Parent consultation is central to effective play therapy, yet limited empirical literature describes how play therapists conceptualize and implement consultation with caregivers in routine practice. The purpose of this study was to explore play therapists’ lived experiences of parent consultation and identify how they conduct consultation within their clinical work. Using descriptive and hermeneutical phenomenology, data were collected through semi-structured interviews with eight play therapists and analyzed using thematic analysis. Findings highlighted that parent consultation is a deliberate, relational, and process-based component of play therapy rather than an optional add-on to child sessions. Participants described parent consultation as: (a) an intentional orientation process that clarifies expectations and corrects misconceptions, (b) an ongoing avenue for understanding the child in context and within the family system, (c) a collaborative mechanism for goal setting and monitoring progress, (d) a pathway for educating and empowering caregivers, and (e) a relationship-centered space requiring core therapist skills such as empathy, validation, attunement, and firm yet supportive boundaries. Participants emphasized the importance of the parent–therapist alliance, described consultation as a bidirectional exchange of insight and meaning-making, and viewed consultation as a key mechanism for facilitating systemic change in families. They also reported logistical and relational barriers (e.g., caregiver readiness, scheduling constraints, conflictual co-parenting dynamics) that are not consistently addressed in training. Collectively, findings suggest parent consultation functions as a bridge between the playroom and daily life, supporting generalization of therapeutic gains by strengthening caregivers’ understanding, capacity, and relational responsiveness.

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John R. Culbreth PhD

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