Alina Aherb

Therapeutic Play Practitioner

Postgraduate PTUK Certificate

Public Liability Insurance

ICO Registered

DBS

Level 3 safeguarding

• Child Centered Approach
• Non-directive approach
• 1-2-1 Therapeutic sessions

• Child Centered Approach
• Non-directive approach
• 1-2-1 Therapeutic sessions
• Using the Goodman's SDQ score as a screening tool to assess the needs of children
• Providing a midpoint review to parents and school/Organisation
• Providing and end report
• Own Therapeutic Play kit
• Developing a warm and friendly relationship with client
• Accepting the child as they are holistically
• Staying alert to recognising feelings the child is expressing and reflect these feelings back in such a manner that the child gains insight into their behaviour
• Maintaining a deep respect for the child’s ability to solve their  problems and providing the child the opportunity to do so. The responsibility to make choices and to institute change is the child’s.
• Only establishing  limitations that are necessary to anchor the therapy to the world of reality and to make the child aware of their responsibility in the relationship
• An ability to assess children’s needs and organise the provision of therapeutic play facilities
• Providing play as a medium for children to express themselves and what they are experiencing
• Children are able to discover and rehearse different ways of understanding and coping with difficult feelings, leading to a healthier and happier way of being
• Tuning into, recognising, and understanding thoughts and feelings is central to Play Therapy.  In a child’s session they can make sense of their emotions, and so choose what actions to take that will provide healthy growth and development
• Working with the "bottom up" approach
• Using therapeutic play with children aged 4 -12 years old
• An understanding of the ethical issues
• Theoretical Knowledge and practical experience  of child development and play therapy
• A sound knowledge of the principles underlying Play Therapy

The Therapeutic Play kit

• Creative Visualisation
• Art - Drawing and Painting
• Therapeutic Storytelling
• Sand-tray
• Music
• Dance and Movement
• Puppets
• Masks
• Clay
• Small world
• Sensory resources

Who can benefit from Therapeutic Play?

Children who...

• Are underperforming academically or socially
• Have low self-esteem
• Have low self confidence
• Experiencing issues with making friendships
• Have difficulties with communicating feelings
• Have difficulties understanding own emotions or the emotions of others
• Have experienced mild to moderate trauma
• Have experienced bereavement
• Have experienced abuse
• Have experienced neglect
• Have depression
• Have anxiety
• Have been exposed to family conflicts/divorce/domestic violence
• Have psychological issues
• Have bullied or bully
• Have behavioural issues
• Suspected or diagnosed ADHD
• Suspected or diagnosed ASD
• Experiencing learning difficulties
• Separation from culture or origin
• Experienced terminal illness within the family

Play therapy helps children to understand difficult life experiences, or any difficulties they are experiencing through play. By forming a strong relationship with the therapist, children can express, explore and make sense of issues or experiences that they find difficult to communicate.

Children are given choices about how they use the time and play materials and are gently guided by the therapist with more focused techniques when needed. Exploring issues and concerns through play enables children to cope better with their difficulties in the real world, it helps them find a better way to communicate, develop fulfilling relationships and increase resilience.

The use of Therapeutic resources provide an outlet for the child to express themselves at their own pace and in a way that suites them. The therapist looks at the themes and patterns that emerge in the child’s play, enabling them to gain an insight into their situation

Postgraduate Certificate in Therapeutic Play Skills