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One of the first parent/child play therapy approaches developed was Filial Therapy (in the 1960s - see History section above), in which parents are trained to facilitate nondirective play therapy sessions with their own children. Filial therapy has been shown to help children work through trauma and also resolve behavior problems. [106]
The American psychiatrists Sally J. Rogers and Geraldine Dawson began developing the Early Start Denver Model during the 1980s. [1] While working at the University of Colorado, in Denver, Rogers provided what was first called the "play school model" of intervention which was applied to children in preschool during their regular play activities. [2]
RFP-C consists of 16 individual play therapy sessions plus 4 sessions with the child's caregiver(s) only. The basis for the therapeutic process in RFP-C is that all behavior has meaning and that some children engage in disruptive behaviors as a way to avoid experiencing painful or threatening emotions such as guilt, shame, and sadness. [1]
The University of North Carolina TEACCH Autism Program creates and disseminates community-based services, training programs, and research for individuals of all ages and skill levels with autism spectrum disorder (ASD), to enhance the quality of life for them and their families across the lifespan. [1]
Today, medications are primarily prescribed to adults with autism to avoid any adverse effects in the developing brains of children. Therapy treatments, like behavioural or immersive therapies, are gaining popularity in the treatment plans of autistic children. Depending on symptomology, one or multiple psychotropic medications may be prescribed.
Imitation may even lead to the child imitating the parent. The aim is that through the parent-child play, the child can learn cooperative play skills that they can one day use with other children. [1] Parents are encouraged to reflect what the child says during play, the third Do of CDI. This helps parents practice listening to their child.