Pupils struggling with difficult life experiences often exhibit profound behavioural difficulties and their ability to access learning is impacted and they may find it harder to concentrate and engage in class, but be unable to explain why they are unable to process their feelings.
Each session takes place in private with just the client and the Play Therapist. The sessions last 45 minutes and are held at the same time in the same place to build trust and continuity. This is the cornerstone of any effective therapeutic intervention.
The duration of the Play therapy intervention is dependent on the needs of the client. When assessing the individual child it may be possible to ascertain whether it is likely to be a short, medium or long term case which may vary from between 12 to 30 of more regular sessions. As a rule of thumb, the more complex the case, the more sessions required
As part of my commitment to effective outcomes, each pupil referral will have a termly report on educational attainment, school attendance and emotional and behavioural regulation as ascertained by the school, parent and pupil. Effective outcome measures in a termly report are also useful in securing continual funding for Play Therapy. I work closely with the school, child and parent/carers to provide practical measures to support the child.
What to expect
Each session takes place in private with just the client and the Play Therapist. The sessions last 45 minutes and are held at the same time in the same place to build trust and continuity. This is the cornerstone of any effective therapeutic intervention.
The duration of the Play therapy intervention is dependent on the needs of the client. When assessing the individual child it may be possible to ascertain whether it is likely to be a short, medium or long term case which may vary from between 12 to 30 of more regular sessions. As a rule of thumb, the more complex the case, the more sessions required
As part of my commitment to effective outcomes, each pupil referral will have a termly report on educational attainment, school attendance and emotional and behavioural regulation as ascertained by the school, parent and pupil. Effective outcome measures in a termly report are also useful in securing continual funding for Play Therapy. I work closely with the school, child and parent/carers to provide practical measures to support the child.
Gathering a detailed family history, and getting consent to proceed from adults with parental responsibility. Understanding presenting difficulties and also liaising with teachers and classroom / playground observations. Having access the educational attainment to develop outcome measures and arranging the time and date of the intervention. Finalising financial arrangements and signing contracts.
Once the play therapy begins, I will work with my clients in a therapeutic manner and liase with the parent/carers to communicate progress in the sessions and changes or developments. As part of the therapeutic alliance, the sessions are confidential to build trust between the client and therapists, and I am bound by the BAPT Code of Ethics, to break confidentially for the wellbeing or safety of the child or if a disclosure is made. Appropriate child protection procedures will be followed and the policies of the school regarding safeguarding will be adhered to and other professionals informed. If this becomes necessary, I will work with the child, parent and school to support them through this process.
As children go about their daily lives, they can find new ways of waking up to the world around them and becoming more immune to triggers and stresses that may cause strain and anxiety. Mindfulness can help them notice how they feel in their bodies, the sensation of things such as sets, breezes, outside sounds and the feel of their clothes. Being centred in their bodies allows them to reintegrate into the present moment. This may sound very small, but it has huge power to interrupt the ‘auto pilot’ mode that often children engage in from day to day and gives a new perspective that is more able to link being aware and ready to learn with class room and learning environment.
Small groups of children who have difficulty making or keeping a friend and of a similar age or ability meet weekly. Each week they learn a new skill, practice with group members, receive coaching on their play skills, for one full term. They will learn about making an impression, playing detective to find common interests, how to join a group at play, how to handle rejection and teasing, how to be a good friend on a play date, and how to resolve frustrations.
The groups will use dramatic play, roles, art, games and humour to build life skills and resilience to difficult life situations such as encountering problems and difficulties with your friends when they arise.
I am able to provide further understanding of complex behaviours, the coping strategies and complex attachment needs of the children alongside the difficulties faced by staff in reacting to these challenges. As part of the school intervention, I include attachment styles and recommendations in a general termly report. More detailed training and strategies can be provided through case conferences, meetings with staff, or presentations at inset days to understand how the environment, brain development, attachment and self-regulation of the child can be enhanced by the use of hands on tools and strategies.
My training and further education has enabled me to take many different perspectives and I work from a non-judgemental standpoint. In 2015, I received Trauma Training which enabled me to liase with media and train others to communicate with mass media such as National Press and Facebook, and use crisis management for the families, schools, and local community. This was used when a local family attached to my practice suffered traumatic bereavement due to a road traffic incident with multiple fatalities and injuries. This was also used a second time, when a traumatic child death impacted schools, families and staff and enabled me to put into place my practical knowledge and use of strategies of how children cope with trauma compared to adult coping skills. Providing training in preventative strategies for schools and community organizations is an effective measure as often when an incident such as fatal accident, traumatic death or other explicit newsworthy incidents happen, very often the community turn to the school counsellor for leadership, and they can help support the senior management team as well as the staff and pupils, in building a plan that will help in the first line of processing events.