of a
profile for the post of Filial Play Coach/Mentor which could be used for:
course run by APAC.
This has two routes: one for newcomers to non-directive play and a shorter
one for Practitioners of Therapeutic Play Skills and Play Therapists.
|
471 |
Carry out the assessment of parents and
children being considered for using appropriate scales and a Hopes
and Expectations questionnaire or other equivalent and appropriate
measures. |
|
472 |
Recognise when either parent or child is
not currently suitable for and refer on appropriately |
|
499 |
Establish a coaching, mentoring or
counselling contract. Understands what is required in the specific
filial play interactions. Comes to agreement with the prospective
and new client about the processes and relationships to be included. |
|
975 |
Ability to be fully conscious and create
spontaneous relationship with the parent, employing a style that is
open, flexible and confident |
|
474 |
Monitor the parents’ sessions using an
appropriate model, providing advice, guidance and support. |
|
473 |
Teach the parents how to correctly use a
developmental play scale and monitor the recordings regularly |
|
976 |
Establishing the Relationship with the
Client Able to create a safe, supportive environment that produces
ongoing mutual respect and trust |
|
498 |
Apply an ethical framework,
confidentiality procedures and the requisite child protection
procedures to all work |
|
977 |
Active Listening Ability to focus
completely on what the parent/carer(s) and child(ren) are saying and
is not saying, to understand the meaning of what is said in the
context of the parent/carer(s) desires, and to support clients' self
expression |
|
978 |
Effective Questioning Able to ask
questions that reveal the information needed for maximum benefit to
the relationship and the family |
|
979 |
Direct Communication: Able to
communicate effectively during sessions, and to use language that
has the greatest positive impact on the family |
|
980 |
Creating Awareness: Able to integrate
and accurately evaluate multiple sources of information, and to make
interpretations that help the family to gain awareness and thereby
achieve agreed objectives |
|
981 |
Designing Actions: Able to create with
the family, opportunities for ongoing learning, during coaching and
in work/life situations, and for taking new actions that will most
effectively lead to achieving the family's objectives |
|
982 |
Planning and Goal Setting: Ability to
develop and maintain an effective coaching plan with the client |
|
983 |
Managing Progress and Accountability:
Ability to hold attention on what is important for the family, and
to delegate responsibility to the parent/carer to take action |
|
475 |
Advise and instruct the parents upon how
to make notes on home play sessions and related activities, using
the parent log, suitable for use during the coaching discussions |
|
476 |
Plan, equip and manage the equipment,
materials and toys in a suitable room for the training and coaching
of parents |
|
477 |
Advise and instruct the parents upon
acquiring and using appropriate equipment, materials and toys during
their home play sessions according to their circumstances |
|
478 |
Teach the parents the importance of
play, the main types of play and their purpose so that they can
achieve a suitable balance with their children |
|
479 |
Ensure that the parents understand the
objectives of filial play |
|
480 |
Ensure that the parents know how to
structure a filial play session |
|
481 |
Ensure that the parents know how to
accept the behaviour of the child during a filial play session |
|
482 |
Ensure that the parents know how to
focus on the child during a filial play session |
|
483 |
Ensure that the parents know how to let
the child lead throughout a filial play session |
|
484 |
Ensure that the parents know how to
reflect upon the child’s non verbal behaviour during a filial play
session |
|
485 |
Ensure that the parents know how to
reflect upon the child’s verbalisations during a filial play session |
|
487 |
Ensure that the parents know how to use
encouragement and praise during a filial play session |
|
488 |
Ensure that the parents set, manage and
maintain appropriate boundaries during a filial play session |
|
490 |
Ensure that the parents recognise and
deal appropriately with any sibling issues that arise as a result of
a filial play session |
|
491 |
Demonstrate the use and applicability of
the main non directive play tools: art media, music, movement,
sandtray, storytelling, puppets clearly indicating which are
appropriate for use at home and those that may be used in the
therapist’s play room |
|
492 |
Carry out regular progress reviews as
appropriate to each family’s circumstances |
|
493 |
Carry out appropriate procedures at the
end of the formal training programme |
|
494 |
Integrate the use of filial play with
play therapy if this is being used concurrently |
|
495 |
Consult with the parents, children and
others involved on appropriate follow up and continuing support
services |
|
496 |
Brief other involved organisations and
colleagues upon the purpose and methods of filial therapy |
|
497 |
Maintain suitable records of progress
and carry out quality management of coaching work |
