FAQ

Play therapy is a form of psychotherapy that uses play as a means of communication and expression. It is based on the belief that play is a natural medium through which children explore and make sense of their world, express their thoughts and feelings, and work through challenges or traumas. In intergrative play therapy, Anita will create a safe and supportive environment where children are encouraged to play freely and express themselves through various forms of play, such as art, storytelling, puppets, role-playing, and games.

Play therapy is a valuable and evidence-based intervention for children facing emotional, behavioral, and social challenges. By providing a safe and supportive environment for children to express themselves through play, play therapy helps promote healing, growth, and resilience, leading to positive outcomes for children and their families.

Anita is a clinical play therapist, certified humanistic play therapist and certified Interplay practitioner. Anita is passionate about the benefits of play therapy to help children and families heal, grow and hope. Anita has studied various play therapy approaches, including child centred play therapy (CCPT), humanistic play therapy, attachment-based play therapy, filial play therapy and directive play therapy. She has more than 15 years of experience using play therapy to help children and families heal, grow and hope. She expertly uses and integrates various models of play therapy to meet the individual needs of each client. Anita incorporates psychoeducation for parents and creative approaches as needed. Her play therapy work has its underpinning in child development, attachment, and neuroscience.

Key Principles of Play Therapy:

• Child-Centered Approach: Play therapy is child-centered, meaning that the therapist follows the child's lead and respects their autonomy and choices during the therapy session.
• Non-Directive and Directive Techniques: Play therapists may use non-directive techniques, allowing the child to express themselves freely, or directive techniques, guiding the child toward specific therapeutic goals or activities.
• Therapeutic Relationship: Building a trusting and supportive relationship with the child is essential in play therapy. The therapist provides empathy, acceptance, and validation to help the child feel safe and understood.
• Symbolic Expression: Play allows children to express themselves symbolically, often revealing unconscious thoughts, emotions, and conflicts that may be difficult to articulate verbally.
• Healing and Growth: Through play therapy, children can work through emotional challenges, develop coping skills, improve self-esteem, and enhance their social and emotional competence.

Evidence-Based Research: Numerous studies have demonstrated the effectiveness of play therapy as an evidence-based intervention for children facing a wide range of emotional, behavioral, and psychological issues. Research findings indicate that play therapy can lead to positive outcomes, including:

• Reductions in symptoms of anxiety, depression, trauma, and other mental health disorders.
• Improvement in social skills, emotional regulation, and problem-solving abilities.
• Enhancement of self-esteem, self-confidence, and resilience.
• Strengthening of parent-child relationships and family dynamics.
• Long-lasting improvements in overall well-being and functioning.

All of Anita's therapy sessions are:

• Trauma informed and culturally responsive
• Play based
• Neuro-affirming
• Needs-based
• Rooted in attachment, unconditional positive regard, and neuroscience

Play therapy, by an experienced clinical play therapist, can support children who:

• have been abused, neglected, or traumatised.
• have a family member with a chronic or terminal illness.
• have experienced loss, family separation and breakdowns.
• are ill or have a disability or are a sibling of a child with an illness or disability.
• have experienced or witnessed domestic violence or substance abuse.
• have emotional and behavioural issues.
• are experiencing anxiety, depression, and/or aggression arising from their experiences.
• are having educational struggles such as poor planning and organisational skills, and the ability to follow through with given tasks.
• are struggling with day-to-day emotions or relationships.

Anita is both an accredited mental health social worker and clinical play therapist. In addition to her regular accredited mental health social worker (AMHSW) supervision, Anita also has regular supervision by a registered play therapy supervisor (RPT-S).

Integrative play therapy is an approach that combines elements of different therapeutic modalities and theories to create a flexible and tailored approach to working with children and families. It integrates principles and techniques from various theoretical orientations, such as psychodynamic, humanistic, cognitive-behavioral, and systemic approaches, to address the unique needs of each child and family, all through play.

Key components of integrative play therapy may include:

1. Child-Centred Approach: Drawing from the principles of child-centered play therapy, integrative play therapists prioritise creating a safe, accepting, and nonjudgmental environment where children feel empowered to express themselves freely through play.
2. Directive and Non-Directive Techniques: Integrative play therapists may use a combination of directive and non-directive techniques, depending on the child's presenting concerns, developmental stage, and therapeutic goals. Directive techniques involve providing structure, guidance, and interventions during play, while non-directive techniques focus on allowing the child to lead the play session.
3. Expressive Arts and Creativity: Integrative play therapy incorporates various creative and expressive modalities, such as art, music, movement, drama, and storytelling, to facilitate emotional expression, exploration, and communication.
4. Attachment-Based Interventions: Recognising the importance of attachment relationships in child development, integrative play therapists may incorporate attachment-based interventions to strengthen parent-child bonds, promote secure attachment, and address relational issues within the family system.
5. Cognitive-Behavioural Strategies: Integrative play therapy may integrate cognitive-behavioral techniques to help children develop coping skills, challenge negative thought patterns, and learn problem-solving strategies through play-based activities.
6. Trauma-Informed Care: Integrative play therapists are trained to work with children who have experienced trauma, using trauma-informed approaches to promote safety, empowerment, and healing. This may involve addressing trauma-related symptoms, processing traumatic experiences, and building resilience through play.
7. Family Systems Perspective: Integrative play therapy considers the broader family system and dynamics, recognising the impact of family relationships, communication patterns, and intergenerational factors on the child's well-being. Therapists may involve parents or caregivers in the therapeutic process to address family issues and support positive change.

Overall, integrative play therapy offers a flexible and holistic approach to addressing the emotional, social, and developmental needs of children and families. By integrating diverse therapeutic techniques and perspectives, therapists can adapt their approach to meet the unique needs of each child and family, fostering healing, growth, and positive change.

In short, YES. Play therapy is a versatile therapeutic approach that extends its benefits to individuals across a broad spectrum of disabilities, challenges, and mental health conditions. This includes not only those with Autism, ADHD, learning or physical disabilities, or Blind or vision impaired or Deaf or hard of heading, but also individuals experiencing mental health challenges like anxiety, depression, or trauma. Play therapy doesn't teach play skills, it allows whatever play the child or client uses to support them explore, express themselves, grow, and heal. Play therapy is an incredibly neuroaffirming and inclusive intervention; it accepts people for who they are and works with where they're at.

Here's a brief overview of how play therapy may help:

Autism, ADHD, and Other Neurodivergence:

• Non-verbal communication facilitation, especially beneficial for those with communication challenges.
• Sensory processing support with tailored, safe sensory explorations.
• Structured yet flexible environments for managing attention, impulsivity, and co- or self-regulation.
• Skill development opportunities in patience, turn-taking, follow-through, in any area the client would like to develop.
• Self-esteem enhancement through successful engagement in activities and promoting positive self-identity.
• Confidence building through success and achievement in activities.
• Problem solving by collaborating to find ways to meet unmet needs, increase skills and find any needed accomodations, reducing behaviours of concern.
• Emotional Regulation by offering a therapeutic space for identifying, expressing, and managing emotions, which is essential for individuals struggling with emotional regulation.
• Sensory Regulation through tailored sensory play activities help individuals with sensory processing disorders or sensitivities to better manage their sensory needs and reactions, contributing to overall self-regulation and comfort.

Learning or Physical Disabilities:

• Confidence building through success and achievement in activities.
• Cognitive skill enhancement via targeted games and activities.
• Problem solving by collaborating to find ways to meet unmet needs, increase skills and find any needed accomodations.
• Emotional expression encouragement related to disability challenges.
• Coping strategy improvement for dealing with physical and emotional challenges.
• Physical skill promotion through adapted activities.
• Self-esteem enhancement through successful engagement in activities and promoting positive self-identity.

Blind or Deaf:

• Tactile and sensory-based play to engage through touch and exploration.
• Sound-based activities for emotional and experiential connection.
• Spatial awareness and mobility enhancement through navigational challenges.
• Visual and physical play that leans on visual elements and movement.
• Sign language integration for expression within therapeutic sessions.
• Deaf culture reflection to explore identity and community experiences.
• Self-esteem enhancement through successful engagement in activities and promoting positive self-identity.

Mental Health Challenges, including Trauma:

• Emotional safety and expression: Play therapy provides a safe, non-judgmental space for individuals to express their feelings and thoughts, helping to alleviate symptoms of anxiety and depression.
• Coping mechanisms: Through play, individuals learn new coping strategies for managing their symptoms, enhancing resilience and emotional regulation.
• Trauma processing: Play therapy allows for the processing of traumatic events in a controlled, therapeutic setting, enabling individuals to express and work through complex emotions without the need for direct verbal communication.
• Empowerment and healing: Activities can be designed to rebuild a sense of control and empowerment, crucial elements in the healing process for trauma survivors.

Adapting Play Therapy

The success of play therapy across such a diverse array of needs lies in the therapist’s ability to customise the approach to the individual’s sensory and communication preferences, challenges, and strengths. This may involve creative modifications to traditional play therapy activities, the use of assistive technologies, and collaboration with specialists to ensure that therapy remains engaging, accessible, and therapeutic.

By offering a platform for expression, skill development, and emotional and sensory regulation, play therapy significantly contributes to the well-being of clients and their families. Its capacity to meet a wide range of needs makes play therapy a valuable tool in therapeutic settings, offering pathways to healing, self-understanding, and growth.

No. A GP referral is not needed to access our services. Clients can be self referred by just contacting us directly, referred by NDIS support coordinators, LACs or community providers such as Kudos. Referrals can also be made by government agencies such as child protection, human services or child and adolescence mental health (CAMHS), other allied health professionals, hospital staff or doctors. A GP referal (and a mental health care plan), while certainly not required, does mean a rebate from Medicare, reducing the overall fee. We see clients through many different funding streams, and private, self-pay as well.

Side by Side Therapy is able to take NDIS plan and self managed clients. Anita is experienced working with the NDIS requirements, including extensive experience conducting therapy under the NDIS, writing NDIS review reports, conducting NDIS-accepted assessments, and conducting functional capacity assessments.

Under the NDIS requirements of having a bachelor degree or higher and being a member of the Australian Association of Social Workers (AASW), Anita is able to take plan or self managed clients under the following:

• Capacity Building - Improved Daily Living, Early Childhood Supports (under seven years of age)

Early Childhood Professional (accredited mental health social worker)

Item number: 15_005_0118_1_3

• Therapy Supports (over seven years of age), Assessment, Recommendations, Therapy or Training - Social Worker

Item number: 15_621_0128_1_3

Anita has additional advanced training and more than a decade of experience in several creative therapies, and she loves to include them in her sessions. These include art therapy, music therapy, drama therapy and bibliotherapy. These are usually combined with other evidenced-based modalities, such as play therapy or cognitive behaviour therapy, but they can also be used in isolation.

Creative therapies encompass a range of therapeutic approaches that utilise creative expression as a means of promoting healing, growth, and well-being. These therapies recognise the inherent therapeutic value of artistic and creative activities in facilitating emotional expression, self-exploration, and communication. Some common forms of creative therapies include:

1. Art Therapy: Art therapy involves the use of visual arts (such as drawing, painting, sculpting, and collage) to explore emotions, thoughts, and experiences. Clients create artwork as a form of self-expression, allowing them to communicate and process their feelings in a nonverbal manner.
2. Music Therapy: Music therapy utilises music and sound-based interventions to address emotional, cognitive, social, and physical needs. Clients may engage in activities such as listening to music, playing instruments, songwriting, or improvisation to achieve therapeutic goals.
3. Dance/Movement Therapy: Dance/movement therapy involves the use of movement and dance as a therapeutic tool to promote self-awareness, emotional expression, and body-mind integration. Clients engage in movement-based activities and exercises to explore their emotions, improve body awareness, and enhance overall well-being.
4. Drama Therapy: Drama therapy utilises improvisation, role-playing, storytelling, and other theatrical techniques to facilitate personal growth and healing. Clients may enact scenes, assume different roles, and explore conflicts and resolutions within a safe and supportive therapeutic context.
5. Expressive Writing Therapy: Expressive writing therapy involves the use of writing as a therapeutic tool to process emotions, gain insight, and foster self-awareness. Clients may engage in journaling, poetry, storytelling, or creative writing exercises to explore their thoughts, feelings, and experiences.

Creative therapies are often used in conjunction with play therapy at Side by Side, allowing clients to access deeper levels of self-expression and exploration. These approaches can be particularly beneficial for individuals who may struggle to verbalise their emotions. Creative therapies are practiced by trained therapists who integrate creative techniques into their therapeutic work to address a wide range of emotional, psychological, and developmental issues.

Creative therapies can help with:

• visual expression
• movement expression
• stress or anxiety reduction
• sensory exploration and experiencing
• coping skills
• therapeutic rapport building
• self discovery and expression
• non-verbal processing of all kinds, including trauma
• communicating non-verbally with imagery
• emotional regulation
• encouraging engagement in therapy
• safe expression of physical urges
• exploring emotional reactions to sensory sensations and movement
• increasing stress and frustration tolerance

Anita accepts a limited number of placement students each semester. At Side by Side Therapy, we are dedicated to fostering the next generation of allied health professionals. We proudly offer placement opportunities for enthusiastic and committed students pursuing their Bachelor’s degree or higher in allied health sciences, social work, counselling, or related areas. Our placements are designed for individuals who are passionate about making a difference in the lives of others through compassionate and skilled therapeutic services.

We welcome students who are currently enrolled in or have completed a bachelor’s degree in allied health sciences, social work, counselling, or related area. We offer a hands-on learning experience that allows placement students to observe and engage with our professional practices.

If you are interested in pursuing a placement opportunity at Side by Side Therapy, please contact us for more information.

At Side by Side Therapy, the therapy process is designed to provide comprehensive and compassionate support to individuals and families, with a focus on integrative play and creative therapy approaches. Side by Side’s therapy process puts the child and family first and enables Anita to provide you with the most effective support and works collaboratively to meet clearly defined therapy goals and intervention.

As a mental health social worker and play therapist, Anita is committed to providing you and your child with the best support, and by following a clear process she can ensure that your child and family is at the centre of her practice.

After initial contact, you will be sent a link to an intake form, and then once that is complete, you will be contacted to book a parent/carer/guardian intake session.

Here's an overview of the therapy process at Side by Side Therapy:

1. Intake Session: The therapy process typically begins with an initial consultation, known as an intake session, where parents or carers have the opportunity to meet with the therapist, Anita, to discuss their concerns, goals, and expectations for therapy. During this consultation, Anita takes a comprehensive history, and takes the time to understand the unique needs and preferences of each client and provides information about the therapeutic approach and services offered at Side by Side Therapy. These are 1.5 hours, and without the child.
2. Assessment and Goal Setting: Following the initial consultation, Anita conducts a thorough assessment to gather information about the client's history, strengths, challenges, and therapeutic needs. This assessment may involve various methods, such as interviews, questionnaires, observations, and assessment tools. Based on the assessment findings, Anita collaborates with the client to establish therapeutic goals and develop a tailored treatment plan to address their specific needs and concerns. This usually takes two to three sessions.
3. Therapeutic Interventions: The therapy process at Side by Side Therapy incorporates integrative play and creative therapy approaches, which may include play therapy techniques, expressive arts therapy, sand tray therapy, storytelling, and other creative modalities. These interventions are designed to provide a safe and supportive environment for clients to express themselves, explore their emotions, develop coping skills, and work through challenges in a holistic and client-centred manner.
4. Parent/Caregiver Involvement: Side by Side Therapy recognises the importance of involving parents and caregivers in the therapeutic process, particularly when working with children and families. Anita collaborates closely with parents and caregivers to provide support, education, and guidance on how to best support their child's therapeutic journey and implement strategies for promoting positive communication, emotional regulation, and relational healing within the family system.
5. Progress Monitoring and Adjustments: Throughout the therapy process, Anita regularly monitors progress towards therapeutic goals and adjusts interventions as needed to ensure that clients are receiving effective and meaningful support. This may involve ongoing assessment, feedback from clients and caregivers, and collaboration with other professionals involved in the client's care, such as teachers, medical providers, or other therapists.
6. Closure and Transition: As clients make progress towards their therapeutic goals, the therapy process at Side by Side Therapy culminates in closure and transition planning. Anita works collaboratively with clients and caregivers to review progress, celebrate accomplishments, and prepare for the transition out of therapy, providing support, resources, and recommendations for maintaining therapeutic gains and continued growth beyond the therapy setting.

Overall, the therapy process at Side by Side Therapy is guided by a commitment to providing individualised, holistic, and compassionate care to support clients in achieving their goals, strengthening relationships, and promoting overall well-being. Through integrative play and creative therapy approaches, clients are empowered to explore their inner world, develop resilience, and thrive in all aspects of their lives.

As an accredited mental health social worker, Anita is able to see clients under Mental Health Care Plans (MHCP) and offer a rebate. MHCPs are developed in collaboration between the individual and their general practitioner (GP) or another eligible medical practitioner. Mental Health Care Plans are given by local GPs to people requiring support for mental health challenges. To request a Mental Health Care Plan, contact your local GP and tell them you'd like an appointment to enquire about a MHCP. Most GPs require you to book a double appointment.

If your GP agrees that a MHCP is required, he will then ask if you'd like to be referred to someone specific, or if you'd like some recommendations. If you would like your child to see Anita, you can ask your GP to send Anita the referral and MHCP.

MHCP currently allow 10 sessions to receive a rebate. Two of these sessions are allowed to be without your child, so parent intake sessions are able to receive the rebate. Anita processes the rebate on your behalf on the day of the appointment, and it is typically in your account within one business day.

Please contact Anita if you require further information about her services using a Mental Health Care Plan.

The National Disability Insurance Scheme (NDIS) is a government-funded program in Australia that provides support and funding to individuals with permanent and significant disabilities. The NDIS aims to empower people with disabilities to achieve their goals, participate in their communities, and live more independently by providing funding for a range of supports and services tailored to their individual needs. Anita currently accepts plan and self managed NDIS clients. In Mount Gambier, local area coordination is done by Mission Australia, and the early childhood approach is done by Kudos Services. Prior to getting a plan and accessing services, the NDIS needs to determine eligibility. For more information about the NDIS, see the NDIS website here.

Here's how you can get an NDIS plan:

1. Check Your Eligibility: To be eligible for the NDIS, you must meet certain eligibility criteria, including having a permanent and significant disability that impacts your ability to participate in everyday activities. You must also be under the age of 65 and be an Australian citizen, permanent resident, or hold a Protected Special Category Visa.
2. Apply for Access: If you believe you meet the eligibility criteria for the NDIS, you can apply for access to the scheme by completing an Access Request Form. This form can be submitted online through the NDIS website or by contacting the National Disability Insurance Agency (NDIA) directly. You may need to provide supporting documentation, such as medical reports or assessments, to verify your eligibility.
3. Assessment: Once your Access Request Form is submitted, the NDIA will assess your eligibility for the NDIS based on the information provided and any supporting documentation. If further information is needed, they may contact you or your healthcare provider for additional details.
4. Planning Meeting: If you are found eligible for the NDIS, you will be invited to attend a planning meeting with an NDIA planner. During this meeting, you will discuss your goals, needs, and aspirations, as well as the supports and services that could help you achieve them. Your planner will work with you to develop an individualised NDIS plan that outlines the supports and funding you will receive.
5. Review and Approval: Once your NDIS plan is developed, it will be reviewed and approved by the NDIA. You will receive a copy of your plan, which will detail the supports and services funded by the NDIS, as well as any funding amounts allocated to each support category.
6. Implementation: With your NDIS plan in place, you can begin accessing the supports and services outlined in your plan. This may include therapies, equipment, personal care, community participation activities, and other supports designed to help you achieve your goals and improve your quality of life.

If you have any questions or need assistance with the NDIS application process, you can contact the NDIA or speak with a local NDIS support coordinator for guidance and support.

As an Accredited Mental Health Social Worker, Anita is able to accept Mental Health Care Plan referrals from your GP. These attract a rebate, reducing your overall out of pocket expense. Please contact Anita for more information.

Anita is an experienced Accredited Mental Health Social Worker with a Medicare provider number and longstanding membership of the Australian Association of Social Workers (AASW). AASW membership and mental health accreditation acknowledge both her years of service and her extensive skills, knowledge and expertise, particularly working with complexity.

Side by Side Therapy is proud to offer a number of funding streams and fee options. There may also be other funding options based on your individual circumstances.

Please contact us for current pricing arrangements and/or a discussion about funding options for your circumstances. Current funding options include:

• Private self paying
• GP referral with a Mental Health Care Plan. Medicare rebates apply, reducing the out of pocket expense. Claims are processed on your behalf on the day of service, and are typically received within 24 hours.
• Private Health Insurance rebates, depending on your insurance company and level of insurance.
• Open Arms, Veteran Affairs - fees fully funded and no out of pocket expenses.
• NDIS – invoiced directly to the plan manager or delegate under the appropriate line item for the service, no out of pocket cost.
• Employee Assistance Program (EAP) – costs fully covered by your employer
• Medicare bulk bill with no out of pocket expense, subject to capacity and assessment. Requires a GP referral and Mental Health Care Plan.

Side by Side Therapy has also partnered with Four Reasons Why to provide a limited number of low cost, bulk-billed or pro bono sessions, subject to capacity and assessment.

One therapy session typically consists of 50 minutes for the appointment and 10 minutes allocated administration and follow up. Session length may vary according to individual circumstances. Other fees may also be applicable and apply as per our service agreement.

In addition to in person sessions, appointments may also be available via telehealth (online) and phone.

At Side by Side, we're lucky to have an Allied Health Assistant (AHA), sometimes called a therapy assistant. An AHA usually works with NDIS clients, but can also work with other clients on request and with discussion.

An AHA can support participants in their therapy, after undergoing some training or supervision from a fully qualified therapist. They can help the participant and their family implement their therapy plan, leaving the therapist to focus on the more complex parts of service delivery. An allied health assistant must implement supports, strategies and techniques that are helping the client reach their plan goals, as guided by the therapy plan created by the therapist in collaboration with the child and family.

At Side by Side, our Allied Health Assistant can deliver supports under indirect supervision but may require specific training in the needs of the participant from the therapist before they take responsibility for the delivery of the therapy in individual sessions.

Benefits of using an Allied Health Assistant

The cost of a therapy assistant is less than that of a therapist, so this helps the participant stretch their therapy funding. This also helps where there is not enough funds in the NDIS plan for a participant to see a therapist weekly. Instead sessions with the therapist can be alternating weeks with the allied health assistant. Therapists can use an AHA to help with research, creating resources and related tasks. This means that you are only paying a therapist for therapy delivered, not for administrative tasks.

Allied Health Assistants come under the Capacity Building part of an NDIS plan, the same part as therapy funding. In addition to the AHA's time, the supervising therapist can claim the relevant professional rate from the NDIS to create and supervise an appropriate program to be delivered by the student, with the participant’s consent. Goals, plans and options are always discussed with clients and families to ensure both value for money and high quality service.

Collaborative & Proactive Solutions (CPS) is an approach to understanding and helping children with behavioural challenges, developed by Dr. Ross Greene. It is based on the premise that challenging behaviour in children is often a result of lagging skills and unsolved problems, rather than intentional misbehaviour or lack of motivation. CPS aims to identify and address the underlying factors contributing to a child's challenging behaviour, while promoting collaboration and problem-solving between caregivers and the child.

Key principles of Collaborative & Proactive Solutions include:

1. Understanding Lagging Skills: CPS focuses on identifying the specific skills that a child is lacking or struggling with, which may be contributing to their challenging behaviour. These skills could include flexibility, frustration tolerance, problem-solving, communication, or emotional regulation.
2. Identifying Unsolved Problems: CPS recognises that challenging behaviour often arises in response to unsolved problems or unmet expectations in a child's environment. These problems may occur across various domains, such as home, school, or social settings, and can range from minor daily frustrations to more significant conflicts.
3. Collaborative Problem-Solving: CPS emphasises collaboration between caregivers and the child in identifying and solving problems together. Rather than using traditional reward and punishment methods, CPS encourages open communication, active listening, and mutual respect in working towards solutions that meet the needs of both the child and the caregivers.
4. Using the Plan B Approach: In CPS, the problem-solving process is typically approached through three steps, known as Plan A, Plan B, and Plan C. Plan A involves imposing adult-driven solutions or consequences, which may not be effective for children with lagging skills. Plan B, on the other hand, involves collaboratively identifying and addressing the child's concerns and perspective on the problem, while also sharing the adult's concerns. Plan C involves temporarily setting aside an unsolved problem if it cannot be addressed at the present moment.
5. Focusing on Empathy and Understanding: CPS emphasises the importance of empathy and understanding towards the child's perspective and experiences. Caregivers are encouraged to acknowledge and validate the child's feelings, while also providing support and guidance in developing more adaptive coping strategies and problem-solving skills.

Overall, Collaborative & Proactive Solutions offers a strengths-based and empathetic approach to addressing challenging behaviour in children, promoting collaboration, understanding, and skill-building to support positive outcomes for both the child and the caregivers.

More information can be found here.

Anita has completed advanced clinical training in Dyadic Developmental Psychotherapy.

Dyadic Developmental Psychotherapy (DDP) is a therapeutic approach specifically designed to address attachment issues and trauma in children and adolescents who have experienced early relational trauma, neglect, or disrupted attachment relationships. Developed by psychologist Dr. Daniel A. Hughes, DDP integrates principles from attachment theory, neurobiology, and interpersonal neurobiology to promote healing and secure attachment relationships within the family system.

Key components of Dyadic Developmental Psychotherapy include:

1. Focus on Relationships: DDP places a strong emphasis on the therapeutic relationship between the child and the therapist, as well as the child's relationships within their family system. The therapist works collaboratively with both the child and their carers to promote trust, safety, and emotional connection.
2. Understanding Attachment: DDP is grounded in attachment theory, which recognises the importance of secure attachment relationships in promoting emotional well-being and resilience. Therapists help children and carers understand attachment patterns and how early relational experiences may impact current behaviours and relationships.
3. Developmental Approach: DDP takes into account the child's developmental stage and capacities, recognising that early trauma or neglect can disrupt typical developmental pathways. Therapists tailor interventions to meet the child's developmental needs and promote healthy emotional and social development.
4. Play and Creativity: DDP often incorporates play therapy techniques, creative expression, and experiential activities to engage children and facilitate emotional expression, exploration, and healing. Therapists may use games, art, storytelling, or role-playing to promote attachment, communication, and self-regulation skills.
5. Therapeutic PACE: PACE stands for Playfulness, Acceptance, Curiosity, and Empathy, which are considered the core attitudes and principles of DDP. Therapists approach the therapeutic relationship with warmth, acceptance, curiosity, and empathy, creating a safe and supportive environment for exploration and growth.
6. Trauma-Informed Care: DDP is informed by an understanding of the impact of trauma on the developing brain and nervous system. Therapists help children and carers regulate their emotions, process traumatic experiences, and develop coping strategies to manage stress and arousal.
7. Parenting Support and Education: DDP involves working closely with carers to support them in understanding and responding to their child's needs. Therapists provide education, guidance, and practical strategies to help carers promote attachment, set appropriate boundaries, and respond sensitively to their child's emotions and behaviours.

Dyadic Developmental Psychotherapy offers a comprehensive and relational approach to addressing attachment issues and trauma in children and adolescents. By promoting secure attachment relationships, emotional regulation, and resilience within the family system, DDP aims to support children in developing a strong foundation for healthy development and well-being.

Anita is a certified AutPlay® Therapist for children and adolescents aged 3-18.

Autplay® Therapy is a specialised therapeutic approach designed to meet the unique needs of children on the autism spectrum or with other developmental differences. At Side by Side Therapy, Autplay® Therapy is offered as a tailored intervention to support children and families in addressing behavioural, emotional, and social challenges within the context of play therapy.

Key features of Autplay® Therapy at Side by Side include:

1. Play-Based Approach: Autplay® Therapy integrates principles of play therapy with techniques specifically tailored to the needs of children with autism or developmental differences. Play-based interventions are used to engage children in therapy, facilitate emotional expression, and promote social skills development in a supportive and nonjudgmental environment.
2. Sensory-Informed Interventions: Autplay® Therapy recognises the importance of sensory processing and regulation in children with autism and incorporates sensory-informed interventions into therapy sessions. Activities and strategies are designed to address sensory sensitivities, promote self-regulation, and support the child's overall sensory needs.
3. Relationship-Based Techniques: Autplay® Therapy emphasises the importance of building a trusting and supportive therapeutic relationship between the child and the therapist. Relationship-based techniques are used to foster rapport, enhance communication, and promote a sense of safety and security for the child within the therapeutic setting.
4. Parent/Caregiver Involvement: Side by Side Therapy recognises the critical role of parents and caregivers in supporting the child's development and well-being. Autplay® Therapy involves collaborating closely with parents and caregivers to provide education, support, and guidance on understanding their child's unique strengths and challenges, implementing strategies for promoting positive behaviour and communication, and fostering meaningful connections within the family system.
5. Individualised Treatment Planning: Autplay® Therapy at Side by Side is tailored to meet the specific needs and goals of each child and family. Treatment plans are individualised based on a comprehensive assessment of the child's strengths, challenges, and developmental profile, with interventions selected and adapted to address the child's unique needs and preferences.

Autplay® Therapy at Side by Side offers a holistic and individualised approach to supporting children with autism or developmental differences, promoting social-emotional growth, enhancing self-regulation skills, and fostering positive relationships within the family and community. Through play-based interventions and collaborative support, children and families are empowered to navigate challenges, build on strengths, and thrive in all aspects of their lives.

More information about AutPlay® Therapy can be found here.

Anita is Certified Facilitator of LEGO®-Based Therapy. She offers LEGO®-Based Therapy for children aged 3-18.

LEGO®-Based Therapy is a structured intervention designed to support social interaction development in children, particularly those with autism or other social communication difficulties. The therapy uses LEGO® building bricks as a medium for collaborative play and social interaction, providing a structured framework for children to practice and develop essential social skills in a supportive and engaging environment.

Key features of LEGO®-Based Therapy include:

1. Structured Group Format: LEGO®-Based Therapy typically involves small groups of children, facilitated by a trained therapist or educator. The therapy sessions are structured around cooperative LEGO® building activities, with specific roles assigned to each participant within the group.
2. Roles and Responsibilities: In LEGO®-Based Therapy, participants take on different roles during the building activities, including Engineer, Supplier, and Builder. Each role is designed to promote specific social skills, such as communication, collaboration, turn-taking, and problem-solving.
3. Collaborative Play: Participants work together to complete LEGO® building tasks, following a set of instructions or a specific design challenge. The therapist or facilitator provides guidance and support as needed, encouraging communication, cooperation, and shared decision-making among group members.
4. Social Skills Development: LEGO®-Based Therapy targets a range of social skills that are essential for successful social interaction, such as joint attention, perspective-taking, empathy, negotiation, and compromise. Through collaborative play experiences, children have opportunities to practice and develop these skills in a fun and motivating context.
5. Feedback and Reflection: At the end of each session, participants have the opportunity to reflect on their experiences, share feedback with one another, and celebrate their accomplishments. The therapist or facilitator may also provide feedback and reinforcement, highlighting positive social interactions and identifying areas for further growth and development.
6. Generalisation to Real-Life Settings: The skills learned and practiced in LEGO®-Based Therapy sessions are intended to generalise to real-life social situations, such as school, home, and community settings. Participants are encouraged to apply the skills they've learned during therapy to their everyday interactions with peers and adults.

LEGO®-Based Therapy has been shown to be effective in improving social interaction, communication abilities, and peer relationships in children with autism and other social communication difficulties. By providing a structured and supportive environment for collaborative play and social interaction, LEGO®-Based Therapy offers a valuable intervention for promoting social-emotional growth and enhancing quality of life for children with social challenges.

LEGO®-Based Therapy is:

• child-led, and supports the development of children’s communication and social skills.
• an effective therapy intervention for children who are experiencing depression, anxiety, phobias, ADHD and/or adjustment disorders.
• effective for autistic and neurodivergent children and their families.
• a social communication and development program which is evidence-based, strengths-based and play-based.

LEGO®-Based Therapy helps develop:

• language concepts
• visual perception
• sequencing and planning
• fine motor skills
• non-verbal skills
• flexibility of thought
• descriptive and positional language and vocabulary
• memory skills

Anita has additional training in several different talk therapies. At Side by Side Therapy, talk therapies may be combined with play therapy to provide comprehensive support to clients. Additionally, various evidence-based talk therapies, including Cognitive Behaviour Therapy (CBT), Acceptance and Commitment Therapy (ACT), Dialectical Behaviour Therapy (DBT), Motivational Interviewing (MI), Interpersonal Psychotherapy (IPT), and Solution-Focused Therapy (SFT), are integrated into the therapeutic approach. Here's how each of these talk therapies is utilised:

1. Cognitive Behaviour Therapy (CBT): CBT is a structured, goal-oriented therapy that focuses on identifying and challenging negative thought patterns and behaviours. At Side by Side Therapy, CBT principles may be incorporated into play-based activities to help children identify and change unhelpful thoughts and behaviours, promoting adaptive coping skills and emotional regulation.
2. Acceptance and Commitment Therapy (ACT): ACT combines mindfulness and acceptance strategies with commitment and behaviour change techniques to help clients develop psychological flexibility and pursue meaningful goals. ACT techniques may be integrated into play therapy sessions to help children understand and accept their thoughts and emotions while taking steps towards valued action.
3. Dialectical Behaviour Therapy (DBT): DBT is a skills-based therapy originally developed to treat individuals with borderline personality disorder. At Side by Side Therapy, DBT skills, such as emotion regulation, distress tolerance, and interpersonal effectiveness, may be adapted for use in play therapy to help children develop coping skills and improve their ability to manage emotions and relationships.
4. Motivational Interviewing (MI): MI is a collaborative, client-centered approach designed to evoke motivation and commitment to change. MI techniques may be used in play therapy sessions to explore ambivalence, enhance motivation for change, and empower children to set and work towards their therapeutic goals.
5. Interpersonal Psychotherapy (IPT): IPT focuses on improving interpersonal relationships and addressing interpersonal issues that contribute to emotional distress. At Side by Side Therapy, IPT principles may be integrated into play therapy sessions to explore relationship dynamics, improve communication skills, and address conflicts or transitions within the family system.
6. Solution-Focused Therapy (SFT): SFT is a goal-oriented therapy that focuses on identifying and building on clients' strengths and resources to create solutions to their problems. In play therapy sessions, SFT techniques may be used to help children identify their strengths, set achievable goals, and develop practical strategies for problem-solving and positive change.

By integrating these evidence-based talk therapies into play therapy sessions, Side by Side Therapy offers a holistic and individualised approach to supporting clients in achieving their therapeutic goals, promoting emotional well-being, and building resilience in the face of challenges.

Anita is trained in EMDR (Eye Movement Desensitisation and Reprocessing), with additional training in EMDR for children. EMDR is a psychotherapeutic approach originally developed for the treatment of trauma-related disorders in adults. However, EMDR has also been adapted for use with children and adolescents.

EMDR for children involves modifying the standard EMDR protocol to make it developmentally appropriate and engaging for younger clients. While the basic principles of EMDR remain the same, therapists may use creative and child-friendly techniques to facilitate the processing and integration of traumatic memories and distressing experiences.

Key components of EMDR for children include:

1. Preparation and Psychoeducation: Therapists provide age-appropriate explanations of EMDR and prepare children for the process. They may use storytelling, drawings, or play-based activities to explain how EMDR works and what to expect during sessions.
2. Establishing Safety and Coping Skills: Before beginning EMDR processing, therapists help children develop a toolbox of coping skills and relaxation techniques to manage distress and regulate emotions during therapy sessions.
3. Adapting Bilateral Stimulation: Bilateral stimulation, such as eye movements, tapping, or auditory tones, is a central component of EMDR. Therapists may adapt these techniques to make them more accessible and engaging for children, such as using hand-held buzzers, finger tapping, or playing interactive games that involve bilateral movements.
4. Utilising Play and Creative Expression: EMDR for children often incorporates play therapy techniques and creative expression to facilitate the processing of traumatic memories. Therapists may use toys, art materials, storytelling, or role-playing to help children externalise and process their experiences.
5. Trauma Processing: During EMDR processing phases, therapists guide children through recalling and reprocessing traumatic memories or distressing experiences while simultaneously engaging in bilateral stimulation. This helps children desensitise to the memory and reprocess it in a more adaptive way.
6. Closure and Integration: After completing the processing phases, therapists help children process their experiences, integrate insights, and develop positive beliefs and coping strategies related to the traumatic event. They provide closure and support children in transitioning out of the therapy session.

EMDR for children has been found to be effective in treating various trauma-related conditions, including post-traumatic stress disorder (PTSD), anxiety, depression, and behavioural problems. It offers a structured and evidence-based approach to addressing trauma in children, promoting healing, resilience, and emotional well-being. However, it's essential for therapists to receive specialised training in EMDR for children and adapt the approach to meet the unique developmental needs and capacities of each child client.