Cognitive Behavioral Therapy: Floortime In Children

As the client attends sporadically and has not displayed the reported behaviors in the play room, formal assessment was not deemed necessary. While formal assessments were not conducted, informal assessments including observations were conducted over six play therapy sessions of approximately 45 minutes each. The client presents to sessions with appropriate hygiene and dress. He is willing to participate and is engaged for the entire 45-minute play session.

Sensory integration is a condition that can be found in young children. This condition is defined as the difficulty of developing motor and cognitive skills at a typical rate(book). If the parent of a child with this condition is fully aware, most likely they will take the steps they need to better their child’s life. With that being said, the child will need an occupational therapist. The researcher has gathered information on the steps and guidelines of what an occupational therapist needs to follow for early intervention, the benefits it has for the child in need, and also the roles of an occupational therapist that will be further discussed. One of the most important role that an occupational therapist can do for a child with sensory integration is early intervention. The earlier you acknowledge the condition, the better outcome the child has at improving his/her physical and mental capabilities. Early intervention helps these children strive towards a path that improves their abilities and skills that are developed during these crucial years.

Sensory processing is considered a theory and very subjective. So to answer the question is sensory processing disorder a real diagnosis depends on who is asked and how the question is asked. Many parents and Occupational Therapist believe that sensory processing disorder is a real condition. However, many professionals refute sensory processing as a disorder in isolation. Sensory processing disorder has had few setbacks the last couple of years. In 2012, the American Academy of Pediatrics recommended that pediatricians not use sensory processing disorder as a diagnosis because there no evidence that supported it has a separate disorder. However, the American Academy of Pediatrics agree that some individual’s experience sensory processing difficulties. This was followed by the expert committee’s decision to not included sensory processing disorder in the fifth edition of the Diagnostic and Statistical Manual (DSM). It can take years to get a diagnosis in the DSM. Therefore, there is hope that sensory processing disorder will be included in the next edition of DSM. Among professionals, there is an agreement that some individuals have sensory difficulties. However, the disagreement

Eventually, this behavior prompted my parents to enroll me in weekly play therapy sessions. I remember being excited each week to go play with the sand tray and be in the comforting presence of my counselor. As months went by, my parents noticed big changes. I gained independence, slept in my own bed for the first time, and navigated social situations with less distress. Reflecting on this transformative experience, I am grateful for the way play therapy enhanced the quality of my childhood As an adult, I've revisited therapy to continue my personal growth journey.

Play therapy is a developmentally sensitive intervention where the therapist takes into account not only the chronological age of the child, but their developmental stage too. As it is common for children to regress in play to younger stages, it is important that the therapist is attuned to this through active listening and observation and supports the child in reverting back to any early experiences through the use of sensory or symbolic play. It would benefit children who have experienced abuse, neglect, have learning difficulties, suffer depression, are withdrawn or extremely anxious or fearful of present with socially unacceptable behavior to name but a few (Rye,

Everyone has senses. It is taken for granted that our senses will work properly and will react properly and will react properly. For children who, for whatever reason, have experienced developmental interruptions or trauma their senses are dysfunctional. Without intervention or therapy, these children will not have a positive childhood, and will have difficulty succeeding in school and in life. In this paper, we will explore the individual senses, how the senses react when they are dysfunctional, and how intervention(or therapy) can help.

Release play therapy involves the therapist picking out toys that relate to a child’s traumatic experience as a way to help the child to play out a particular situation (Ogawa, 2004). With this process, a child can communicate their feelings and struggles in a safe environment (Ogawa, 2004). In child-centered play therapy, communication takes place through the therapeutic relationship between the therapist and child (Ogawa, 2004). As a result, this kind of therapy requires a therapist to be genuine, show unconditional positive acceptance and express empathy (Ogawa, 2004). The belief in this approach is that children have an inborn ability to adjust and grow (Ogawa, 2004). During therapy, children are the ones who decide how to deal with their own experiences and gain control (Ogawa, 2004). The children decide what kind of play they are willing to use for personal expression (Ogawa, 2004). Overall, both these approaches that consist of either a directed or non-directed approach are great with working with children who have experienced

Taken together, these studies suggest that child centered play therapy is an effective intervention to decrease the clients presenting concerns. Continued CCPT may reduce the client’s acting out behaviors including yelling and hitting his peers (Paone & Douma, 2009), reduce the number and frequency of his anger outbursts (Bratton, et al., 2005; Bratton, et al., 2013; Ritzi, et al.,

The current policies in education call for the provision of related services such as occupational therapy (OT) in natural settings (Chandler & Clark, 2013)(Individuals with Disabilities and Education Act, 2004). As a result, service delivery models in public schools have shifted from pullout interventions to providing services in a child’s natural environment (Case-Smith & Holland, 2009; Hong, 2014; Nochajski, 2002; Villeneuve & Hutchinson, 2012). The sensory diet intervention is in accord with the current educational policies and trends as the intervention is provided in a child’s natural settings. In addition, this intervention intends to improve the child’s participation in school activities by improving the child’s ability to process and organize sensory stimuli and his/her sensory arousal. Nearly twenty-six percent occupational therapists work in school-settings (American Occupational Therapy Association, 2015) and ninety percent of them use interventions based on the sensory integration (SI) theory to manage the manifestations of SPD in school settings (Ahn et al., 2004). Although the sensory diet intervention is widely used in school-based settings to manage manifestations of sensory processing issues, very few studies have

We have five senses we use to get information on a delay basis. This can be somewhat challenging for parents and children with sensor processing disorder (SPD). Sensory processing disorder “refers to our ability to take in information’s through our senses (touch, movements, smell, taste, vision, and hearing) organize and interpret that information, and make a meaningful response” (www.verywell.com). The purpose of this paper is to inform, educate, and determine a strategy or intervention for parents with children that have sensory processing disorders. There are five (Tactile, Vestibular, Proprioceptive, Visual,

The use of sensory diets aligns with the current educational policies and trends as the intervention is provided in children’s natural environments. In addition, sensory diets intend to facilitate children’s participation in school activities by improving their ability to process and organize sensory stimuli. Nearly twenty percent of the occupational therapists in the United States work in school-settings (American Occupational Therapy Association, 2015) and ninety percent of them use interventions based on the Sensory Integration theory to manage the manifestations of SPD in school settings (Ahn et al., 2004). Although sensory diets are widely used in school-based settings to manage manifestations of sensory processing issues, very few studies have investigated the effectiveness of sensory diets. Furthermore, the results of the studies that

Play therapy works by offering the child new understanding of his behavior, problems and through this awareness helps the child to refocus his development (O’Connell, 2001).

Child therapy differs greatly from adult therapy in a way where in adult therapy, a person is expected to talk about their feelings while the therapist sits there to listen and take notes. With child therapy, there is no way to do that without the child getting bored about sitting still and talking about their feelings. According to child therapist Douglas Green, child therapy should be done in the language of play. Children are more expressive about their feelings and they grow a lot more when they are playing games, with toys, engaging in activities, through drawing, and some other forms of art (Green, 2012). In other words, the child will recover and grow more from the divorce of their parents or the death of their dog or family issues in general if they link up with a therapist and be able to express themselves by engaging in any type of play, than talking about their feelings. By doing this, a therapist will get more feedback from the child instead of forcing them to just sit still and ask them questions. Play therapy, along with other methods specifically designed for child therapy, focuses on the child’s emotional well-being, it serves as a healthy way to express their concerns and feelings, and it helps improve their relationship with those around them especially their families.

“In the playroom, toys, games and activities are used like words. Children are provided therapeutic toys to enable them to say with the toys what they have difficulty saying with words…. They can use dolls, puppets, paints, or other toys to say what they think or how they feel. “(Reilly & Allmaras, 2002) Watching what a child does while they are playing can give specific insight about what is really bothering them. Sometimes play therapy shows the issues that children don’t know how to say. Play is a universal way of communication. A lot of the time while playing the child will “play” like the situation they are in. Many times if children are being abused, the toys they play with will be beating up another toy. “According to the Association for Play Therapy, play therapy can help trained therapists help clients prevent or resolve psychosocial difficulties and achieve optimal growth and development” (Naderia F, Heidarie A, Bouron P, & Asgari P, 2010) With play therapy children can face the main issue behind their anxiety so that the therapist can find the root

To have an effective classroom where all children’s needs are met teachers need to consider how to address those needs by modifying their classroom environment including children with sensory processing disorder. Sensory processing disorder is best defined to the way in which the nervous system accepts messages and convert them to responses. Therefore, information received in the brain does not function adequately based due to this disorder. Sensory processing disorder can affect one or multiple senses which can include: visual, auditory, tactile, olfactory, gustatory, vestibular, proprioception, and interoception. The causes of this disorder are unknown, but it predicted that it is inherited, environmental factors, or prenatal or birth complication