Child Centered Play Therapy
Children are invited to come into a specially designed playroom with toys appropriate to encourage and foster working through conflicts, stressors, and developmental transitions to encourage using a child's natural language of play. This removes a child's difficulty of accessing their less preferred mode of verbal communication and allows more direct communication within the developing brain and nervous system. The therapist is present to reflect, encourage, support, and accept the child's chosen content resulting in the child's natural growth and development. Changes are often seen across environments.
Parent Child Relational Therapy using play to foster communication
This type of intervention is very similar to child centered play therapy except the parent learns to step into the role of the facilitator and eventually learns to facilitate special play time at home, eventually phasing out the need for professional intervention.
Teen Therapy using expressive treatment modalities
Teens often have difficulty simply sitting and talking with an adult they do not know well. For this reason, art and expressive therapy supplies are always available for teens to make it more comfortable to open up and talk at their own pace.
Theraplay activities for parents and children
Theraplay is a different type of play therapy used when the parent and therapist decide that the parent needs support in actively stepping into a more directive role with the child. Play activities are designed to target challenge areas for the child and can be repeated and used at home. The parent is empowered in a directive role during these play activities at the same time as having fun with the child. This leads to a healthy balance in the parent child relationship and problems often resolve.
Personality Assessment for children in grades 2 through 12 using the Murphy-Meisgeier Temperament Inventory for Children (MMTIC)
The MMTIC is the child's version of the Myer's Briggs Temperament Inventory (MBTI) and results in the child receiving knowledge about their specific temperament type which allows for a strength based understanding of personality and allows parent and educators to support and understand the optimal ways for the child to process information and communicate within relationships.