Play Therapy Can Build Therapeutic School Communities That Foster Mental Health and Well-being for Students and Teachers
Tracks
Ballroom 2 - In Person Only
| Tuesday, March 19, 2024 |
| 10:50 AM - 11:10 AM |
| Ballroom 2 |
Overview
Meg Ellard and Natalie Scira, Playroom Therapy
Speaker
Meg Ellard
BA(Psych), MTeach, MCPT, Senior Play Therapist
Playroom Therapy
Play Therapy Can Build Therapeutic School Communities That Foster Mental Health and Well-being for Students and Teachers
Abstract
The pressure on schools to respond to mental health and wellbeing needs is growing. Increasingly, children and young people between 4-17 years of age are accessing school-based mental health support services and receiving informal emotional support from a teacher. Teacher access to specialist training to safely and effectively meet the mental health needs of their students is therefore advantageous. ACEs have been shown to adversely negatively impact lifelong health and wellbeing outcomes and overall quality of life. Now, more than ever, schools and educators have the unique opportunity to transition from mental health and trauma-awareness, toward mental health and trauma-responsiveness. In establishing itself as a 'therapeutic community', schools can provide the vital Positive Childhood Experiences (PCEs) necessary to ameliorate the effects of Adverse Childhood Experiences (ACEs). Countering the negative impacts of adversity can increase academic engagement and success, deepen social links to, and within the broader community, and increase positive life outcomes for all children across the lifespan.
As Registered Play Therapists, the Presenters will discuss evidence-based mental health and wellbeing approaches specifically designed for application within the school setting. These approaches harness the powers of 'therapeutic communities' to meet the universal mental health and wellbeing needs of the whole school - students and teachers included. Specifically, the Presenters will focus on therapist-teacher co-facilitated Group Play Therapy and teacher professional development - TORA (Teacher’s Optimal Relationship Approach). TORA will be introduced as a whole school approach to student and teacher mental health and wellbeing, designed to support teachers to develop practical knowledge and skills so that they can act as 'therapeutic agents for change' both within and outside of the classroom. Both approaches, Group Play Therapy and TORA, will be presented in the context of their evidence-based theoretical frameworks and contextualised with a case study example of a Victorian school.
As Registered Play Therapists, the Presenters will discuss evidence-based mental health and wellbeing approaches specifically designed for application within the school setting. These approaches harness the powers of 'therapeutic communities' to meet the universal mental health and wellbeing needs of the whole school - students and teachers included. Specifically, the Presenters will focus on therapist-teacher co-facilitated Group Play Therapy and teacher professional development - TORA (Teacher’s Optimal Relationship Approach). TORA will be introduced as a whole school approach to student and teacher mental health and wellbeing, designed to support teachers to develop practical knowledge and skills so that they can act as 'therapeutic agents for change' both within and outside of the classroom. Both approaches, Group Play Therapy and TORA, will be presented in the context of their evidence-based theoretical frameworks and contextualised with a case study example of a Victorian school.
Biography
Meg is a Registered Play Therapist and Early Childhood Teacher. Meg uses an integrative approach in her work, drawing on Humanistic, Trauma-informed and Systemic therapies when working with children and families. Meg is a neuro-diverse affirming therapist who enjoys working with AuDHD individuals. Meg is a certified TORA © Facilitator, and enjoys mentoring teachers and educators using the TORA© framework. Meg is passionate about nature-based therapeutic interventions, and her research into the therapeutic powers of nature play therapy has been published in the British Journal of Play Therapy, as well as adapted into a book chapter.
Ms Natalie Scira
Senior Play Therapist
Playroom Therapy
Play Therapy can build therapeutic school communities that foster mental health and well-being for students and teachers
Biography
Natalie is a Registered Play Therapist-Supervisor and Victorian Primary School Teacher. She uses an integrative approach to Play Therapy when working with clients and families, drawing on further training in Humanistic, Trauma and Systemic frameworks. Natalie is a Certified TORA Facilitator © and also works as a Casual Academic at Deakin University, supervising final year Master students in Humanistic and Filial Therapy. Natalie aims to help children find a voice through the Therapeutic Powers of Play to move towards healing and achieve the best life outcomes. Her special interests include Trauma, Attachment and Educational Consultancy.
