Play therapy interventions are critical elements of providing responsive services within thecontext of comprehensive school counseling programs. However, many school counselors arenot trained in the use of play therapy techniques during their graduate training programs as PlayTherapy is not a required course based on standards set by the Council for Accreditation ofCounseling and Related Education Programs (CACREP) (2009). Indeed, while there are over400 school counseling programs in the U. S., there are only 11 certified play therapy trainingcenters. Even more critically, school counselors may not know which play therapy approachesand interventions are evidence-based for specific childhood concerns (e. g., selective mutism,social skills deficits, parent deployment).Play therapy is a structured, theoretically-based approach to counseling that builds on thenormal communicative and learning processes of children as they may not have developed the complexities of language to accuratelyexpress their concerns (Carmichael, 2006; Gil, 1991; Landreth, 2002; O'Connor & Schaefer, 1983). Further, children who are most incrisis may be the ones who need play concepts integrated in counseling; yet, many school counselors are unprepared to provide thesevital resources. The focus of this book is on various play techniques and the application of various play therapy theories (i. e., ChildCentered Play Therapy, Solution Focused Play Therapy, Cognitive Behavioral Play Therapy) within comprehensive school counselingprograms, addressing various childhood concerns, prevention and intervention. Each chapter offers vignettes, a literature review of aspecific childhood concern (e.g., homelessness, separation anxiety), pragmatic interventions for the school environment, and a casestudy to demonstrate application of techniques.