Introduction for therapists

with Jacqui Barfoot

Course overview

  1. 1

    • 1.1 Welcome

    • 1.2 Completing the package

    • 1.3 Background and evidence

    • 1.4 What is a relationship-focused approach?

    • 1.5 Talking about parenting and self care

    • 1.6 Learning goals

    • 1.7 Initial questionnaire
  2. 2

    • 2.1 Overview

    • 2.2 Models of development

    • 2.3 Attachment Theory

    • 2.4 Attachment - Circle of Security

    • 2.5 Extending Attachment Theory

    • 2.6 Neuroscience and neuroplasticity

    • 2.7 Polyvagal theory and the Window of Tolerance

    • 2.8 Dyadic Model of Regulation

    • 2.9 Summary of evidence
  3. 3

    • 3.1 Overview and considerations

    • 3.2 PAIR model

    • 3.3 Shelly - Referral and initial appointment

    • 3.4 Video review and Shelly's first session

    • 3.5 Shelly - Formulation, goals and plan

    • 3.6 Shelly - Relationship-Focused Sessions

    • 3.7 Phase 3 and case summary

  4. 4

    • 4.1 Overview

    • 4.2 Case history

    • 4.3 Parent-child observation

    • 4.4 Relationship-focused sessions

    • 4.5 Goal-oriented sessions

    • 4.6 Therapy space

    • 4.7 Evaluating the intervention

    • 4.8 Resources for families
  5. 5

    • 5.1 Overview

    • 5.2 Separating your observations and interpretations

    • 5.3 Observing and interpreting in the context of a developmental delay

    • 5.4 Play as usual versus child-led play

    • 5.5 Observations and feedback

    • 5.6 Observation tools
  6. 6

    • 6.1 Overview

    • 6.2 Tom - Phase 1

    • 6.3 Tom - Phase 2

    • 6.4 Tom - Phase 3

    • 6.5 Emotional regulation

    • 6.6 Working with culturally and linguistically diverse families

    • 6.7 Families seeking other approaches

    • 6.8 Beyond the parent-child dyad

    • 6.9 Parent distress and reflective supervision

    • 6.10 Learning goals

    • 6.11 Follow-up questionnaire

    • 6.12 Wrap up