A Critical Inquiry into Play Therapists’ Creation of Culturally Inclusive Play Therapy Spaces
Open AccessThe purpose of this qualitative study is to explore how registered play therapists (RPTs) are attending to, if at all, cultural inclusivity in the creation of their play therapy spaces. The study addresses two research questions and sub-questions: 1) How are registered play therapists (RPTs), if at all, addressing cultural inclusivity and sensitivity in the creation of their therapeutic spaces (i.e., toys, materials, décor, etc.)? 1a) What informs this decision-making process for registered play therapists (RPTs)? and 2) When are registered play therapists (RPTs), if at all, incorporating cultural inclusivity and sensitivity into the creation of their play therapy spaces? 2a) What informs this decision-making process for registered play therapists (RPTs)? This study included 14 RPTs who are currently practicing play therapy in the United States with at least one client. Participant data was collected over two semi-structured interviews with the last interview including an observation of the participants play therapy space. The research used basic interpretive design (Khalke, 2014) and thematic network analysis (Attride-Stirling, 2000) for data analysis. Critical Race Theory (CRT) was utilized as a grounding framework throughout the entirety of this research (Daftary, 2020). Findings are presented utilizing thematic networks (Attride-Stirling, 2000) consisting of Global Themes, Organizing Themes, and Basic Themes. Implications for play therapy pedagogy, training, clinical practice, research, and advocacy are presented based on the results of this study.
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