Mindfulness-Based Play Therapy with Children and Teens

Jennifer Hannett, LCSW, RPT


Program Goals

Countless research studies have proven mindfulness has significant psychological, cognitive, and physical benefits. Research in neuroscience shows mindfulness as a key component in trauma integration. The synthesis of Polyvagal Theory, developed by Stephen Porges, and mindfulness practices together provide a framework for achieving optimal mental health and emotional regulation. Within this 3- hour didactic and experiential workshop, play therapists will learn how to use the wisdom of the body and mind and a Polyvagal Theory lens to increase emotional regulation and reduce reactivity. 

Participants will engage in practical mindfulness strategies that can be incorporated into clinical work with children and teens. Play therapists and mental health professionals will have the opportunity to practice mindfulness strategies including meditation, movement, yoga, expressive arts, mind-body exercises, and breathwork that can be used in the playroom. This workshop will be interactive and experiential, allowing participants to experience the therapeutic powers of play while engaging in a wide range of mindful activities to deepen knowledge and practical application of mindfulness within therapeutic work with children and teens.

Program Schedule

This 3 hour in-person and hybrid workshop will consist of didactic presentations, experiential work, and processing clinical case material. This workshop will be interactive and hands-on with participants engaging in a wide range of mindfulness-based exercises and experiential exercises to deepen understanding and application of theory to clinical practice.  

9:00- 10:30 AM
  • Presentation Introduction & Agenda Review 
  • Didactic Conceptualization of Mindfulness with Children & Teens
  • Neuroscience of Mindfulness
  • Mindfulness & Trauma Integration
10:30-10:45 AM
  • Break
10:45-11:45 AM
  • Mindfulness Based Interventions with Children & Teens
11:45 -12:00 PM
  • Mindfulness Practices for the Therapist
12:00-12:15 PM
  • Closing Mindfulness Exercise
  • Questions & Answers

Course Objectives

By the end of the course participants will be able to:

  • Define mindfulness and describe a rationale for the integration of mindfulness-based practices in trauma treatment with children and adolescents.
  • List at least 3 directive mindfulness-based interventions play therapists can employ with children and adolescents to cultivate mindfulness in the playroom.
  • Cite at least 2 mindfulness-based interventions the play therapist can use to cultivate mindfulness within oneself during play therapy sessions.

General Course Information

This course is limited to 10 participants and is designed to facilitate experiential work, group discussion, and processing of clinical material.  Participants will have ample opportunity to discuss their specific needs and clinical questions.  Participant feedback will be encouraged throughout the workshop.

Clinical case discussions will adhere to HIPPA regulations regarding client confidentiality.

Target audience is Mental Health Professionals: Social Workers, Psychologists, Licensed Professional Counselors and Licensed marriage and Family Therapists.

The program is Beginner Level

Starbright Training Institute APT Provider No. 96-029.  

Myriam Goldin, LCSW; RPT-S, is Director of Starbright Training Institute.  Email: starbright.inst@outlook.com   Web Page: starbrighttraininginstitute.com

References

Dana, D. (2018). The Polyvagal theory in therapy: engaging the rhythm of regulation (Norton series on interpersonal neurobiology). WW Norton & Company. 

Fisher, J. (2019). Sensorimotor psychotherapy in the treatment of trauma. Practice Innovations, 4(3), 156. 

Goldberg, S., Tucker, R. P., Greene, P.A. Davidson, R.Jl, Wampold, B. E. Kearney, D. J. Kearney, D. (2019). Mindfulness-based interventions for psychiatric disorders: A systematic review and meta-analysis. Doi:10.31231/osf.io/etghn.

Hofmann, S. G. & Gomez, A..F. (2017). Mindfulness-based Interventions for Anxiety and Depression. Psychiatric Clinics of North America, 40(4), 739-749. Doi: 10.1016/j.psc.2017.08.008.

Kestly, T. A. (2016). Presence and play: Why mindfulness matters. International Journal of Play Therapy, 25(1), 14–23. https://doi.org/10.1037/pla0000019

Ogden, P., Minton, K., & Pain, C. (2006). Trauma and the body: A sensorimotor approach to psychotherapy (norton series on interpersonal neurobiology). WW Norton & Company. 

Pickerell, L. E., Pennington, K., Cartledge, C., Miller, K. A., & Curtis, F. (2023). The effectiveness of school-based mindfulness and cognitive behavioral programs to improve emotional regulation in 7–12-year-olds: A systematic review and meta-analysis. Mindfulness, 14(5), 1068–1087. https://doi.org/10.1007/s12671-023-02131-6

Porges, S. W., & Dana, D. (2018). Clinical applications of the polyvagal theory: The emergence of polyvagal-informed therapies (Norton series on interpersonal neurobiology). WW Norton & Company.

Porges S.W, Doussard-Roosevelt JA, Maiti AK. (1994). Vagal tone and the physiological regulation of emotion. Monogr Soc Res Child Dev,59(2-3):167-86. PMID: 7984159.

Warner, E., Spinazzola, J., Westcott, A., Gunn, C., & Hodgdon, H. (2014). The body can change the score: Empirical support for somatic regulation in the treatment of traumatized adolescents. Journal of Child & Adolescent Trauma, 7(4), 237-246. 

Warner, E., Finn, H., Wescott, A., & Cook, A. (2020). Transforming trauma in children and adolescents: An embodied approach to somatic regulation, trauma processing, and attachment-building. North Atlantic Books. 

Willard, C. (2016). Growing up mindful: Essential practices to help children, teens, and Families Find Balance, Calm, and Resilience. 

Grievance Policy

STI seeks to ensure equitable treatment of every person and to make every attempt to resolve grievances in a fair manner. Please submit a written grievance to: Myriam Goldin, LCSW; RPT-S, Director of Starbright Training Institute.  Email: starbright.inst@outlook.com   Web Page: starbrighttraininginstitute.com

Grievances would receive, to the best of our ability, corrective action in order to prevent further problems. 

There is no known commercial support nor conflict of interest for this program. 

Course Instructor Contact Information

Jennifer Hannett

Website:  https://starbrighttraininginstitute.com/

Email:  jhannett@gilinstitute.com

Phone: 703-980-2738

Starbright Training Institute

2751 Prosperity Ave.

Suite 610

Fairfax, VA   22031