An interpretative phenomenological analysis of how play therapists experience attachment theory in non-directive play therapy

Over the past seventy years, attachment theory has become one of the most studied concepts in psychology. In fact, contemporary attachment theory is often viewed as a theory of regulation which has proven vital in terms of sculpting brain and body processes. Recently, there has been growing interest in attachment-based research, especially in dyadic relationships to deepen the understanding of relational dynamics.

Play Therapy developed as a therapeutic intervention in the United Kingdom during the 1990s. It facilitates dialogue with the client through play, fostering a potential space for exploration, healing, and the repair of attachment wounds, trauma, and loss.

This study explores how play therapists apply attachment theory in non-directive play therapy with clients aged 4–10 years, using an Interpretative Phenomenological Analysis approach. It examines key concepts including attachment theory, play, play therapy, and therapeutic reparation to enhance understanding of symbolic repair.

Data collected through semi-structured interviews identified five Master Themes and Sub-Themes. Findings highlight the role of attachment principles in non-directive play therapy and point to the need for further research into children’s relational experiences expressed through symbolic and emotional processes.

Recommendations include enhancing training and entry requirements, with personal therapy mandatory for trainees. Training should integrate attachment theory, cultural competence and symbolic repair, while qualified therapists are encouraged to pursue ongoing professional development in these areas.