Some children and young people deliberately hurt themselves as a way of coping with negative events or difficult feelings they have experienced.
When a child or young person is having a hard time, often they don’t have the words to explain how they feel, or don’t believe (for many reasons) that they can share their experiences.
As a therapist, I have a range of materials that clients can draw on in their therapy to help them make sense of their experiences and this article explores a few of the tools and techniques we use in therapy that often don’t feature as predominately as tools like sand, clay and drawing.
As a therapist, I have a range of materials that clients can draw on in their therapy to help them make sense of their experiences and one of the most used by clients is sand. One of the beautiful things about sand is that it’s benefits in therapy are universal and don’t depend on age or artistic ability or even a shared spoken language.
5 million grandparents take on some childcare responsibilities on a regular basis in the UK. Nearly all of them (88%) enjoy spending time with their grandchildren with 50% of them saying caring for grandchildren helped keep them physically and mentally active.
Emma is an eight year old girl who lives in Bristol with her mum and her two older sisters. Dad is not at home and she’s had a series of disappointments around mum’s short term (and often suddenly disappearing) boyfriends who she has often got to like. She’s your average kind of eight year old: behaving ok at school generally; seems really happy with her friends; likes gym and horses.
One of the biggest concerns we face as parents is keeping our children safe in this pandemic, even though we seem to have passed the peak.
As a parent, I would want to know that anyone my child was seeing was putting my child’s safety at the forefront of what they were doing, so I thought I would explain how I am working to keep your child safe in my playroom.
The ripple effect of play therapy is often forgotten in the midst of schools often only seeing the 'one child' a therapist works with in a single session.
As a therapist in school, I can see up to six children in a day, which amplifies the benefits further.
As you might know, I often work with a ‘furry-side kick’ in my playroom. Orca, the therapy dog, is a collie poodle cross who adores sharing time with my clients. She’s only there if she’s wanted by the child or young person I am working with and we go through an introduction session first.
Aggression in play is hard… as the adult it takes you right to the edge of what you can hold from an energy perspective and can leave you feeling tired and drained. Even as a trained and experienced therapist, it can be hard work!
First of the Monday Series from 'One thought @ 1pm' from Elaine Hutchinson at Creating Calm.
This looks at the play therapy journey from the parent (or other key adult) perspective - from referral, through initial intake meeting, how a typical session could look, to review and ending meetings. How they work and what you need to know...
Play is the natural language of children.
Whenever your child asks you to play with them, they are inviting you into their world to share how they are feeling and how they understand that world. They won’t come in from school or nursery and say, ‘Phew, that was a tough day!’, they will say, ‘Come and play with me…’