2 CEs
*CEs only available for those licensed in the US
This webinar will NOT be recorded

Nurture and Play: A Play Therapy Curriculum for Supporting Caregivers and Young Children

Presented by Hanna Lampi

Nurture and Play (NaP) is a short-term, parent-child play therapy intervention based upon the combination of Theraplay and mentalizing. NaP is appropriate for those implementing play therapy with dyads, families, or groups. It can be used with parents as early as during pregnancy. It is a structured curriculum and one that is easily delivered in a wide variety of settings. It can be combined with other play therapy treatment modalities. The NaP curriculum can be delivered over the course of 4, 6, or 8+ play therapy sessions, depending on the needs of the family and clinical setting. NaP is most appropriate for children ages 0-5. While it can be used to address existing struggles between parents and children, it is best utilized to prevent relationship and developmental challenges for at-risk families.

LEARNING OBJECTIVES

• Describe three play-based theories that are the basis for the intervention
• Explain how mentalization is a key element of parenting in play therapy
• Incorporate Theraplay-based activities to foster connection between parent and children
• Demonstrate how attachment can be fostered through play-based interactions

PRESENTER BIO

Hanna Lampi, OT, Theraplay Trainer and Supervisor, is a Family Psychotherapist. Hanna graduated from Espoo Polytechnic as a day care nurse in 1990 and worked in a variety of roles in early care and education from 1990-1995. In 2002 she graduated from Helsinki Polytechnic as an Occupational Therapist and began working in the Child Psychiatric Clinic in Helsinki District Hospital. She specializes in occupational therapy for children and adolescents, and currently has her own practice in Espoo, Finland providing Occupational Therapy services, Theraplay, Family Therapy, Nurture and Play intervention, supervision and training. She is a member of the Board of the Finnish Theraplay Association, is currently completing her graduate work in Occupational Therapy, and is studying to become a Psychotherapy trainer.

BIBLIOGRAPHY

Biringen, Z., Derscheid, D., Vliegen, N., Closson, L., & Easterbrooks, M. A. (2014). Emotional availability (EA): Theoretical background, empirical research using the EA Scales, and clinical applications. Developmental Review, 34, 114-167.

Bucci, S., Roberts, N., Danquah, A., & Berry, K. (2015). Using attachment theory to inform the design and delivery of mental health services: A systematic review of the literature. The British Psychological Society, 88, 1-20.

Camoirano, A. (2017). Mentalizing makes parenting work: a review about parental reflective functioning and clinical interventions to improve it. Frontiers in Psychology, 8.

Cooper, A., & Redfern, S. (2015). Reflective parenting: A guide to understanding what’s going on in your child’s mind. Routledge

Doyle, C., Werner, E., Feng, T., Lee, S., Altemus, M., Isler, J., & Monk, C. (2015). Pregnancy distress gets under fetal skin: Maternal ambulatory assessment & sex differences in prenatal development. Developmental Psychobiology, 57, 607-625.

Field, T. (2017). Prenatal depression risk factors, developmental effects and interventions: A review. Journal of Pregnancy and Child Health, 4(1), 301.

Francis, Y. J., Bennion, K., & Humrich, S. (2017). Evaluating the outcomes of a school based Theraplay® project for looked after children. Educational Psychology in Practice, 33(3), 308-322.

Haine-Schlegel, R., & Escobar Walsh, N. (2015). A review of parent participation engagement in child and family mental health treatment. Clinical Child Family Psychological Review, 18, 133-150.

Hiles Howard, A. R., Lindaman, S., Copeland, R., & Cross, D. R. (2018). Theraplay impact on parents and children with autism spectrum disorder: Improvements in affect, joint attention, and social cooperation. International Journal of Play Therapy, 27(1), 56-68.

Kestly, T. (2016). Presence and play: Why mindfulness matters. International Journal of Play Therapy, 25 (1), 14-23.

Lefkovics, E., Baji, I., & Rigó, J. (2014). Impact of maternal depression on pregnancies and on early attachment. Infant Mental Health Journal, 35(4), 354-365.

Saara J. Salo, Marjo Flykt, Sanna Isosävi, Raija-Leena Punamäki, 8
Mirjam Kalland, Zeynep Biringen, and Marjukka Pajulo, (2019).Validating an Observational Measure of Prenatal 4 Emotional Availability among Mothers with 5 Depressive Symptoms. Journal of Prenatal and Perinatal Psychology and Health 34(1), 2019

Tucker, C. & Smith, S. (2018), Using Play to Enhance Growth in Children who have Experienced Trauma: Theraplay Groups as Early Intervention., Young Exceptional Children Monograph, #17 Maltreatment and Toxic Stress, 72-81.

AGENDA

10:00-10:35 Discussion of NaP curriculum
10:35-11:05 Explain the importance of mentalizing and how to engage parents in this essential skill
11:05-11:20 Break
11:20-12:00 Explanation of how to foster attachment through play
12:00-12:15 Q&A

There is no conflict of interest or commercial support for this program.

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For those seeking CEs, participants will receive an email from R. Cassidy Seminars within a few days of the conclusion of the Summer Learning Institute. Upon completion of the course evaluation, the certificate of completion will be made available.