About this resource
Facing fears step by step is a central part of cognitive behavioural therapy for childhood anxiety. Here the child chooses something they want to be able to do, and you plan small steps up the mountain together, starting with the easiest. Each step is celebrated with a sticker or a tick. The child stays in charge of the pace.
Purpose
A colourful mountain for planning small brave steps towards something a child finds scary.
Who it is for
Primary profession: Counsellors and therapists. Also relevant for psychologists, social workers, educators and school support staff.
Client or participant group: Children aged about 4 to 10, working with a counsellor, play therapist or psychologist.
Practice setting: Play therapy, counselling and school wellbeing rooms.
Suggested uses
- Individual play-based sessions
- Building a relationship with a child
- Talking about feelings without pressure
- Sharing ideas with parents or carers, with the child's agreement
Instructions for practitioners
- Choose a goal the child wants, such as sleeping in their own bed.
- Write or draw the steps from easiest (1) to hardest (6).
- Practise step 1 together, or plan it with a carer.
- Stay on a step until it feels easier, then move up.
- Celebrate effort, not just success.
Accessibility considerations
Big pictures and few words. Read it aloud, let the child draw or point, and use their own words for feelings. Print in colour if you can, or let the child colour it in.
Scope and limitations
A play-based activity that supports therapy. It is not a stand-alone treatment, a clinical assessment or a validated tool. Follow the child's lead, stop if they become distressed, and follow your child safety procedures if the child discloses harm.
Research basis
Cognitive behavioural therapy, which includes gradually facing fears, is an effective treatment for anxiety in children and young people. Meta-analyses suggest play therapy and child-centred play therapy have positive effects on children's behaviour and wellbeing, although researchers note limits in the quality of some studies. These activities support play-based work and are not validated treatments.
- Bratton, S. C., Ray, D., Rhine, T., & Jones, L. (2005). The Efficacy of Play Therapy With Children: A Meta-Analytic Review of Treatment Outcomes. Professional Psychology: Research and Practice, 36(4), 376–390. https://doi.org/10.1037/0735-7028.36.4.376
- James, A. C., Reardon, T., Soler, A., James, G., & Creswell, C. (2020). Cognitive behavioural therapy for anxiety disorders in children and adolescents. Cochrane Database of Systematic Reviews, 2020(11). https://doi.org/10.1002/14651858.cd013162.pub2
- Lin, Y., & Bratton, S. C. (2015). A Meta‐Analytic Review of Child‐Centered Play Therapy Approaches. Journal of Counseling & Development, 93(1), 45–58. https://doi.org/10.1002/j.1556-6676.2015.00180.x
- Phillips, R. D. (2010). How firm is our foundation? Current play therapy research. International Journal of Play Therapy, 19(1), 13–25. https://doi.org/10.1037/a0017340
- Ray, D. C., Armstrong, S. A., Balkin, R. S., & Jayne, K. M. (2015). CHILD‐CENTERED PLAY THERAPY IN THE SCHOOLS: REVIEW AND META‐ANALYSIS. Psychology in the Schools, 52(2), 107–123. https://doi.org/10.1002/pits.21798
What is included
A 2-page printable A4 PDF, including a practitioner notes page with the research basis (version 1.0).
Originality
Original Practitioner Plus content: wording, activity structure, layout and icons were created for this resource. No third-party worksheets, illustrations or text were reproduced. Illustrations and activities were created for Practitioner Plus; no third-party worksheet or image was used.
