You dont need to be a therapist to be therapeutic. Neal Horen, MD - - PDF document

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You dont need to be a therapist to be therapeutic. Neal Horen, MD - - PDF document

Nov 29, 2023 362 likes •560 views

3/21/2018 Play The herap apy Tec echniques in n Early arly Chi Childhood Se Settin tings Supporting Social-Emotional Learning and Self-Regulation Christi tian Bellissimo, , MSW, , LCSW, , RPT PT, LLC www.ch .chri risti tianbel

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Play The herap apy Tec echniques in n Early arly Chi Childhood Se Settin tings

Supporting Social-Emotional Learning and Self-Regulation

Christi tian Bellissimo, , MSW, , LCSW, , RPT PT, LLC www.ch .chri risti tianbel ellissimo.c .com

“You don’t need to be a therapist to be therapeutic.”

Neal Horen, MD Georgetown University Hospital

The he pla lay the herapy sk skil ills presented tod today, whe hen used ed with ith co cons nsistency, can can help help a chi hild:

  • develop a secure relationship with adults
  • develop emotional regulation skills
  • express thoughts and feelings in developmentally

appropriate ways

  • develop internal locus of control
  • attain developmentally appropriate self-help skills
  • Become more confident and empowered
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Over erview

The impact of early adversity on young children. Play Therapy techniques for teachers to use in the early childhood classroom.

The he bas basic ics of brai ain dev development

The Child’s Developing Brain

“Bottom-Up / Inside-Out” BIRTH ADULT Fight, flight, freeze “Am I safe?” Emotional Regulation “Am I loved? Executive Function “What can I learn from this?”

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By age 4, 80% of the brain’s structures responsible for future emotional, behavioral, social, and physiological functioning, are developed.

80%

Bruce Perry, MD www.childtrauma.org

8

Trauma and Children

One in four children witness or experience a traumatic event before the age of 4, and more than two-thirds by age 16.

neaToday, Winter 2017

Abuse and Neglect by Age: United States, 2015 47% www.acf.hhs.gov

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AC ACE Score and Dev evelopmental l Dela elays at at Th Three

Frequency of Delays Number of ACEs

https://developingchild.harvard.edu/resources/inbrief-the-impact-of-early-adversity-on-childrens-development/

PO POLL

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Domestic c Vio iole lence ce Domestic c Vio iole lence ce

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Play The herapy and nd Early rly Ad Adver ersity Video eo 1 Play in n Pr Pres eschool

  • l Chi

Children en: : Wha hat to

  • Look

Look For

  • r

Symbolic Play Goal-direction Enjoyable Frustration tolerance

PO POLL

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3/21/2018 7 The parallels between Play Therapy and Early Childhood

“You don’t need to be a therapist to be therapeutic.” Using play to support children’s emotional development

Supportive adult-child relationships Building a sense

  • f perceived control

Early Adverse Experiences Opportunities to strengthen self-regulatory skills

Building Resilience using Play Therapy Skills

https://developingchild.harvard.edu/science/key-concepts/resilience/

The Environment

“You don’t need to be a therapist to be therapeutic.” Using play to support children’s emotional development

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3/21/2018 8 Play Therapy Room Early Childhood Classroom The Relationship

“You don’t need to be a therapist to be therapeutic.” Using play to support children’s emotional development

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The he Pr Prin inciple les of Chil hild-Centered Pla lay Ther herapy

  • 2. The therapist must develop a warm, friendly

relationship with the child, in which good rapport is established as soon as possible.

  • 1. The therapist accepts the child exactly as her or she

is.

Axline (1976). Play Therapy. Ballantine Books, New York, NY

Pla lay Skil ill Nu Number One ne: Bui uild ld a Rela elationship Pla lay Skil ill Nu Number One ne: Bui uild ld a Rela elationship

Body Language

Down on the child’s level Open, relaxed posture Maintain arm’s length

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Pla lay Skil ill Nu Number One ne: Bui uild ld a Rela elationship

Body Language: Benefits

  • Helps build a rapport and supports attachment
  • Actively addresses boundaries

The he Pr Princip iples of Chi hild ld-Centered Pla lay The herapy

  • 3. The therapist does not attempt to direct the child’s

actions or conversation. The child leads, the therapist follows.

Axline (1976). Play Therapy. Ballantine Books, New York, NY

Pla lay Skil ill Nu Number Two: Al Allo low the he Chil hild to to Lea ead Whi While Des escribing Pla lay

Allow the child to self-initiate the play. Describe the child’s play while avoiding asking questions.

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Pla lay Skil ill Nu Number Two: Al Allo low the he Chil hild to to Lea ead and nd Describe Pla lay

  • Supports developmentally appropriate expression of

thoughts and feelings

Allow the Child to Lead: Benefits Describe the Child’s Play: Benefits

  • “Attunement”
  • Speech, language, and vocabulary modeling

Pla lay Skil ill Nu Number Two: Al Allo low the he Chil hild to to Lea ead Whi While Des escribing Pla lay

When a child invites you to participate in their play:

Cooperative role play: What to do

  • Seek their direction. Ask what you should do or say.

Al Allow the he Chi Child to

  • Le

Lead and nd De Describe e Play (Sea ea An Animals) Seeking the Child’s Direction (Pr Pret eten end Eating) Video eo 2

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The he Pr Princip iples of Chi hild ld-Centered Pla lay The herapy

  • 4. The therapist is alert to

recognize the feelings the child is expressing and reflects those feelings back to him in such a manner that he gains insight into his behavior.

Axline (1976). Play Therapy. Ballantine Books, New York, NY

Pla lay Skil ill Nu Number Thr hree: Name the Child’s Feelings

While playing with the child, name the feelings the child expresses verbally and non-verbally.

Pla lay Skil ill Nu Number Thr hree: Name the Child’s Feelings

Name the Child’s Feelings: Benefits

  • Child learns feelings vocabulary
  • Child learns to recognize feelings in self and others
  • Co-regulation
  • Child learns that feelings are experienced in the body
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Name the Child’s Feelings (Body Language, Frustration, ID through Play)

Video eo 3

The he Pr Princip iples of Chi hild ld-Centered Pla lay The herapy

5. The child is given the responsibility to make choices.

Axline (1976). Play Therapy. Ballantine Books, New York, NY

Pla lay Skil ill Nu Number Fo Four: Frame the Child’s Play as a Choice or Decision

When the child selects an activity, or an item or action within an activity, acknowledge their choices.

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Pla lay Skil ill Nu Number Fo Four: Frame the Child’s Play as a Choice or Decision

Benefits

  • Supports internal locus of control
  • Facilitates free expression of thoughts and feelings
  • Supports limit setting

The he Pr Princip iples of Chi hild ld-Centered Pla lay The herapy

  • 6. The therapist establishes limitations to make the

child aware of their responsibility in the relationship.

Axline (1976). Play Therapy. Ballantine Books, New York, NY

Pla lay Skil ill Nu Number Fiv ive: Lim imit it Set etting

When the child engages in a prohibited behavior, set a limit utilizing choice giving and a natural consequence.

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Pla lay Skil ill Nu Number Fiv ive: Lim imit it Set etting

  • Limits provide safety and emotional security

Benefits

  • Supports internal locus of control
  • Supports problem solving
  • Supports self-regulation
  • Reduces power struggles

Pla lay Skil ill Nu Number Fiv ive: Lim imit it Set etting

  • Acknowledge the child’s motivation or feeling

Procedure

  • State the limit
  • State the consequence
  • Praise the child’s choice to self-correct, or enforce the limit
  • Provide an alternative (if necessary)

Landreth (1991). Play Therapy, The Art of the Relationship; Accelerated Development, Bristol, PA

Framing Be Beha havior as a Cho Choice, e, Li Limit Set etting (Marker ers, Hand nd, Sand nd) Video eo 4

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Pla lay Skil ill Nu Number Fiv ive: Lim imit it Set etting

  • Modulate voice and maintain proximity

Tips

  • Allow the child to self-correct
  • Consequence should involve loss of toy being used or

current activity

  • Avoid “we” and “ok?”
  • Follow through!

Lim imit it Set etting Tip: ip:

Be preventative! Establish expectations and reinforce

  • ften through specific praise.

PO POLL

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The he Pr Princip iples of Chi hild ld-Centered Pla lay The herapy

  • 7. The therapist maintains a deep respect for the child’s

ability to solve their own problems if given the

  • pportunity to do so.

Axline (1976). Play Therapy. Ballantine Books, New York, NY

Pla lay Skil ill Nu Number Six ix: Sup upport Ind ndependence and nd Self elf- Reg egulati tion thr hrough Chal hallenging Tasks

When the child is presented with a challenging task:

  • Name the child’s feeling (co-regulation)
  • Return responsibility
  • Acknowledge effort
  • Help just enough
  • Praise perseverance

Pla lay Skil ill Nu Number Six ix: Sup upport Ind ndependence and nd Self elf- Reg egulati tion thr hrough Chal hallenging Tasks

Benefits

  • Builds frustration tolerance
  • Lengthens attention span
  • Supports problem solving
  • Supports developmentally appropriate autonomy
  • Empowering
  • Co-regulation
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Supp pport Inde ndepe pende dence ce and nd Self-Regul ulatio ion throu

  • ugh Ch

Challe llengin ing Task sks (Markers, Shoe

  • es,

s, Tying ing)

Video eo 5

Christi tian Bellissimo, , MSW, , LCSW, , RPT PT, LLC www.ch .chri risti tianbel ellissimo.c .com