SERVICES

Learn To Play

Focusing on a child's pretend play ability and building on these skills for their development. For children 2 - 8 years of age.

Learn to Play - 1:1 program

Not all children develop pretend play without further support. For these children, it is helpful for them to have the opportunity to self-initiate in their play and build on the play difficulties. Pretend play can also be described as fantasy or imaginative play. Pretend play is the most complex play ability, as a child is placing a meaning on what and how they are playing.

Learn to Play is primarily aimed at children that are aged between 3 – 8 years of age who have been identified as having difficulty with their language, solo or social play by either their parent/carer or the child's school or educational setting.

The focus of Learn to Play are these play skills:

A child’s ability to begin their play
Steps of play actions
Using objects as something else e.g. a box as a bed, a block as a phone
Identifying a character outside of themselves e.g. giving teddy/doll a drink
Joining their play actions so a story is evident
Using role-play (being in character themselves) e.g. the child is a parent or doctor in the play
Social interaction through play
Building a child’s spontaneous pretend play allows them to participate in play with their peers at school, in their community, with their neighbours, and their family and siblings in a confident and positive way that allows them to feel as though they belong.
Evidence shows consistent clinical improvements in language; social skills; a child's ability to self-initiate; symbolism and sequences of play, which increases their independent play and allows them to become a ‘player’ with other peers in their community.

Learn to Play can support a variety of child referrals including:

A diagnosis of an Intellectual Disability or a form of developmental delay
Difficulty in social or solitary play
A diagnosis of Autism Spectrum Disorder (ASD)

For more information on Learn to Play, please visit

https://www.learntoplayevents.com/

Humanistic Play Therapy

A child-led, non-directive intervention to support a child's opportunity for self-expression. For children approximately 3 - 13 years of age.

Humanistic Play Therapy - 1:1 program

Humanistic play therapy is non-directive, which allows a child the opportunity to express life experiences and feelings in a safe way with the play therapist. In play therapy, children have the opportunity to express these internal and external thoughts through a child's language of toys, art and play that form their words.

Within Humanistic play therapy, a number of therapeutic powers can be discussed, including self-expression, as children are able to describe and show their conscious thoughts and feelings through the use of play actions.

To explain play therapy to children and why they may come to see the play therapist, it may be talking to them about feelings they may be having trouble with. Feelings can be described as clouds, that at times they can ‘blow in and out’ without anyone seeing them, and other times they can sneak in and stay there because they need help to be moved along. This is where the play therapist will be with your child to see if they can help with these feelings.

Humanistic play therapy supports children primarily between the ages of 3 – 13 years old experiencing a variety of life experiences or changes in their life, including:

Anxiety symptoms
Diagnosis of a disability, special need or chronic illness
A sibling or child of a person with a disability or illness
Separation, divorce or split family
Bereavement/loss
History of family violence and/or neglect
Emotional dysregulation e.g. anger, low self esteem
Foster child or adopted child

Play therapy has been proven to show significant improvement in diverse areas of self-concept, self-esteem, social skills and anxiety in children. It has also been shown to increase a child’s confidence as well as their learning. The play therapist provides a safe and consistent environment and play space to be able to develop a trusting relationship with the child to promote growth and healing.

For more information on Humanistic PT, please visit the BAPT website

https://www.bapt.info/

Filial Therapy

For families to support their relationships and communication.

Filial Therapy - Family program

Filial therapy is a form of play therapy and family therapy with the aim of including the full immediate family throughout the therapy process. The focus is on the child leading the play, with the parents and therapist being present and following the lead the child has set.

Filial therapy involves parents being part of the therapeutic process with their child. It involves a parent and child engaging in special play sessions together, with the support, training and supervision of a play therapist. The aim of filial therapy is for parents to be a ‘therapeutic agent’ for their child, for them to understand their child’s feelings by understanding what they are communicating in their play.

Why Include Parents in Filial Therapy?

Promotes the parent/child relationship to improve any social, emotional or behavioural difficulties.
Teach boundaries.
Build self-esteem and confidence for both children and parents.
Develop the parents and children’s listening skills.
Allows the child to feel more understood, leading to healthier emotions/coping strategies.

Evidence shows that filial therapy is effective in maintaining change in various cultures and family structures, to prevent further difficulties for the family or child in the future, expanding across their lifespan. Evidence also shows that filial therapy has a greater overall effect being completed with a parent/carer, rather than a professional.

Additionally, parental benefits have been identified; an increase in empathy, acceptance, perception of changes in the family environment, the child’s overall behaviour and play behaviour. This assists the improvement of a child’s social, emotional and behavioural development, to receive their parents undivided attention and acceptance, to develop their relationship.

AutPlay Therapy

AutPlay® Therapy

For children with neurodevelopment disorders, with both the child and parent/carer involved. For children approximately 3 - 13 years of age.

AutPlay® Therapy - Child and parent/carer program

AutPlay® therapy was created by Dr. Robert Jason Grant, and is underpinned by the models of both Play Therapy and Behaviour therapy in supporting and engaging with children and adolescents who may have a diagnosis of Autism Spectrum Disorder, being assessed for this diagnosis or other developmental disabilities, such as:

Autism Spectrum Disorder (ASD)
Attention Deficit Hyperactivity Disorder (ADHD)
Down Syndrome
Fragile X Syndrome
Sensory Processing Disorders (SPD)
Cerebral Palsy
Expressive Language Disorder
Seizure Disorders
Tourette's Syndrome (TS)
Learning Disorders
Social Pragmatic Communication Disorder (SCD)
Intellectual Developmental Disorder

AutPlay® is practitioner and parent led, by having clear treatment plan goals with the parent/caregiver implemented in the first three sessions of the intake and assessment phase. AutPlay® incorporates a number of directive play techniques to engage in session and then for the parent to follow through with at home to support the child/adolescent through specific targeted skill areas.

These are the following:

- Emotional regulation

- Social functioning

- Connection

- Sensory processing

- Anxiety reduction

- Behavioural change

Theraplay

Theraplay®

For dyadic relationships (parent/carer and child). For children as early as infancy through to adolescence.

Utilising the Theraplay® principles to support dyadic (parent/carer and child) relationships. Theraplay® is successful across the lifespan, with children in infancy, through to adolescence.

Theraplay is known to help and support a variety of referrals including but not limited to:

Children with developmental trauma
Shy, withdrawn, anxious children
Overactive, controlling or aggressive children
Foster/adoptive children with attachment difficulties/disruptions
Children with Autism Spectrum Disorder or Pervasive Development Disorder
Children with physical development disorders, developmental delays or those who are non-verbal
Children who live in group settings