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.
|
