Types of Facilitative Responses

In a non-directive play therapy, facilitative responses play a vital role in encouraging growth and therapeutic play by a child. According to Gary Landreth (2012), in a play session the responses need to be short and interactive; ten words or less and they should fit smoothly into the child’s expression without interrupting the natural flow of the play. 

Tracking- Tracking responses put into words therapist’s observations. They acknowledge the child’s play expressions and convey the therapist’s interest in the play. Tracking responses should not sound robotic, but have a conversational tone to them.

Example- “You are putting that in the sand.” Or “It fell down.”

Reflecting content - Reflective responses summarize or reflect back the child’s verbal reactions or communication. These responses validate the child’s feelings and actions, communicate the therapist’s understanding and allow the child to lead.

Example - The child is playing doctor and puts a Band-Aid on the doll. Therapist’s response, “You want it to feel better.”

Reflecting feelings- These responses validate the intensity of the child’s feelings. The therapist reflects acceptance and facilitates trusts by these responses.

Example- The child says, “I am going to kindergarten.” The therapist says,” You are felling proud.” Or “You want me to know that you are going to kindergarten.”

Some more examples- You are curious about…                                   

You are wondering if ….

You are angry about…

You do not like ….

Building self-esteem- The self-esteem building responses helps children see that they are capable. It validates their efforts and builds confidence. These responses encourage them to try other thing. Avoid giving compliments such as ,” The paining is beautiful.”

Examples- “You are working hard on that.” Or “You figured it out.”

Match the child’s level of affect - In communicating with the child, the therapist’s tone/affect match the child’s tone or intensity of expressions and feelings. Rate of therapist’s responses and affect conveys understanding.

Avoid asking questions – Questioning is not facilitative because it implies expectation of response and cognitive process from the child. If you have enough information to ask a question then you have enough information to make a statement.

Example- Instead of “Did that make you angry?” Say,” You are feeling angry.”

Returning the responsibility - Let the child do things they are capable of instead of the therapist doing it for them. It encourages independence, builds confidence and facilitates decision-making. Returning responsibility empowers the child.

Example – If a child asks help with opening a paint jar, the therapist could say,” You can open it.”

If while paining, a child asks what color the flower should be, the therapist could respond,” In here you can decide what color the flower would be.”

Other Examples-

You can choose…

You can decide…

You can do it if you want to…

What you play with first is for you to decide 

                                                                                                     Source: Gary Landreth (2012)