CHILD-CENTERED PLAY THERAPY AND GAMIFICATION: POSSIBILITIES AND LIMITATIONS WITHIN THE PERSON-CENTERED APPROACH

Abstract

This study analyzed the theoretical foundations of child-centered play therapy from the perspective of the Person-Centered Approach and discussed the possibilities and limitations of incorporating gamification elements into child and adolescent psychotherapy. This narrative, qualitative, and theoretical-reflective review was mainly grounded in the contributions of Carl Rogers and Virginia Axline, as well as studies on games, gamification, and child development. The analysis showed that play therapy and gamification are distinct concepts, although they may converge in clinical practice. In play therapy, play supports the expression and elaboration of children’s experiences, whereas gamification uses structured game elements to increase participation and engagement. Gamified resources may be compatible with child-centered practice when they preserve autonomy, spontaneity, choice, and client agency. It is concluded that gamification may complement play therapy, provided that it remains subordinate to the therapeutic relationship and to the humanistic principle of non-directivity.