I have worked with children, teens and families since 1984, beginning as an educator and then getting a second masters degree to become a psychotherapist, now in private practice. I am a strong believer in my favorite bumper sticker slogan, WORLD PEACE BEGINS AT HOME. My enthusiasm, creative interventions and deep caring for my students fully supports this ideal. I love my work and hold a safe space for kids to fully step into their very best selves . . . even when the odds might seem impossible. An important part of the maturational process is to learn how best to manage the many conflicting emotions and sometimes confusing choices that exist. With my support and guidance, children come to understand this bumpy terrain with clear insight and the ability to uphold a vision of their life that is purposeful, directed and affirming. Consequently, behavioral shifts are made that no longer serve them.
As you well know, preteens and adolescents are not the most trusting bunch, so building activities that create a safe and predictable space is crucial to settling in and doing the harder work of therapy. I am a big believer in hands-on learning, as well as using opening and closing rituals to facilitate the work. Structure inside the therapy room becomes a model for life outside.
The meat and potatoes of a session can incorporate all kinds of hands-on materials to facilitate
discussion and the expression of deeper understanding. For example, if we are talking about a child’s experience in school where there are continual power struggles with teachers, I might toss over a Chinese finger trap and ask the student to place a finger into each end and then try to get them back out. If you remember these fun toys from childhood, you will recall that the harder you pull, the more stuck you get. This seemingly innocuous toy becomes fodder for fabulous conversations and teachings that become deeply anchored. Once we are off and running, I might ask the student to draw a facsimile of the finger trap. On the ends where fingers can get stuck, I can ask the child to list some of the things he or she might do to contribute to the power struggle. And in the center of the trap, where the ease of release lies, I would ask that she/he list those things that can be done to bring less volatility to the situation. I have many such tricks up my sleeve!
The conclusion of the session is marked by a closing ritual, where the child speaks for a few moments about what he or she is taking with them from our time together. What new learning has taken place? What new steps can be taken to bring more well-being into the next week? These are the kinds of things that are spoken to in the closing, creating anchors that extend into everyday life. Lastly, if there was something that was physically created, such as a collage or drawing, this might be taken home to further ground the session, helping the a-ha moments to take root in the weeks ahead.
For elementary-aged children, much of the above applies, but scaled back to age-appropriate activities. I especially like to use art as a vehicle into a child’s inner world. I also have a stocked closet filled with games and activities that facilitate the learning and growth process.
Because of my background in the school system, I am well-versed in the nuances of the school-child-family triad. I am always ready and available to consult when asked and always look to keep the appropriate school personnel in the loop.
Please refer to the CHILDREN page and TEEN page to learn more. If you work with adolescents, you can invite your students to view the TEEN page because I write directly to them. For parents of teens, there is information on the TEEN page, as well, if they scroll down 3/4 of the way down.
Please refer to the Parenting Workshop and Parenting Group pages to see what presentations I may be able to provide for the parents in your school district.
