ONLINE, on-demand
6.5 CPD hours
Recording available for 12 months from date of purchase
Post-workshop support via a closed Facebook Group
PLEASE NOTE: This workshop is a recording of a live delivery.
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This workshop demystifies the ‘how to’ of trauma recovery therapy with children by providing a robust clinical framework for the therapeutic process. It is relevant for both therapists and supervisors alike.
As a transtheoretical model, this masterclass is applicable to all child and play therapists regardless of the degree of directiveness used in your work (e.g. non-directive/CCPT, directive).
Learning objectives
1) Apply principles of trauma-informed practice to child and play therapy practice
2) Knowledge of the theory underpinning each phase and therapeutic goal of the 3-Phase Trauma Therapy Model
3) Apply the 3-Phase Trauma Therapy Model to the trauma recovery process with children
4) Articulate the therapeutic goals relevant to each phase of trauma recovery
5) Identify which phase(s) your client work is located in, and identify and sequence therapeutic goals accordingly
6) Integrate the use of the 3-Phase Trauma Therapy Model with neurobiologically-sensitive play-based approaches
7) Utilise the framework to provide feedback to parents/caregivers about the child and their progress in therapy
8) Participate in reflective and experiential activities to enhance integration of theory to practice
**PLEASE NOTE: Pre-workshop learning material will be provided to maximise learning from this workshop, which aims to integrate several complex theoretical approaches. This will be particularly relevant for those new to working with trauma presentations and trauma-informed practice.
Who should attend?
This workshop is highly relevant for psychologists, play therapists, social workers, counsellors, occupational therapists etc, and its principles are applicable across the community services sector for those working with children and families who have experienced trauma. It is relevant for both therapists and supervisors alike.
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