Shenae Whitehead Links Clinical Data to Breakthroughs in Play Therapy

Shenae Whitehead, PhD, is Clinical Director of Heart to Heart Counseling and Wellness Center, PLLC, where she delivers compassionate, evidence-based psychological care for children, adolescents, and adults. A licensed psychological associate, she conducts comprehensive diagnostic assessments—including the WISC-V, MMPI-2, and Vineland-3—and tailors individual, family, and couples therapy through modalities such as EMDR, CPT, TF-CBT, DBT, and Theraplay. Her research on military family resilience and her leadership of The Stacy Jones Foundation, Inc. underscore her commitment to trauma-informed practice and community empowerment.

Therapists working with children face the challenge of linking diagnostic insights with effective, personalized care. Psychological testing can offer detailed profiles of how a child thinks and behaves, but this information may go underused without direct integration into therapy. In play-based settings, aligning assessment data with treatment structure creates a more responsive process. This approach improves engagement and allows therapists to match strategies to each child’s cognitive and emotional patterns.

Standardized assessments measure attention control, language comprehension, processing speed, and emotional regulation. These results form a baseline, helping therapists tailor sessions to what each child can process and sustain. Instead of guesswork, clinicians start with a map of cognitive strengths and stress points.

For example, an ADHD diagnosis may reveal working memory limits or attention shifts. These findings guide decisions like simplifying game rules or using activities with fast feedback. A child with low frustration tolerance might benefit from short, structured tasks that reduce emotional overload without relying on verbal correction.

Testing also sharpens goal-setting. Rather than aiming broadly to improve social skills, a therapist might focus on initiating cooperative play or completing a group task without needing redirection. These goals are practical, observable, and grounded in the child’s developmental readiness. When plans reflect real-world needs, support from parents and educators becomes more consistent and coordinated.

Play therapy tools vary in format and purpose. Without assessment guidance, therapists risk selecting activities that do not fit. A child who struggles with abstract thinking might withdraw from symbolic games not out of resistance but because the cognitive demands exceed their capacity. When tasks align with a child’s profile, participation rises and frustration decreases.

When assessments suggest autism spectrum traits, session design shifts again. Sensory sensitivities or difficulty maintaining shared focus with an adult, known as joint attention, may call for predictable, low-stimulation routines. Tactile or rhythmic play materials take precedence over-imaginative narratives. The focus shifts from performance to access, making therapy a space where the child can succeed on their terms.

Trauma-informed testing highlights different priorities. Signs of dissociation or hyperarousal affect how a child experiences play. Games involving touch or sudden transitions may heighten distress, even if intended as fun. Therapists respond with grounding techniques such as rhythmic movement or bilateral tasks, which use both sides of the body through actions like drumming or tossing a ball between hands to anchor attention and support a sense of safety.

In-session observations continue this feedback loop. A child’s behavior can confirm or challenge earlier findings as therapy progresses. These cues allow therapists to adapt techniques while remaining anchored in the initial assessment. The therapist has a clear framework for interpreting and responding when a pattern shifts.

Misalignment between activities and developmental readiness can stall progress. A session that feels too difficult may lead to withdrawal or agitation. By honoring the capabilities outlined in testing, therapists shape environments that build learning rather than add pressure.

This integrated approach also improves collaboration. When reports link assessment data with actionable strategies, teachers and caseworkers can apply those insights in classroom or care settings. Communication improves because the information is clear, grounded, and practical.

Testing becomes more than a diagnostic snapshot. It serves as a guide for targeted support. Play therapy, informed by clinical data, becomes expressive and purposeful. Each session reflects what the child shows and what testing has revealed beneath the surface.