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Course Description/Abstract
In an understanding of brain development, it was previously believed that if an injury happens to one area of the brain, then that function is gone forever. We now know that the brain's capacity for adaptability in far greater and that that quality, known as brain plasticity, means that given the right opportunities for neuronal growth, one area of the brain can take over the functioning of an area that had previously been damaged or delayed. For this new neuronal growth to occur, experiences and especially emotional experiences full of affective co-regulated opportunities needs to happen. We will explore together how DIR/Floor Time helps children impacted by developmental delays and regulatory concerns, like autism spectrum disorder, tolerate new emotional experiences so that new brain pathways leading to higher developmental capacities can become possible.
This course will offer a theoretical conceptual and practical understanding of the assessment and treatment of children and adolescents with interactive disorder, regulatory challenges, and developmental delays through the developmental relational technique known as DIR/Floor Time. Adaptations of clinical play therapy techniques utilizing Dr. Stanley Greenspan's Developmental, Individual Differences, Relationship-Based Model (hereafter to be known as DIR) will be examined for uses with these children and adolescents in individual, family, and group therapy contexts as the primary area of focus.
Using the DIR/Floor Time approach, you will also learn the importance of an interdisciplinary collaboration that includes mental health, occupational therapy/physical therapy, education, speech and language therapy, and medicine all working together to help promote optimal developmental growth. Participants will gain a better understanding of relationship-based intervention to guide their practice in the home, clinic, school-based, and workplace setting. Video case studies, as well as participants' own clinical practices, will be discussed to create an interactive ' hands-on' medium that will illustrate practical solutions to complex developmental problems.
https://ceyouplus.org/workshops/DIRFloorTime/viewDIR-Floor Time-An Evidence Based Play Therapy Model for Children/Adolescents Impacted by ASD
Previously Recorded
Presenter: Esther B. Hess, Ph.D.
Course Length: 6 Hours
This workshop Offers 6 Continuing Education Credits
This webinar is recorded and will not grant live credits.
Course Description/Abstract
In an understanding of brain development, it was previously believed that if an injury happens to one area of the brain, then that function is gone forever. We now know that the brain's capacity for adaptability in far greater and that that quality, known as brain plasticity, means that given the right opportunities for neuronal growth, one area of the brain can take over the functioning of an area that had previously been damaged or delayed. For this new neuronal growth to occur, experiences and especially emotional experiences full of affective co-regulated opportunities needs to happen. We will explore together how DIR/Floor Time helps children impacted by developmental delays and regulatory concerns, like autism spectrum disorder, tolerate new emotional experiences so that new brain pathways leading to higher developmental capacities can become possible.
This course will offer a theoretical conceptual and practical understanding of the assessment and treatment of children and adolescents with interactive disorder, regulatory challenges, and developmental delays through the developmental relational technique known as DIR/Floor Time. Adaptations of clinical play therapy techniques utilizing Dr. Stanley Greenspan's Developmental, Individual Differences, Relationship-Based Model (hereafter to be known as DIR) will be examined for uses with these children and adolescents in individual, family, and group therapy contexts as the primary area of focus.
Using the DIR/Floor Time approach, you will also learn the importance of an interdisciplinary collaboration that includes mental health, occupational therapy/physical therapy, education, speech and language therapy, and medicine all working together to help promote optimal developmental growth. Participants will gain a better understanding of relationship-based intervention to guide their practice in the home, clinic, school-based, and workplace setting. Video case studies, as well as participants' own clinical practices, will be discussed to create an interactive ' hands-on' medium that will illustrate practical solutions to complex developmental problems.
Course Timeline and Breakdown (listed in EST)
10:00 a.m. - Course Begins
1: The Developmental, Individual-Difference, Relationship-Based (DIR) Model *Functional developmental stages
*Individual differences in auditory processing and language, visual-spatial processing, motor planning, sensory modulation
*The affect diatheses hypothesis: The central role of emotion in the development of intelligence, language, motor, and sensory processing
*Relationships, dynamic, learning interactions, and family patterns
*Interactive break out session with participants-Identifying DIR in real session time
II: Clinical Assessment Approaches
*Analysis of adaptive development, including motor, affective, sensory, language, cognitive, and sense of self
*Observing infant's behavior, affects, and developmental patterns
*Comprehending child/caregiver interactions and family patterns
*Taking the initial interview and eliciting the developmental history
*Assessing clinical challenges, such as the differences between developmental variations and disorders
*using the Functional Emotional Assessment Scale (FEAS) for clinical and administrative requirements
*Interactive break out session with participants-rating actual parent/child pattern interaction in session
*Q & A with Dr. Hess
1:00 p.m.-1:45 p.m. - Lunch Break
1:45-4:00 p.m. Course Continues
III: Diagnostic Process
*Determining functional developmental levels (in comparison to age-expected levels) *Discovering the range, flexibility, and stability of adaptive and coping strategies *Assessing the contribution of environmental patterns, stresses, and conflicts, as well as constitutional and maturational patterns of both parent and child
*Constructing the diagnostic profile
IV: Intervention Planning
*using the diagnostic profile to plan appropriate intervention strategies for frequently presenting challenges, as well as rare or unusual patterns
*Videotaped illustrations throughout the presentation
* Interactive break out session with participants
V: In-depth presentation of DIR/Floor Time: A developmental/relational play therapy approach to intervention for children with special needs and their families based on the child's functional developmental level, individual differences, and interactive relationships (DIR Model), including home and family program of developmentally appropriate interactions, interventions, and practices geared to each child's developmental profile (Floor Time). A new educational model for use in classrooms, daycare, and semi-structured activities promoting social interaction for small group settings will also be discussed.
*Q & A with Dr. Hess
4:45 p.m. Course Conclusion and Evaluation