This approach shifts the parent from being the problem-solver, to enabling the child to solve their own problems. When we return responsibility, children learn to weigh options, consider outcomes, and make choices that reflect their values and desires.

What it Sounds Like—

"I wonder what you could do about this situation?"

"What would be the first step to solving this problem?"

"What's your plan?"

"How do you plan to stick with your plan?"

"Will anyone get hurt or upset by your choice?"

"What options do you have here?"

"That's something you can decide.”

Let's Retire these phrases— 

"Make good choices."

"How many times do I have to tell you?"

"Be nice.”

"I'm not going to tell you again.”

"I expect you to do it the first time I tell you."

5 Things You Need to Know About Sensory Processing

Sensory development is often overlooked and under acknowledged when it comes to childhood behaviors and challenges. The sensory system begins developing while still in the womb (touch is the first to develop), with the most significant development happening during the first two years of life; most senses are considered fully developed by a child's second birthday, although each sense may develop at its own pace. Sensory challenges can often become noticeable during the toddler years and can interfere with daily activities, learning, socialization, and fine motor skills.

Here are the 5 things you need to know about Sensory Processing:

1. Our sensory system helps protect us as well as make sense of the world around us. 

Sensory Processing and Modulation is the ability to organize sensory information in a manner that allows for the "just right" response.

2. There are actually 8 sensory systems

• See (vision)

• Touch (tactile)

• Taste (gustatory)

• Smell (olfactory)

• Hear (auditory)

And the three sensory systems that you probably don't hear about as often:

• Proprioception (information from our joints/ muscles aka. Body awareness)

• Vestibular (information from our inner ear. aka our balance system)

• Interoception (information from our internal organs ex. thirst, hunger, full bladder) 

3. Sensory processing challenges can sometimes appear like other issues.

These issues include ADHD, anxiety, or other behavioral problems such as avoidance and refusals.

The way a person moves their body is also governed by sensory processing.

4. Sensory strategies are NOT effective while a child is having a meltdown.

Adding sensory strategies into everyday routines so our children's bodies are getting their needs met regularly is more effective than using them when the child is dysregulated.

5. Collaboration with Professionals is Key

Collaborating with an occupational therapist is an essential part of discovering what specific sensory systems are affecting your child's development and how to help. Play Therapy with a mental health professional trained in sensory processing can support emotional expression, self-esteem, nervous system regulation and communication. 

When Your Child is Intense about Their Special Interest

Do you have a child with very specific interests that they talk about and engage in with high intensity? (To the point where you and or their friends start to feel tired hearing about it? )

Let’s understand this and learn how to support them by first starting with the basics:

“Hyperfocus” is an intense form of concentration on a particular activity or interest whereas “Perseveration” is repetitive thinking or talking about a topic, often beyond what others may consider typical. Both can appear in children with neurodivergent profiles (e.g., autism, ADHD, anxiety), but they also show up in neurotypical children—especially during stages of emotional growth or learning.

• For kids with ADHD hyperfocus can be a way to regulate or soothe themselves.

• in Autism -as a form of special interest or comfort zone

• in Anxiety -as a form of control or predictability

• Or simply kids with passionate temperaments may hyper focus

Children often cling to topics they love because it feels safe, exciting, or empowering. Just like adults might rewatch a favorite show or dive deep into a hobby, kids use their interests to understand the world and regulate their emotions.

Be curious about what function hyperfocus serves for your child.  Ask your self: Is the intensity in this interest a

• Means to Emotional regulation: It helps them feel safe, in control, or soothed.

• Is it for Mastery and identity: Interests can boost self-esteem, especially if social or academic areas feel hard.

•   Is it for Escape or avoidance: It might protect them from stress, social difficulty, or boredom.

Here are some strategies to respond to and support your child:

1. Connect Before You Redirect

Start with curiosity and connection, not correction. You can say “Wow, you really love space! Tell me your favorite part about it.” This builds trust and shows you respect their world.

2. Validate the Need Behind the Interest. Try saying:

• “I notice you feel calm when you talk about Minecraft. That’s your safe zone.”

• “Dinosaurs help you feel in control when the day feels busy.”

Validation opens the door to deeper co-regulation.

3. Balance Interests With Social Coaching

Help them gently bridge their interest into social connection:

• Model questions: “What do you think your friend likes about dinosaurs?”

• Practice turn-taking: “You talk about Sonic, then ask them what they like.”

• Create social scripts: “If they don’t want to talk about Pokémon, you can say, ‘Okay, what do you want to play?’”

4. Use the Interest to Build Connection

Incorporate their passion into:

• Playdates (e.g., train-themed crafts with a peer)

• Therapy (e.g., using Lego to talk about feelings)

• Books and visuals (e.g., social stories using characters they love)

Join in occasionally with their passion. Create predictable routines that make room for the interest and transitions to other activities.

5. Set Gentle Boundaries When Needed

Too much of any interest can isolate. Use visual timers, transitions, or “interest time” zones.

“We’ll do 20 minutes of dino time, then 10 minutes of something together.”

Pair this with choices to increase flexibility.

Empathize with “I can see your brain really wants to stay on this. It’s hard to shift when you love something so much.”

⸻

Other phrases you can say:

• “You really love this particular video game. ]—tell me one cool new thing you learned today.”

• “Let’s set a timer so we can talk about [this interest] now, and then come back to it after dinner.”

• “I love how passionate you are. Let’s write your thoughts down so you can come back to them later.”

“I'm feeling a bit overwhelmed, I need to focus, can we have some quiet for a bit?”

See how these strategies work for you and your child!

Why I’m Throwing a "Fail-A-Bration"—And You Should Too by Kathy Dane

As many of you know, I love children’s books and am always sharing titles that I think can help kids (and their grown-ups) navigate life a little more easily. Today, I found an absolute gem: Fail-A-Bration by Brad and Kristi Montague.

In a world where we're constantly bombarded by everyone's highlight reels on TikTok, Facebook, and Instagram, this book is a breath of fresh air. It shines a light on the everyday mistakes, setbacks, and disappointments we all face—and normalizes them. It doesn’t just say “failure is okay”—it invites you to celebrate it.

Yep, party hats and all.

So many of the children I work with don’t know how to deal with failure or discouragement. When something doesn’t go their way, it can lead to big, overwhelming behaviors that leave parents feeling heartbroken and helpless. But this book shifts the narrative: What if we didn’t treat failure like the end of the road—but the beginning of something valuable?

Fail-A-Bration encourages us to throw a little party when things don’t go perfectly. Not because we’re brushing off the hard stuff, but because we’re honoring the courage it takes to try—and the lessons learned along the way.

It reminds me of Inside Out, the Disney movie that brilliantly illustrates how our most meaningful memories often come not from our greatest achievements, but from working through sadness and disappointment. There’s growth in the grief of “not yet.”

I just hung my final diploma on the wall—and I’m so proud of it. But I also glance at my first diploma and remember the not-so-proud moments: horsing around, getting bad grades, and barely scraping by. That diploma wasn’t a celebration—it was a wake-up call. But it sparked something in me. I didn’t want to feel that kind of disappointment again, so I kept trying. I kept learning. And I grew.

Without that failure, I wouldn't be here today.

Our kids need to know that perfection isn't the goal—resilience is. A lost baseball game or not getting invited to a birthday party can really sting, but those moments aren’t the end of the story. They’re chapters. And sometimes, they’re the ones that shape us the most.

So, next time your child stumbles, consider throwing a mini Fail-A-Bration. Make a silly cake. Do a happy dance. Laugh about it. And remind them: trying is worth celebrating.

Let’s normalize the mess-ups. Let’s model resilience. And let’s make some beautiful, meaningful memories—failures and all.

Here are Fail-A-Bration resources you can use in your family, classroom, or work setting!

Content Link Block

Select a page and create a visual link to it. Learn more

Blog

Coping is like an Inflatable Air Dancer

You know those tall, wavy air dancers outside stores? This week I was driving by Dusty Coast Sodas on Slide Road in Lubbock, TX. Their cactus inflatable air dancer caught my attention and spoke directly to my nervous system. Their intent was to lure me to pull into their drive-thru and order a soda. Instead, it waved a metaphorical message that I’m sharing now. These inflatable air dancers are wild, unpredictable, sometimes goofy—but they stay up as long as the air is flowing. That’s coping.

While the video above is neither a cactus, nor in Lubbock (we don’t have palm trees), it’s a visual nonetheless. Here’s how the metaphor plays out:

1. The Airflow = Your Coping Strategies

The dancer only stands because of the constant air being pumped in. That’s what coping is: the breath of support/connection, nervous system regulation, grounding, or comfort you use to stay upright during hard times. When the fan turns off, the dancer collapses—just like we do when we’re overwhelmed with no coping or regulation tools.

2. It’s Not Graceful, But It Works

The air dancer flails, dips, bends awkwardly—but it doesn’t fall. Coping doesn’t have to look smooth or polished. Crying, going on a walk (or crying on a walk); confiding in a friend, taking a nap, head-banging to music; using a sensory strategy, journaling—it might look messy, but it’s keeping you upright.

3. It Responds to Pressure and Wind

The dancer gets blown around by outside forces—just like we’re shaped by stress, trauma, or emotions. But with enough air inside (support and regulation), it adjusts and keeps moving.

4. You Need a Power Source

Coping takes energy. That power might come from relationships, routines, therapy, rest, and proper nutrition. Without that connection to something steady, it’s hard to keep your air flowing.

So if you feel like you’re flailing, that’s okay. You’re still standing. You’re still dancing.

Coping isn’t about stillness or perfection—it’s about movement, staying connected to your body, and showing up even when the wind hits hard.