| 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 or children 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 play. |
| 497 |
Maintain suitable records of progress and carry out quality management of coaching work. |
