Our Therapy

Play therapy is a form of therapy primarily geared towards working with children, or children and their parents together. In this form of therapy, a therapist supports a child alone or a child and their parent to explore life events that may be having an effect on their worlds. This is done through supporting the child or the child and parent together, primarily through play, relationship and sometimes language. 

When children are experiencing adverse personal issues their behaviour may become more challenging.  Parents may be eager to help but may find it difficult or impossible to offer effective aid if a child is unable or unwilling to put words to what is happening for them. Play therapy is thought to be one of the most beneficial means of helping children who are experiencing emotional or challenging behaviours. Toys used in therapy may include a sandbox with associated miniature figurines, art materials, Legos or other construction toys, costumes or other clothing, stuffed animals, dolls, a dollhouse with miniature furniture, puppets, indoor sports equipment, and other indoor games. Play therapy may benefit the child in a variety of ways such as encouraging creativity, promoting healing from traumatic events, facilitating the expression of emotions, encouraging the development of positive decision-making skills, introducing new ways of thinking and behaving, learning problem-solving skills, developing better social skills, and facilitating the communication of personal problems or concerns. 

Child Centred Play Therapy and Interplay (Attachment Based) Therapy is humanistic in its approach, believing that we heal in relationship and connection with others. Fundamental is also the belief that we all inherently know what we need to heal, that this is within us, sometimes we need some help or support to find that. This type of play therapy is nondirective and grounded in the idea that if allowed optimal therapeutic conditions and the freedom to play, children in therapy will be able to resolve their issues, with the support of the therapist or primary caregiver in Interplay. This approach is viewed as non-intrusive, and child focussed as the child is able to be in the lead and work at their own pace. This is minimal instruction from the therapist regarding how a child, or a child and their parent should engage in their play, just support and acceptance to allow the process to happen. .

Play therapy can help children, and their caregivers communicate, explore repressed thoughts and emotions, address unresolved trauma, and experience personal growth and is widely viewed as an important, effective, and developmentally appropriate mental health treatment for children. It can support families to build and heal their relationships in a playful, accepting and welcoming environment. 

What to Expect

Sessions are held weekly and are 45 minutes long. During treatment, the therapist sets up a comfortable, safe environment in which the child and/or child and parent play together, with the support of the therapist, who holds the space for them. with as few limits as possible. The counselling space is often referred to as a playroom, and it comes equipped with a selection of specifically chosen toys that are meant to encourage the child to express his or her feelings and develop healthier behaviours. The space is also especially equipped for a child and parent to play together with the support of the therapist,. The child’s interactions with the toys and in relationship essentially serve as the child’s symbolic words and allows them to process any issues that may be present in their worlds.  The therapist can learn about specific thoughts and emotions that a child may find difficult or impossible to express verbally.

Book now for an intake session with Alana, and we will work through what the best fit will be for you and your family. 

Play Therapy at Schools or Early Childhood Settings

Alana can work with children individually in their school or daycare setting, that may need additional support. This could be due to the child experiencing grief & loss; being neurodiverse and/or ASD diagnosed; experiencing trauma; having social difficulties; having separated parents; exhibiting challenging behaviours; In out of home care or experiencing anxiety. Individual play therapy is for children 4 and above to work directly with the play therapist one on one. 

What to expect

 Children have a 30 – 45min play therapy session, depending on their age. During treatment, the therapist sets up a comfortable, safe space in the school or centre in which the child is allowed to play with as few limits as possible. The counselling space is often referred to as a playroom, and it comes equipped with a selection of specifically chosen toys that encourage the child to express his or her feelings and develop healthier behaviours. The child’s interactions with these toys essentially serve as the child’s symbolic words and allows them to process any issues that may be present in their worlds.  The therapist can learn about specific thoughts and emotions that a child may find difficult or impossible to express verbally. 

Group Play Therapy at School or Early Childhood Settings

Alana can come to your school or early childhood setting to work with a small group of children who may benefit from some additional support. Small Group Play Therapy can support children who have difficulties in social settings.  In allows them to work through and process a diverse range of social encounters with the support of the play therapist. Children chosen can be selected by the centre or school, or put forward by the parents. Children who are anxious or experiencing social anxiety are very well suited for this group

Children selected for group play therapy will have to be deemed suitable prior to beginning in a group.  

What to expect 

Conducted in a very similar manner to individual play therapy, no more than 4 children come into the play space to play together for a 30 – 45min session. They are supported by the play therapist to do this.  The playroom is set up the same each week and children are given an opportunity to work through any issues that may arise in a social setting with the loving support and guidance of the therapist. Group Play Therapy is still very much child lead and focussed, with few limits being set. Limits are always set in terms of safety. This allows children to learn about what is socially acceptable, as well as problem solve together when issues arise.  

Movement Groups at Schools or Early Childhood Settings

As a previous early childhood educator and now a DMT I understand the importance of both physical and emotional development and how these are inextricable linked to our bodies, and it couldn't be more true for children!  - this is why I have developed this program. 

Dance Movement Therapy Groups for children in school, daycare or playgroup settings support children to get the most from. It is for children aged 3 and above (or younger with their caregivers in playgroups). It can also serve to benefit children who just need to be more physically active to support their learning. With approx. 1 in 5 children not getting sufficient physical activity at school, a movement group may be just what they need to move and grow. These groups can be therapeutically based or solely somatically/physically based. 

Small DMT school based groups can aid with:- 

• Emotional resilience 
• Bullying and social skills 
• Physical Capacity
• Self regulation 
• Increase attention and focus in class 
• Process Emotions
• Regulate nervous systems
• Body and Self awareness

What to expect 

This can be done in large or small groups, with a  maximum of 15 children, and with the small groups having a more therapeutic focus. All activities are developmentally focussed and include relaxation and breathing, group activities to increase social skills, dance activities such as freeze and exploring stop/go to increase regulation, using props to increase team work and explore themselves creatively and so on. The groups are loosely structured to allow for following the children’s lead in this setting, giving them a sense of empowerment over their bodies and decision making. Exploring areas such as high/low, stop/go, hard/soft, up/down and so on will support children’s physical development. Activities would also support children to problem solve, explore their own self expression and creativity, build resilience, understand and appreciate their own bodies, including learning about body based consent, develop their sensori-motor and emotional skills, and build their confidence in themselves and their bodies capacity. The therapist may also incorporate the use of tools and techniques such as props, therapeutic storytelling, music, dance and movement, drama/role play, and creative visualisation. These groups help children develop the skills to somatically check in with their bodies and find the tools to calm and regulate their nervous systems.  

Price upon application/negotiation 

  Alana, as a qualified dance movement and play therapist can come to any workplace to offer short Professional development workshops. 

These could be in any of the following areas:-

Play Therapy Skills

The importance of play

The importance of relationship in supporting children who have experienced trauma

The importance of movement and body based practices in education (as well as a range of fun tools to use in class)

Supporting regulation through movement and dance

Circle of Security Concepts - Attachment based to support relationships

Blackbox Parenting program concepts - Relationship based

Trauma, the Vagus nerve and Neuroscience

These Professional Developments are run by Alana, who is a qualified Early Childhood Teacher. They are designed to support workers to improve their relationships with children that they work with. 

These can be done in any setting, but are especially well suited for early childhood or school settings.