Via recorded webinar
This three-part webinar series moderated by Liana Lowenstein will present a mix of theory and innovative child and play therapy techniques to address challenging clinical issues. Whether you are a beginning or seasoned child or play therapist, this training will better equip you to deal with some of the toughest clinical issues including dysregulation, problematic sexual behavior, encopresis, and enuresis.
Each three-hour webinar features interviews between Liana Lowenstein and leaders in the field. Liana offers commentary and weaves together the speaker’s key concepts. You will learn innovative approaches and creative child and play therapy techniques to work more effectively with children, teens, and families.About the 3 Part Series
This course can be taken as a standalone or as part of the complete series (9 CE total)
Purchase Live Series: click here
Purchase Recorded Series: click hereAnn Meehan:
Awareness of one’s own bodily feelings and physiological responses is one of the most important steps for effective emotional regulation. One of the most common things heard from young people is “it just happened” or “I didn’t have control”. By understanding the warning signs of emotional dysregulation on a thinking, feeling, behaving, and physiological level, young people can become empowered over their choices and emotional regulation. These Cognitive Behavioral Play Therapy activities are to help young people gain awareness, in a developmentally friendly way, of the neuroscience of emotional regulation so their prefrontal cortexes can remain engaged giving them access to reason, logic, and controlled choice. Lisa Dion:
Research in neuroscience and interpersonal neurobiology sheds light on the need for therapists and parents to act as the child's external regulator during states of dysregulation. When activated, children need to borrow the therapist’s and the parent's regulatory capacity as they work through their challenging thoughts, feelings and sensations. Without the ability of the therapist or the parent to become the external regulator for the intensity that arises for the child, both the child and the adult are at risk for emotional flooding and high levels of dysregulation in their own nervous systems. Over time, this can significantly impact a therapist's and parent's ability to stay attuned and present to the child. In this discussion, from a Synergetic Play Therapy lense, Lisa will discuss what it means and what it takes to become a child's external regulator.Tracy Turner-Bumberry:
Tracy will discuss emotion dysregulation and the effect it can have on children and teens. The Gross Model of Emotion Regulation will be highlighted as a valuable tool when determining the needs of dysregulated clients. Both antecedent focused and response focused activities will be demonstrated to show the need of prevention when working with emotion dysregulation. Directive Play Therapy concepts will be highlighted for use in home and school settings.
Original recording date: October 6, 2021
Upon the completion of this course, participants will be able to:
- Explain the importance of identifying warning signs to dysregulation as the first step for regulation.
- Describe three Cognitive Behavioral Play Therapy activities to increase awareness of a dysregulated nervous system including cognitions, feelings, and physiological responses.
- Explain what "a child borrows the adult's nervous system" means
- Identify at least 3 things that an adult can do to become a child's external regulator
- Demonstrate how the Gross Model of Emotion Regulation can benefit children and teens struggling with emotion dysregulation.
- Implement examples of differences between Play Therapy antecedent focused and response focused activities to increase emotion regulation in clients.
Sources and Resources (click to expand)
Beijan, L. L. (2020). Incorporating interpersonal neurobiology in child parent relationship therapy. International Journal of Play Therapy, 29(2), 65-73. doi:10.1037/pla0000113
Dana, D. A. (2018). Polyvagal theory in therapy. New York, NY: W W Norton.
Martin, R. E., & Ochsner, K. N. (2016). The neuroscience of emotion regulation development: Implications for education. Current Opinion in Behavioral Sciences, 10, 142-148. doi:10.1016/j.cobeha.2016.06.006
Pinna, T., & Edwards, D. J. (2020). A systematic review of associations between interoception, vagal tone, and Emotional regulation: Potential applications for mental health, Wellbeing, Psychological flexibility, and chronic conditions. Frontiers in Psychology, 11. doi:10.3389/fpsyg.2020.01792
Badenoch, B. (2017). The heart of trauma. New York, NY: Norton.
Dion, L. (2018) Aggression in Play Therapy: A Neurobiological Approach for Integrating Intensity. NY: Norton.
Wheeler, N & Dillman Taylor, D. (2016). Integrating Interpersonal Neurobiology with Play Therapy. International Journal of Play Therapy. 25(1),24.
D’Agostino, A., Covanti, S., Rossi Monti, M. et al. Reconsidering Emotion Dysregulation.Psychiatr Q 88, 807–825 (2017).
Southward, M. W., Sauer-Zavala, S., & Cheavens, J. S. (2021). Specifying the mechanisms and targets of emotion regulation: A translational framework from affective science to psychological treatment. Clinical Psychology: Science and Practice. Advance online publication.
Thompson, R. (2019). Emotion dysregulation: A theme in search of definition. Development and Psychopathology, 31(3), 805-815. doi:10.1017/S0954579419000282
Turner-Bumberry, T. (2018). 2,4,6,8 This is How We Regulate: 75 Play Therapy Activities to Increase Mindfulness in Children. PESI Publishing.
3 CE recorded webinar contact hour(s)
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