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"Play is the work of childhood, and it is through play that children explore, learn, and make sense of the world."
Jean Piaget
Support for Schools & teachers
Play Therapy
Supporting students in schools through play therapy sessions is not only beneficial but also supported by the theories of renowned experts like Virginia Axline and Garry Landreth. This approach provides a safe and engaging environment where students can express their thoughts and feelings, building essential social and emotional skills based on the principles of child development. Drawing from the insights of these influential theorists, play therapy allows students to work through challenges presented in the school setting as well as at home, such as anxiety, behavioural issues, or trauma, in a manner that aligns with their developmental stage and emotional needs. These sessions create a nurturing space for students to explore their emotions, build self-esteem, and improve their overall mental health.
By integrating play therapy into school settings and their natural environment, educators and the play therapist can collaboratively address students' emotional needs, helping them thrive academically and personally, while also fostering a positive and supportive systemic approach in the school environment.
Teacher Support
In the dynamic partnership between teachers and a play therapist, a unique and influential connection emerges within the natural learning environment of the classroom. Together, teachers and the play therapist can play a pivotal role in supporting students, drawing upon their collective expertise to enhance a child's educational journey. Through classroom observations and collaborative discussions, play therapists gain valuable insights that enable them to provide guidance on implementing effective strategies tailored to each child's specific needs. The play therapist can also have a unique perspective on the individual needs through play therapy sessions, which also provides the opportunity to share insights that can be beneficial to those children in their educational setting. Teachers, as integral agents of change, hold a vital position in a child's world, contributing to a systemic approach that fosters growth, well-being, and progress in the lives of their students.
Teachers Optimal Relationship Approach - TORA
Primary School and Early Childhood Educational Settings
Teachers - Training to facilitate new skill set, connections and ways of being with children within the classroom environment
Welcome to our Teachers Optimal Relationship Approach (TORA) training program, designed to support Primary and Early Childhood settings as a whole-school approach, leadership teams, and individual teaching staff in enhancing their teacher-child relationships.
TORA focuses on teaching eight key therapeutic skills to help educators change their way of being, ultimately improving their interactions and connections with students in school and classroom settings.
Benefits:
Purposeful Skill Development: Participants will learn eight key therapeutic skills aimed at enhancing teacher-child relationships. These skills are designed to be used in a purposeful manner to engage and connect with all students, leading to a deeper understanding and support for children with internalising and externalising challenges, as well as benefiting all students.
Whole-School and Early Childhood Impact: The skills taught in the TORA program are not just beneficial for individual teachers and students; they also contribute to a more connected and understanding educational and community experience. By using these skills in a non-directive way, teachers build relationships and trust, leading to improved student well-being, pro-social skills, behavior, class participation, attention, learning task engagement, connection to peers, general mental health, and school willingness.
Evidence-Based Approach: TORA is an evidence-based approach that draws from skills used in play therapy, filial therapy, psychology, and group therapy. The approach is grounded in research and has been shown to have positive impacts on both teachers and students.
Supportive Implementation: TORA is not meant to be additional work for teachers; rather, it supports teachers in changing their way of being and enhances their skill set. Teachers using these skills report feeling more capable in a variety of situations, emotional regulation challenges, and understanding of how to best support behaviours in the classroom. Student Modeling: Teachers who use these skills also report that their students begin to mirror these skills towards each other, creating a more positive classroom environment. Training Process:
The TORA training begins with a training phase where teachers learn about each skill, the supporting evidence, the rationale, benefits, related theory, and have time to practice these skills in a supportive group environment. The facilitator provides guidance and support throughout this phase.
After the training phase, teachers begin to implement these skills in their day-to-day classroom settings. The facilitator conducts class observations and creates a feedback cycle using the observed data to support further discussions, address questions, provide more support in specific areas, and enhance understanding of what works best in their classroom setting for each teacher.
This cycle continues until the teacher feels confident in using these skills on a daily basis. The training can be conducted as a whole-school professional development day or split into two half-days for training. Further adjustments to the training delivery method can also be discussed.
Contact us to organise your TORA training experience and transform your teacher-child relationships. Together, we can create a more connected and supportive learning environment for all students where they feel connected, seen and heard within their educational setting.
Benefits:
Purposeful Skill Development: Participants will learn eight key therapeutic skills aimed at enhancing teacher-child relationships. These skills are designed to be used in a purposeful manner to engage and connect with all students, leading to a deeper understanding and support for children with internalising and externalising challenges, as well as benefiting all students.
Whole-School and Early Childhood Impact: The skills taught in the TORA program are not just beneficial for individual teachers and students; they also contribute to a more connected and understanding educational and community experience. By using these skills in a non-directive way, teachers build relationships and trust, leading to improved student well-being, pro-social skills, behavior, class participation, attention, learning task engagement, connection to peers, general mental health, and school willingness.
Evidence-Based Approach: TORA is an evidence-based approach that draws from skills used in play therapy, filial therapy, psychology, and group therapy. The approach is grounded in research and has been shown to have positive impacts on both teachers and students.
Supportive Implementation: TORA is not meant to be additional work for teachers; rather, it supports teachers in changing their way of being and enhances their skill set. Teachers using these skills report feeling more capable in a variety of situations, emotional regulation challenges, and understanding of how to best support behaviours in the classroom. Student Modeling: Teachers who use these skills also report that their students begin to mirror these skills towards each other, creating a more positive classroom environment. Training Process:
The TORA training begins with a training phase where teachers learn about each skill, the supporting evidence, the rationale, benefits, related theory, and have time to practice these skills in a supportive group environment. The facilitator provides guidance and support throughout this phase.
After the training phase, teachers begin to implement these skills in their day-to-day classroom settings. The facilitator conducts class observations and creates a feedback cycle using the observed data to support further discussions, address questions, provide more support in specific areas, and enhance understanding of what works best in their classroom setting for each teacher.
This cycle continues until the teacher feels confident in using these skills on a daily basis. The training can be conducted as a whole-school professional development day or split into two half-days for training. Further adjustments to the training delivery method can also be discussed.
Contact us to organise your TORA training experience and transform your teacher-child relationships. Together, we can create a more connected and supportive learning environment for all students where they feel connected, seen and heard within their educational setting.