| Description |
Play is the portal through which young children are afforded access to a vast array of developmental opportunities. Among these is the occasion to practice regulation in spontaneous, self-directed, holistic and responsive ways. In play, children are in a relatively constant flow of selecting and shifting attention, starting and stopping, planning and grading movement, modulating states of arousal, affect and activity level, changing vocal volume, initiating and responding to social bids, and solving problems. Indeed, play is an action arena that promotes the development of self-regulation without the need for an imposed task!
The morning is devoted to the discovery of play in concept, practice and strategy as an invaluable intervention medium for mental health clinicians, educators and therapists from across disciplines. The nature of play and an overview of the typical stages of play in the first five years will be reviewed. The core features of sensorimotor, functional and symbolic play are identified. Vignettes describing how play serves a regulatory function illustrate and punctuate concepts.
A framework for the construct of regulation is presented and counterpointed against the primary sources of dysregulation in young children including: excessive psycho-sensory stimulation, states of intense emotional arousal, anxiety and conditions of toxic stress. The factors contributing to the development of self- regulatory capacity including: temperament and constitutional factors, cognitive control in the form of executive function; positive parenting, attachment and internal representation as well the capacity for symbolization are reviewed in the context of the expected progression of the acquisition of self-regulatory capacity.
The afternoon is devoted to the principles and practices of psychodynamic play therapy. Although directly applicable to mental health professionals, it will provide a mental health informed perspective for professionals from across disciplines and enrich cross-disciplinary play-based interventions. The principles of the Developmental, Individual-difference, Relationship-based (DIR) approach will be discussed for working with children who are not yet at the level of symbolic play. This portion of the presentation will translate play concepts into practical strategies for clinicians and educators.
Whether you are looking to coach families to achieve self regulation within the child’s daily activities or searching for improved functional outcomes through the ability to self regulate and work productively, this course will provide insights and strategies that will change your therapy sessions.
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