ABSTRACT
A rapidly diversifying child population in the United States calls for play therapists’ action to increase cultural inclusivity in their clinical practice. Play therapy that fosters multicultural inclusivity involves the process of constructing the therapeutic environment – the playroom. In this chapter, the authors present a Delphi study inquiring into the perceptions of 22 experts in child-centered play therapy (CCPT) and multiculturalism regarding their views on the development of a multicultural playroom. Expert panelists established consensus on the definition and materials/toys of a multicultural playroom, and ways in which play therapists can enhance cultural inclusivity of playrooms. Content analysis yielded six key themes comprising the definition of a multicultural playroom, and seven statements on ways play therapists can create more multiculturally inclusive playrooms. Landreth’s (2012) 69-item CCPT material list was reviewed by the panelists. Analysis of ratings support the inclusion of 48 playroom material items, exclusion of one item, and no consensus reached on 20 items. The implications on play therapists’ intentionality, multicultural development, and responsibility related to the construction of a culturally inclusive play therapy environment are discussed.
