NEFESH: The International Network of Orthodox Mental Health Professionals

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DIR-Floor Time-An Evidence Based Play Therapy Model for Children/Adolescents Impacted by ASD

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://nefesh.org/workshops/DIRFloorTime/view

DIR-Floor Time-An Evidence Based Play Therapy Model for Children/Adolescents Impacted by ASD

Previously Recorded
$99.99 Member Price:  $69.99 Esther B. Hess, Ph.D.

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.

About the Presenter

Esther B. Hess, Ph.D. is a developmental psychologist and executive director of a multidisciplinary treatment facility in West Los Angeles, CA, Center for the Developing Mind. The Center specializes in the assessment, diagnosis and treatment of developmental and regulatory disorders including childhood depression and anxiety disorder. In addition, Dr. Hess is an author and a national and international speaker on DIR/Floor Time: A Developmental/Relational Treatment Approach of ASD and Sensory Processing Disorder in Children, Adolescents and Young Adults. Dr. Hess can be reached through the Center's website, www.centerforthedevelopingmind.com.

This workshop Offers 6 Continuing Education Credits
This webinar is recorded and will not grant live credits.

DIR-Floor Time-An Evidence Based Play Therapy Model for Children/Adolescents Impacted by ASD

Previously Recorded

Presenter: Esther B. Hess, Ph.D.

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Course Length: 6 Hours

Learning Objectives:

  1. List and explain the indications of sensory processing and social-emotional challenges in the play of children/adolescents with autism spectrum disorder.
  2. Describe the best practice DIR/Floor Time model of play techniques used to support specific sensory processing challenges
  3. Explain how to facilitate emotional regulation and expression in children/adolescents with autism spectrum disorder.
  4. Describe DIR/Floor Time model of play therapy that facilitates adaptive interpersonal relationships in families with children/adolescents impacted with autism spectrum disorder

This workshop Offers 6 Continuing Education Credits
This webinar is recorded and will not grant live credits.

Times New Roman

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.

Learning Objectives:

  1. List and explain the indications of sensory processing and social-emotional challenges in the play of children/adolescents with autism spectrum disorder.
  2. Describe the best practice DIR/Floor Time model of play techniques used to support specific sensory processing challenges
  3. Explain how to facilitate emotional regulation and expression in children/adolescents with autism spectrum disorder.
  4. Describe DIR/Floor Time model of play therapy that facilitates adaptive interpersonal relationships in families with children/adolescents impacted with autism spectrum disorder

Agenda:

 

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

 

 

This presentation is open to:
  • Social Workers
  • Professional Counselors
  • Therapists
  • Psychologists
  • Licensed Mental Health Practitioners
  • Medical Doctors and Other Health Professionals
  • Other professionals interacting with populations engaged in mental health based services
Course Level: intermediate
Level of Clinician: intermediate
  • New practitioners who wish to gain enhanced insight surrounding the topic
  • Experienced practitioners who seek to increase and expand fundamental knowledge surrounding the subject matter
  • Advanced practitioners seeking to review concepts and reinforce practice skills and/or access additional consultation
  • Managers seeking to broaden micro and/or macro perspectives

Participants will receive their certificate electronically upon completion of the webinar and course evaluation form.

Disability Access - If you require ADA accommodations, please contact our office 30 days or more before the event. We cannot ensure accommodations without adequate prior notification. Please Note: Licensing Boards change regulations often, and while we attempt to stay abreast of their most recent changes, if you have questions or concerns about this course meeting your specific board’s approval, we recommend you contact your board directly to obtain a ruling. The grievance policy for trainings provided by the NEFESH INTERNATIONAL is available here Satisfactory Completion Participants must have paid the tuition fee, logged in and out each day, attended the entire workshop, and completed an evaluation to receive a certificate (If this is a pre-recorded program, a post-test with a passing grade of 80% to receive a certificate.) Failure to log in or out will result in forfeiture of credit for the entire course. No exceptions will be made. Partial credit is not available. Certificates are available after satisfactory course completion by clicking here.
There is no conflict of interest or commercial support for this program.
  • NEFESH International is recognized by the New York State Education Department's State Board for Social Work as an approved provider of continuing education for licensed social workers #SW-0048.
  • NEFESH International is recognized by the New York State Education Department's State Board for Mental Health Practitioners as an approved provider of continuing education for Mental Health Counselor #MHC-0082
  • CE You! is an approved sponsor of the Maryland Board of Social Work Examiners for continuing education credits for licensed social workers in Maryland.
    CE You! maintains responsibility for this program.
  • NEFESH International is recognized by the New York State Education Department's State Board for Mental Health Practitioners as an approved provider of continuing education for licensed marriage and family therapists #MFT-0046
  • NEFESH International, Inc. is recognized by the New York State Education Department's State Board for Psychology as an approved provider of continuing education for licensed psychologists #PSY-0116.
Refund Policy: Full Refund until 48 hours before scheduled date.
48 hours before: full refund less $5.00 processing fee. After event no refund will be given.
*exclusions apply for reasonable need and cause.