Children use toys and play to express their experiences, feelings, expectations, needs and desires. In play, children with ADHD create their own world and are able to make things happen the way they like at will; from play, they can learn things that others cannot teach them, learn to conceptualize important experiences and feelings, and explore and learn in their own unique way; play allows children to give full play to their imagination and is a bridge between concrete experiences and abstract thinking; through play, children with ADHD use concrete forms to express their inner world, their emotional experiences; an important function of play is the ability to change emotions that cannot be handled in reality into situations that can be controlled symbolically, and to learn how to face life in a self-directed way. Since children are more comfortable with play than with talking, they are able to express themselves more directly and completely. Based on the above observations, psychologists have created play therapy to address the psychological problems of pediatric ADHD patients. I. Classification of play therapy 1. Psychoanalytic play therapy. The focus of psychoanalytic play therapy is to build relationships and guide pediatric ADHD patients to comprehend. Use games as a way to establish a relationship with children; observe the behavior of pediatric ADHD patients in games, help pediatric ADHD patients to express themselves and collect information in order to enter the inner world of children. 2. Venting game therapy. Parents use toys to create situations (such as traumatic events) that cause anxiety reactions in children with ADHD, so that children can vent their emotions. 3. Relational play therapy. Emphasis is placed on establishing a close emotional relationship between the parent and the ADHD patient, with the parent helping the ADHD patient to solve the difficulties they face. 4.Non-specific play therapy. The goal of the treatment is the child’s self-perception and self-direction. The person with pediatric ADHD is given the freedom and space to express themselves in their own way. The strategies used in therapy include cognitive-behavioral therapy, visitor-centered play therapy, structured play therapy, Gestalt play therapy, parent-child play therapy, and parent-child interactive play therapy. Play therapy can be conducted individually or in groups, and can also be used in family therapy. II. Treatment goals for pediatric ADHD patients with pediatric ADHD Strengthen children’s ability to focus on tasks, encourage them to show self-controlled behavior, and teach them to consider the consequences of their behavior before acting, and help pediatric ADHD patients to build up self-confidence in some specific deficits. To address these goals, the following play therapy program was developed: 1. Understand the family relationships and personal feelings of children with ADHD. Children were asked to “draw people”, “draw houses”, “draw the whole family”, and parents were asked questions related to the drawings, such as “How old is this person? How old is this person?” , “What is his favorite thing to do?” The first person drawn by the person with ADHD usually represents the person himself, so the parent can gather information about him. Note that all questions should be asked in the third person so that the person with ADHD can speak freely. Puppet Sentence Making Game: Parents first let the child pick a puppet and then pick two puppets of their own, one for each hand. The parents introduce the names of the two puppets, such as “Ding Ding” and “Dong Dong”, and let the ADHD patient give his or her puppet a name such as “Ming Ming”. Then, the parents say some sentences in the tone of voice of “Ding Ding” and “Dong Dong” and let the ADHD patient say a sentence on behalf of Ming Ming, so as to gradually approach the inner thoughts of the child, such as “The time I feel the most sad is ……”, “I feel happiest when I am ……”, etc. These sentences can be adapted to suit the different problems of each individual with ADHD based on the initial information provided by the parents. 2. Train the pediatric ADHD patient to concentrate. A timing game can be used: Using 10 playing cards, the child is asked to focus his or her eyes on the work being done for 2 minutes (determined by a baseline of how long the person with pediatric ADHD can pay attention), without looking up or paying attention to anything else, and if this is done, he or she gets another 10 playing cards. If you look up, take away a playing card. After doing this 3 times, if the total number of playing cards reaches 25 (allowing 5 errors), you can pick any small gift from the treasure box. As the treatment progresses, gradually increase the time to focus on the playing cards. 3. Train pediatric ADHD patients to overcome impulsivity. The “Strategic Scrabble Game” trains the child to observe carefully before acting. When playing the game, the parent demonstrates all the steps to the ADHD patient and explains aloud the strategy used, with the goal of allowing the ADHD patient to observe how the parent solves problems, makes decisions and uses strategies to win. The child then takes the appropriate strategies and steps and learns the “stop and think” method. The “Four Point Connection Game” trains ADHD patients in self-control. Parents explain the strategy in words and suggest that the key to winning with ADHD is to look around the target before acting and use stopping techniques in order to slow down the reaction time and achieve success. Another self-control game is called the “bouncing ball game,” in which if the ball is thrown too quickly, it will bounce outside the grid. Parents demonstrate and explain the trick to success, so that children can learn to slow down their own movements and gradually master the game. Parents should control the winning and losing ratio of the game appropriately during treatment, so that the child with ADHD can win to improve the self-confidence of the child with ADHD. There are times when children should also be allowed to fail to test the ability of the pediatric ADHD patient to withstand setbacks 4. Let the pediatric ADHD patient experience a variety of different emotions. Have children list what emotional feelings a person has and write down the name of each emotion on a piece of paper. Parents tell a story: e.g. I went to the bookstore to buy my favorite book, I got the book, then walked out of the bookstore and found my bike missing, then discuss with the person with pediatric ADHD the different emotional experiences and the weight of each emotion that resulted from the story. Finally, have the person with pediatric ADHD tell a story in order to encourage him to verbalize what is hidden in his unconscious. 5. Help children explore solutions to problems. In the “garbage bag game,” the parent and the ADHD patient each take a garbage bag. The parent first tells how dirty the garbage is, and then the parent gives the ADHD patient four pieces of paper and asks him to write one “piece of garbage” on each piece of paper –The parent then gives the child with ADHD 4 pieces of paper and asks him to write one “piece of junk” on each piece of paper, and then closes the bag. At the next session, have the child take one piece of junk out of the bag, such as “Arithmetic homework takes up my whole evening”, and then use puppet role-playing to instruct the ADHD patient to use his or her own experiences to explore solutions to the problem. For example, when the rabbit faced a lot of homework, his mother said that he could play games after completing the homework, he broke the homework into several parts and could play for as much time as he finished each part. In the future, each time the treatment, parents and pediatric ADHD patients together to find a way to throw away a garbage.