Areas of Practice
PSYCHODYNAMIC PLAY THERAPY
Based on a number of concepts that focus on the relationship – the connection and growing trust – between the child and the therapist as the primary structure through which problems are addressed. The play is the vehicle of shared communication and uses different types of toys including action figures, Legos, commercial board games, balls, dolls, puppets, etc to enhance interaction and understanding. The therapist often participates in the child’s play as directed by the child. The therapist comments, asks questions, as well as observes the play.
RELAtional Talk Therapy
Based on the establishment of a therapeutic relationship between the child and the therapist and uses this relationship to work through any difficulties that the child may be having. The functional difference between Relational and Analytic is the how the therapist uses himself or herself within the treatment relationship. The Relational therapist will be far more active – sharing thoughts, disclosing opinions, questioning, giving feedback, etc. This is a therapy used with children who may struggle with Anxiety, Depression, or issues stemming from trauma or loss.
Parenting skills TRAINING
Based on the concept that the strongest outcomes in child psychotherapy occur when a parent feels empowered and confident. Focuses on increasing parents awareness of all developmental stages of childhood and concepts such a temperament, attachment, separation, communication styles, and forms of communication. Creates useful strategies and skills for parents to identify, understand and address any difficulties with their children as they are occurring
COGNITIVE - BEHAVIORAL PLAY THERAPY
Based on concepts developed by Susan M. Knell. The core belief and focus is on the connection between a child’s thoughts or cognitions and his/her behaviors. It follows that if we change a child’s thoughts, this can lead to behavior change and visa versa. The therapist uses the same types of toys as other play therapies. The therapist models alternative ways to problem solve, relate to others, ask for and use the help of others, accept comfort and support, resolve conflicts, and express feelings. The therapist models these alternatives through and while participating in the play selected by the child.
COGNITIVE-BEHAVIORAL Talk Therapy
Developed by Aaron Beck, focuses on the connection between a child’s thoughts and ideas (also called cognitions) and his/her behaviors. If a child is arriving late to school, he can be exposed to the idea that “late” or “early” are choices. This attempts to reorganize the thought process around the behavior. Late is described as choice against the child and early is a choice for the child. If a change can be made to a child’s thoughts, this can lead to behavior change and visa versa. This is a therapy used with children who may struggle with Anxiety, Depression, Attention-Deficit/Hyperactivity Disorder or Oppositional Defiant Disorder.
Activity PLAY THERAPY
Uses the concepts of refocusing and distraction as a means to aiding the connection between child and therapist. A good comparison is how we help children manage an injection at the doctors office – we might read a book, sing a song, blow up a balloon, pulling their attention away from the scary thing that is about to occur. The therapist uses the play as a way of helping the child feel safe enough to share verbally. This type of play therapy uses basketball and other sports that can be easily and safely adapted to an office setting, commercial board games, checkers/chess, etc.
Behavior Therapy
Developed by B.F. Skinner, focuses on behavior change as the primary goal using positive reinforcements, negative reinforcements and structured tracking of behaviors as the mode for change. For example, if a child is arriving late to school, he can be offered a reward for repeatedly coming to school on time for a week. If the behavior changes and the reward is received, the idea is that the child will feel strengthened and will continue to behave in a positive way. Much of this work is done between the parent and the child with the therapist giving guidance. This is a therapy used with children who may struggle with Attention-Deficit/Hyperactivity Disorder, Disruptive Behavior Disorder or Oppositional Defiant Disorder.