About Little Life Warriors
“It takes sun and rain to build a rainbow.”
Let me share a story with you.
In 2022, I was in a life-altering motorcycle accident. Recovery wasn’t just physical—it became a journey of redefining who I was, what I stood for, and how I wanted to live and give back. During that time, I clung to a quote that changed everything for me:
“Warriors are not born, and they are not made. Warriors create themselves through trial and error, pain and suffering, and their ability to conquer their own challenges.”
That quote became my compass. And from it, Little Life Warriors was born.
I’m Alison—a neurodivergent woman, registered Play Therapist, early childhood teacher, parent, and passionate advocate for children and their families. After decades working in education and early intervention, and walking beside my own neurodiverse child, I saw how many kids were misunderstood, how many families felt overwhelmed, and how desperately we needed safe, non-judgmental spaces where children could just be.
Little Life Warriors is that space.
Our name honours the strength I see in every child. They are not here to be “fixed.” They are already whole. But life brings challenges—and through play, connection, and unconditional acceptance, children can rise to meet those challenges in their own way. That’s what makes them warriors.
Our philosophy is grounded in the powerful words of Garry Landreth:
“Child-centered play therapy embodies a fundamental belief in the child’s natural ability to grow and mature, fostering a deep trust in their capacity for self-direction.”
We trust children. We listen deeply. We don’t force. We invite.
Our therapy room is designed with purpose and heart—a place where children can lead the way, express big feelings, test limits, build trust, and experience healing on their terms. Everything is set up to support sensory needs, emotional safety, creativity, and connection.
We specialise in:
- Play therapy for neurodivergent and neurotypical children
- Early intervention support and parent-child connection
- School readiness and emotional coaching
- Resilience-building through our licensed Standing Strong™ wellness program
- Group and sibling therapy
- Educator workshops and community outreach
We embrace a neuro-affirming, trauma-informed, inclusive approach. There are no sticker charts here. No expectations to sit still or “behave.” Just real humans holding space for real kids.
And the rainbow in our logo? It’s more than just color. It represents everything we stand for:
- Inclusivity – Everyone belongs here. All identities, all abilities, all families.
- Growth through contrast – Just like rainbows need both sun and rain, we believe beauty is found in the mix of hard days and happy ones.
- Celebration of individuality – Every colour adds richness. Life would be dull without it. We honour each child’s uniqueness and help them do the same.
This practice, this space, and this mission are deeply personal to me. And if you’ve found your way here—whether as a parent, a child, or a fellow professional—you are welcome. You matter. And I’m so glad you’re here.
With gratitude,
Alison
Founder – Little Life Warriors
THE LITTLE LIFE WARRIOR PHILOSOPHY
At Little Life Warriors, Everything begins with HOPE!
Not hope as a wish.
Hope as practice.
Hope as action.
H -We Hold Safe Relationships
Core Idea:
Safety is the foundation for all healing.
Without secure, predictable connection, self-regulation can’t grow.
Connection comes first!
- Before strategy.
- Before correction.
- Before teaching.
We believe children regulate through relationship.
- They borrow our calm.
- They test safety before they trust it.
- So we show up consistently.
- We hold clear, predictable boundaries.
- We use a warm, steady tone.
- We say and mean, “All feelings are welcome here.”
Because without safety, nothing meaningful grows.
What research shows:
- Attachment science: Children with secure attachment show better emotional regulation and resilience.
(Bowlby, Ainsworth) - Polyvagal theory: Safety cues in relationships down-regulate threat systems and support social engagement.
(Porges, 2011) - Neurobiology of trauma: Predictable, attuned interactions help re-wire stress responses.
(Schore, 2003)
Translation for practice
You:
- Tune to affect first, behavior second
- Use consistent routines
- Repair ruptures quickly
Real behaviour examples
- Warm check-ins at starts and ends
- Label what you notice (“I see frustration, not bad behavior”)
- Calming rituals before tasks
O - WE OWN OUR LIVED EXPERIENCE
Core Idea:
Therapist self-awareness and authenticity build trust and safety.
We do not work from theory alone.
We understand nervous systems because we have lived in our own.
- We reflect.
- We repair.
- We take responsibility.
- We model self-awareness.
- We acknowledge rupture.
- We practice emotional honesty.
Children sense congruence instantly.
What research shows:
- Relational neuroscience: Therapist presence matters as much as technique. (Siegel, 2010)
- Polyvagal research: Safety is co-regulated in the therapist–child dyad. (Porges)
- Attachment repair: When caregivers (including therapists) can reflect on their own states, children internalize regulation capacities. (Fonagy & Bateman)
Translation for practice
You:
- Monitor your own state
- Model repair after dysregulation
- Use reflective language
Real behaviour examples
- “I got tense when you yelled. I’m here with you now.”
- Naming your emotional shift (“I felt surprised. Now I feel steady.”)
- Taking breaths with the child
P - We Use Play as the Pathway
Core Idea:
Play is the language of the developing brain.
It’s where regulation and meaning are shaped through experience, not instruction.
Play is not a break from the work. Play is the work.
Through play, children communicate what words cannot hold.
- They rehearse power safely.
- They process fear.
- They rebuild control.
- At Little Life Warriors we believe:
- Joy and struggle belong together.
- Play holds both.
It takes sun and rain to build a rainbow.
What research shows:
- Play therapy outcomes: Structured and child-led play improves self-regulation and social skills. (Bratton et al., 2005)
- Neuroscience of positive affect: Play activates reward systems, supports learning and exploration. (Panksepp, 2007)
- Trauma theory: Play creates ‘safe rehearsal’ of affect and mastery experiences. (van der Kolk, 2014)
Translation for practice
You:
- Let the child lead the scenario
- Follow themes rather than redirecting
- Use materials that invite embodiment
Real behaviour examples
- Following a child’s script in play
- Naming themes rather than narrating
- Letting emotions be expressed through play rather than talked about first
E -We Empower Through Emotional Safety
Core Idea:
Safety empowers agency.
Agency builds resilience.
Empowerment is not pushing children to be brave.
It is helping them feel:
- You are safe.
- You are capable.
- You are seen.
- We teach body awareness.
- We build emotional language.
- We guide safe expression.
We do not remove the storm. We help children build the skills to move through it.
What research shows:
- Sense of control predicts better stress outcomes in children. (Bandura’s self-efficacy research)
- Emotional competency training reduces anxiety and improves regulation. (Denham et al., 2012)
- Trauma recovery frameworks prioritize empowerment as a healing mechanism. (Herman, 1997)
Translation for practice
You:
- Teach emotion identification
- Support coping skills in the moment
- Use strength-based language
Real behaviour examples
- “Name that feeling”
- Scaffolding deep breathing with cues
- Encouraging choices (“Do you want blocks or drawing?”)
HOPE at Little Life Warriors Holding safety. Owning experience. Playing with purpose. Empowering through connection. This is the bridge we build.
Alison Colville (2026)
