Read More - on various topics, discussions, thoughts
BUILDING BACKBONE
Discipline in action for adults and children.
“Self respect is the fruit of discipline” -Anonymous
Healthy discipline during childhood and adolescence builds vital psychological strengths. Through sound discipline, qualities such as self control, inner motivation, independence and thoughtful decision making can all be developed.
The psychology of values and discipline can empowers you to act with clarity and confidence when guiding and nurturing a child. This can influence the way you think and feel about yourself as a parent. Solid knowledge about parenting styles and positive discipline techniques can widen your repertoire of actions and help to manage nagging doubts that could from time to time keep you and your child stuck in unhelpful cycles.
Come join us for a practical short workshop.
BUILDING BACKBONE
Discipline in action for adults and children.
“Self respect is the fruit of discipline” -Anonymous
Healthy discipline during childhood and adolescence builds vital psychological strengths. Through sound discipline, qualities such as self control, inner motivation, independence and thoughtful decision making can all be developed.
The psychology of values and discipline can empowers you to act with clarity and confidence when guiding and nurturing a child. This can influence the way you think and feel about yourself as a parent. Solid knowledge about parenting styles and positive discipline techniques can widen your repertoire of actions and help to manage nagging doubts that could from time to time keep you and your child stuck in unhelpful cycles.
Come join us for a practical short workshop.
PLAY: SERIOUS BUSINESS FOR YOUNG AND OLD.
“You can learn more about a person in one hour of play than in a year of conversation” Plato.
The need to play is a natural and spontaneous force within us. It has been observed in every culture since the beginning of time. Mental health professionals have observed that play is as important to human happiness and well being than love and work (Schaefer 1993). Play enriches our learning, growing, our bonding and especially our healing. The study of Play is an intriguing and positive science.
You are invited to come share in a workshop about the magic of play! We shall talk about play as a natural and necessary life force, it’s functions and neurological implications, the various powers of play and we shall explore practical techniques for engaging in healthy and facilitating play with children.
PLAY: SERIOUS BUSINESS FOR YOUNG AND OLD
“You can learn more about a person in one hour of play than in a year of conversation” Plato.
The need to play is a natural and spontaneous force within us. It has been observed in every culture since the beginning of time. Mental health professionals have observed that play is as important to human happiness and well being than love and work (Schaefer 1993). Play enriches our learning, growing, our bonding and especially our healing. The study of Play is an intriguing and positive science.
You are invited to come share in a workshop about the magic of play! We shall talk about play as a natural and necessary life force, it’s functions and neurological implications, the various powers of play and we shall explore practical techniques for engaging in healthy and facilitating play with children.
CARE AND COURAGE: The science of compassion
Compassion is a stress response. Being compassionate sets in motion strong physiological processes that are uncomfortable. These processes are also connected to courage and motivation. This is quite contrary to the popular romantic idea that compassion is a warm and fuzzy feeling of harmony and calmness. It is also distinct from empathy.
Research studies in the field of compassion has seen unprecedented growth in the past two decades. Findings consistently indicate that compassion, but especially inner compassion is a powerful vehicle for change. This is true across diagnoses and therapeutic modalities. This seems to be especially true when healing from trauma and shame.
The ability to learn inner compassion is key. We will discuss how fear of compassion, how it is measured and how it contributes to present and future suffering. Come and join us as we learn and share about sustainable compassion, what compassionate presence look like and most interestingly, the upward cycle of compassion and courage.
CARE AND COURAGE: The science of compassion
Compassion is a stress response. Being compassionate sets in motion strong physiological processes that are uncomfortable. These processes are also connected to courage and motivation. This is quite contrary to the popular romantic idea that compassion is a warm and fuzzy feeling of harmony and calmness. It is also distinct from empathy.
Research studies in the field of compassion has seen unprecedented growth in the past two decades. Findings consistently indicate that compassion, but especially inner compassion is a powerful vehicle for change. This is true across diagnoses and therapeutic modalities. This seems to be especially true when healing from trauma and shame.
The ability to learn inner compassion is key. We will discuss how fear of compassion, how it is measured and how it contributes to present and future suffering. Come and join us as we learn and share about sustainable compassion, what compassionate presence look like and most interestingly, the upward cycle of compassion and courage.
Although the rates of depression in children have been rising, awareness is lagging. Here are some myths that can keep a child from getting the help they need
Open a pdf on the above to read more and to download: pdf
Although the rates of depression in children have been rising, awareness is lagging. Here are some myths that can keep a child from getting the help they need
Open a pdf on the above to read more and to download: pdf
Questions and Answers relating to Play Therapy
(Compiled by Christa Visagie).
What does Play therapy generally involve?
Play Therapy refers to a large number of treatment methods that use the therapeutic benefits of play. It involves the systematic application of a theoretical model of Play Therapy. [It may also be used forensically as a tool to assess a child’s emotional and psychological needs].
In Play Therapy, toys are the child’s words and play is the child’s language (Landreth, 2002). Through play children can express what is troubling them. Play provides a safe psychological distance from problems and allows expression of thoughts and feelings in a way that is appropriate to the child’s level of development. This is especially so if these thoughts and feelings are filled with conflicts and worries. Within the play therapy setting problems are confronted, thoughts and feelings communicated and problem solving skills and solutions are developed. Play Therapy thus differs from regular play in that the therapist systematically utilizes the curative powers of play to address and resolve problems.
The theoretical models in Play Therapy range from structured to unstructured. These models have varied levels of efficacy with different population groups. Unstructured models assure the least intrusion and suggestion by the therapist and are widely used by Play Therapists.
What happens during a Play session?
In practice, play therapy generally involves the use of a playroom equipped with specifically selected toys. The range of toys represents specific categories like real life (e.g. doll family); aggressive release (e.g. soldiers, rubber swords) and creative expression (e.g. art material, sand)]. Some Play Therapists use a “Tote Bag Playroom” when travelling to hospital or school settings. The content of the child’s play behaviour and specifically the play themes as it develops across sessions provide the Play Therapist with information regarding the child’s experiences, feelings, needs and beliefs regarding him/her and others.
What about Parents? In practice Play Therapy is typically very dependent on the involvement of the parents/caregivers of the child. A Caregiver for example, could be an extended family member or teacher involved in the daily routine of a child. At the minimum, regular communications with the parents/caregivers provide both parties with the opportunity to plan for resolving problems and to monitor the progress together. Parents might be involved directly in what is called Parent-Child-Interaction Therapy or the whole family might be involved in Family Play Therapy. This communication might also provide parents with a better understanding of the child and or parenting skills to facilitate an optimal parent-child relationship.
How does feedback and confidentiality work?
It would be deemed professional, and is a critical part of informed consent for parents to be involved, regarding the Play Therapy of their child. This feedback would generally be with regard to the manner in which the play therapy is being conducted, thus the model and play techniques used, and the rationale thereof. Reporting on the findings would never be behind a child’s back or without a child’s prior knowledge and age appropriate consent. Reporting on the findings would be brief and factual reporting in general on the child’s play themes and the meaning thereof. This typically excludes any verbatim accounts or detailed descriptions of conversations or play behaviours, as to respect the child’s right to confidentiality. It is the rule that all information disclosed by a minor in the course of therapy is treated as confidential, as if the client is an adult. The goal with reporting to parents, (with the age appropriate knowledge and consent of the child) is to further the interest of the child in a discrete manner while maintaining the child’s right to confidentiality (Allan A, 2001).
Until what age is Play therapy generally appropriate?
Typically Play Therapy would be indicated for children from the chronological age of ± 3 to ± 12. After the age of ± 12 most children would be capable to fully engage in abstract reasoning and therefore less play based forms of therapy is indicated after this age. The emotional maturity of “age” can also be taken into account.
How long would it generally take?
The period of play therapy would be dependent on the presenting problems; continued presence of symptomatic behaviours and/or continued stressful circumstances. Research suggests that it takes an average of 20 Play Therapy sessions to resolve problems of the typical child referred for treatment (Landreth 2002; Carmichael, 2006). Typically symptomatic behaviours would start to change within the first phase of therapy (after 4 sessions). If a child is in a climate of chronic psychological stress the therapeutic plan more often than not, includes some measures to address this. This is to avoid treating a distressed child in isolation for a continued period while the child is still exposed to stressful circumstances.
Each child and her/his family situation are unique and the period of therapy is, together with the parents planned with this in mind. The planned period of therapy would usually be re-evaluated during consultations with parents.
How regularly are parents furnished with feedback?
Regularity of feedback depends on the needs of the specific child and family. This would typically be decided upon at the onset of therapy. In all cases children and families heal faster when they work together. It is the goal of the therapist to respect parents with their expectation of consistent feedback and involvement, while the child continues play therapy sessions.
It is recognized by Play Therapists that the involvement of parents/caregivers can significantly influence the success of the child’s therapy. A meta-analytic review of treatment outcomes in Play Therapy shows that training parents and involving them in their child’s play therapy is highly effective (Bratton, S.; Ray, D. and Rhine, T. 2005).
What are the qualifications of a Play Therapist?
The practice of Play Therapy requires extensive specialized education, training and experience. A Play Therapist is a registered mental health practitioner for example, a psychologist or social worker, who has also gained advanced Play Therapy specific training and supervised experience. A registered health professional is not automatically viewed as a specialist Play Therapist.
REFERENCES:
Allan, A (2001). The Law for Psychotherapists and Counsellors. Somerset West: Inter-ed Publishers.)
Bratton, S, Ray, D, and Rhine, T (2005). The efficacy of Play Therapy with children: A Meta-analytic review of treatment outcomes. Journal of Professional Psychology Research and Practice, 36(4), 376-390.
Carmichael, K.D. (2006) Play Therapy: An Introduction. Glen Veilo, IC, Prentice Hall.
Landreth, G.L. (2002). Play Therapy: The Art of the Relationship. New Your, NY: Brummer-Ruttledege
Questions and Answers relating to Play Therapy
(Compiled by Christa Visagie).
What does Play therapy generally involve?
Play Therapy refers to a large number of treatment methods that use the therapeutic benefits of play. It involves the systematic application of a theoretical model of Play Therapy. [It may also be used forensically as a tool to assess a child’s emotional and psychological needs].
In Play Therapy, toys are the child’s words and play is the child’s language (Landreth, 2002). Through play children can express what is troubling them. Play provides a safe psychological distance from problems and allows expression of thoughts and feelings in a way that is appropriate to the child’s level of development. This is especially so if these thoughts and feelings are filled with conflicts and worries. Within the play therapy setting problems are confronted, thoughts and feelings communicated and problem solving skills and solutions are developed. Play Therapy thus differs from regular play in that the therapist systematically utilizes the curative powers of play to address and resolve problems.
The theoretical models in Play Therapy range from structured to unstructured. These models have varied levels of efficacy with different population groups. Unstructured models assure the least intrusion and suggestion by the therapist and are widely used by Play Therapists.
What happens during a Play session?
In practice, play therapy generally involves the use of a playroom equipped with specifically selected toys. The range of toys represents specific categories like real life (e.g. doll family); aggressive release (e.g. soldiers, rubber swords) and creative expression (e.g. art material, sand)]. Some Play Therapists use a “Tote Bag Playroom” when travelling to hospital or school settings. The content of the child’s play behaviour and specifically the play themes as it develops across sessions provide the Play Therapist with information regarding the child’s experiences, feelings, needs and beliefs regarding him/her and others.
What about Parents? In practice Play Therapy is typically very dependent on the involvement of the parents/caregivers of the child. A Caregiver for example, could be an extended family member or teacher involved in the daily routine of a child. At the minimum, regular communications with the parents/caregivers provide both parties with the opportunity to plan for resolving problems and to monitor the progress together. Parents might be involved directly in what is called Parent-Child-Interaction Therapy or the whole family might be involved in Family Play Therapy. This communication might also provide parents with a better understanding of the child and or parenting skills to facilitate an optimal parent-child relationship.
How does feedback and confidentiality work?
It would be deemed professional, and is a critical part of informed consent for parents to be involved, regarding the Play Therapy of their child. This feedback would generally be with regard to the manner in which the play therapy is being conducted, thus the model and play techniques used, and the rationale thereof. Reporting on the findings would never be behind a child’s back or without a child’s prior knowledge and age appropriate consent. Reporting on the findings would be brief and factual reporting in general on the child’s play themes and the meaning thereof. This typically excludes any verbatim accounts or detailed descriptions of conversations or play behaviours, as to respect the child’s right to confidentiality. It is the rule that all information disclosed by a minor in the course of therapy is treated as confidential, as if the client is an adult. The goal with reporting to parents, (with the age appropriate knowledge and consent of the child) is to further the interest of the child in a discrete manner while maintaining the child’s right to confidentiality (Allan A, 2001).
Until what age is Play therapy generally appropriate?
Typically Play Therapy would be indicated for children from the chronological age of ± 3 to ± 12. After the age of ± 12 most children would be capable to fully engage in abstract reasoning and therefore less play based forms of therapy is indicated after this age. The emotional maturity of “age” can also be taken into account.
How long would it generally take?
The period of play therapy would be dependent on the presenting problems; continued presence of symptomatic behaviours and/or continued stressful circumstances. Research suggests that it takes an average of 20 Play Therapy sessions to resolve problems of the typical child referred for treatment (Landreth 2002; Carmichael, 2006). Typically symptomatic behaviours would start to change within the first phase of therapy (after 4 sessions). If a child is in a climate of chronic psychological stress the therapeutic plan more often than not, includes some measures to address this. This is to avoid treating a distressed child in isolation for a continued period while the child is still exposed to stressful circumstances.
Each child and her/his family situation are unique and the period of therapy is, together with the parents planned with this in mind. The planned period of therapy would usually be re-evaluated during consultations with parents.
How regularly are parents furnished with feedback?
Regularity of feedback depends on the needs of the specific child and family. This would typically be decided upon at the onset of therapy. In all cases children and families heal faster when they work together. It is the goal of the therapist to respect parents with their expectation of consistent feedback and involvement, while the child continues play therapy sessions.
It is recognized by Play Therapists that the involvement of parents/caregivers can significantly influence the success of the child’s therapy. A meta-analytic review of treatment outcomes in Play Therapy shows that training parents and involving them in their child’s play therapy is highly effective (Bratton, S.; Ray, D. and Rhine, T. 2005).
What are the qualifications of a Play Therapist?
The practice of Play Therapy requires extensive specialized education, training and experience. A Play Therapist is a registered mental health practitioner for example, a psychologist or social worker, who has also gained advanced Play Therapy specific training and supervised experience. A registered health professional is not automatically viewed as a specialist Play Therapist.
REFERENCES:
Allan, A (2001). The Law for Psychotherapists and Counsellors. Somerset West: Inter-ed Publishers.)
Bratton, S, Ray, D, and Rhine, T (2005). The efficacy of Play Therapy with children: A Meta-analytic review of treatment outcomes. Journal of Professional Psychology Research and Practice, 36(4), 376-390.
Carmichael, K.D. (2006) Play Therapy: An Introduction. Glen Veilo, IC, Prentice Hall.
Landreth, G.L. (2002). Play Therapy: The Art of the Relationship. New Your, NY: Brummer-Ruttledege