Latest / The Play Therapy Circle / Episode 17- Communicating Progress to Parents Without Breaking Confidentiality

Transcript

Episode 17- Communicating Progress to Parents Without Breaking Confidentiality · The Play Therapy Circle

• 0:07
  Hi and welcome to an episode of the Play Therapy Circle.
• 0:12
  I'm Kylie Ellison, a therapist, clinical supervisor and play
• 0:16
  therapy trainer, and I'm so grateful you're here.
• 0:20
  This podcast is a space for thoughtful, soulful
• 0:23
  conversations about child centred therapy, play based work
• 0:27
  and what it means to show up with presence and compassion,
• 0:31
  both for our clients and for ourselves.
• 0:34
  Whether you're a seasoned play therapist, a student just
• 0:37
  starting out, or someone deeply passionate about working with
• 0:41
  children, you belong here. Hi everyone, and welcome back to
• 0:47
  the Play Therapy Circle podcast. I'm your host, Kylie Ellison and
• 0:51
  I am so glad you are here. Welcome back guys.
• 0:56
  It's another episode. It's our second episode in the
• 0:59
  recording studio. For those of you watching on
• 1:03
  YouTube, you'll see Now I have a mic stand and I'm not sold on it
• 1:07
  yet. So if it doesn't appear in the
• 1:10
  next episode, it's because it was annoying me.
• 1:14
  So I'm still working out how to like put myself in picture and
• 1:18
  have all of the things and be able to do the podcast.
• 1:21
  So thank you all for your patience.
• 1:23
  Thank you everyone who has checked out our YouTube videos
• 1:26
  so far. We will pop this one up this
• 1:29
  week as well. And for those of you listening
• 1:32
  at home or listening on your Apple podcast or Spotify, thank
• 1:36
  you also for your incredible support.
• 1:39
  We are now being listened to in 25 countries, so not just
• 1:45
  Australia where I live, but across the globe.
• 1:48
  So we are so incredibly thankful to all of the support from
• 1:53
  everyone listening. So keep, keep listening.
• 1:56
  We love it when you are following along with us.
• 1:59
  So I'm hoping you guys are finding this useful and helpful
• 2:02
  for your practise. So it is a couple of days before
• 2:06
  Halloween here in Australia. Halloween has been one of those
• 2:10
  things where it's grown, I guess in popularity over, I don't
• 2:15
  know, recent years, I guess where it wasn't historically.
• 2:19
  So in Australia. So I know lots of kids are
• 2:23
  looking forward to trick or treating on Friday night and
• 2:26
  then we get into the 1st of November, the 1st of November.
• 2:29
  So if anyone is feeling like I am right now of like what is
• 2:34
  happening, like where is the year going and am I OK?
• 2:39
  It's been a very big year. So I think we're all ready for
• 2:44
  some downtime and some recharge time because that's always very
• 2:48
  important for our mental health. So definitely feeling it this
• 2:51
  week. You guys just feeling a little
• 2:53
  tired trying to get through. We're almost there.
• 2:57
  The weekend's insight. And yes, I will be putting up my
• 3:00
  Christmas tree on the 1st of November.
• 3:02
  Yep, I am that person and unapologetically so.
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  I'm ready. I'm ready for Christmas to come.
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  So if you are putting up your tree on the 1st of November, I
• 3:10
  see you, I see you and I support you.
• 3:12
  You have my blessing. All right, this is an extension.
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  I actually decided to make this part three of our parent
• 3:19
  consultation episodes because look, we could talk for days
• 3:23
  about this. And so it's really hard to kind
• 3:25
  of put it into a short podcast episode for people to listen to.
• 3:29
  So I think it's really important to caveat all of this to say
• 3:33
  that getting training in conducting parent consultations
• 3:37
  in CCPT is always important. But additionally, then talking
• 3:42
  to your clinical supervisor, getting that regular
• 3:44
  supervision, self reflection and peer support is also very handy.
• 3:48
  So this is just another tool in your toolkit to listen to this
• 3:52
  podcast and add to the information you already have.
• 3:54
  So this episode I wanted to talk about specifically communicating
• 4:00
  updates to parents. I think that's one of the things
• 4:02
  that practitioners certainly feel challenged with in that
• 4:07
  space of how much detail do I go into, how do I do that and a
• 4:13
  pathway to follow. So this is something for
• 4:16
  beginning play therapist that you would be navigating now.
• 4:18
  But even for those seasoned play therapist listening as well, I
• 4:22
  know that it's a challenge at times to be able to do that and
• 4:25
  to communicate progress without breaching that confidentiality
• 4:29
  of that relationship with the child.
• 4:30
  So there's a lot for us to unpack and consider here.
• 4:33
  So I definitely want to talk about the frameworks.
• 4:35
  I want to talk about those communication strategies and how
• 4:38
  we go about communicating feedback to parents.
• 4:42
  So definitely I hope that this is a topic that will be useful
• 4:47
  in your work. That's certainly my goal.
• 4:49
  So what I want to start the conversation on is obviously
• 4:53
  reiterating our values and principles under CCPT.
• 4:56
  So there is certainly things for us to consider around respecting
• 5:00
  the child's process, their privacy, and their self
• 5:03
  direction. I always say that as a child
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  therapist, it's far more complex in some ways, not always, but in
• 5:10
  some ways when we come to this topic of communicating feedback
• 5:14
  in comparison to say adult clients, where the client is the
• 5:18
  adult typically I guess in that space.
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  Whereas when we are working in child centre play therapy, we
• 5:24
  have both the child as the client and the parent or
• 5:27
  guardian. So we constantly navigate that
• 5:30
  dynamic in those dual relationships.
• 5:32
  So why is confidentiality important?
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  Certainly in the work that we do with children, it's very much
• 5:38
  around supporting safety, autonomy, and the capacity for
• 5:43
  the child to feel that sense of safety and trust, to emotionally
• 5:47
  share those experiences and feelings.
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  So we really work very hard, especially in the beginning, and
• 5:53
  we've talked about that in previous episodes around the
• 5:56
  stages of play. That exploratory stage is not
• 5:58
  only for the child to explore the room, but to explore the
• 6:01
  nature of the relationship and the nature of the playroom and
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  the fact that for us, it's so important that that child feels
• 6:09
  a sense of safety. So we are very conscious of that
• 6:13
  when we're then meeting with parents.
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  So I think it's very normal, I guess, and typical for parents
• 6:20
  to want to know what's happening.
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  They have a, generally speaking, they have a natural curiosity
• 6:26
  about what happens in the playroom.
• 6:28
  And so when you're doing those parent consult updates, it's
• 6:30
  very common for parents to ask exactly what's kind of happening
• 6:33
  in there. But it's also important for
• 6:36
  parents to know if progress is occurring, if there's been
• 6:40
  changes and what's happening for their child.
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  So that's all very common expectations from the parents
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  perspective. So it's certainly an internal
• 6:49
  tension for us as play therapists to want to reassure
• 6:53
  the parent whilst also keeping that privacy and confidentiality
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  for the child. So we live in this kind of
• 7:00
  dilemma of of supporting both parties.
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  So definitely miscommunication or oversharing can
• 7:06
  unintentionally occur in the work that you're doing.
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  And I think it's really important that we emphasise,
• 7:13
  especially in the beginning that you are learning and it's
• 7:16
  important for us to abide by our ethical practise guidelines for
• 7:20
  our professional association, right?
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  And keeping in line with our framework of CCPT.
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  But I often say to beginning supervisees, if they feel like
• 7:30
  they have overshared and spoken about the detail in the play
• 7:34
  when they felt that pressure from parents to give examples or
• 7:38
  to give a more clearer understanding, I guess from
• 7:41
  their perspective, from the parents perspective of what's
• 7:43
  happening. I often say and lean into the
• 7:47
  fact that in times of stress, we know from the research, in times
• 7:50
  of stress, we revert back to what we know.
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  So if you feel like you need to lean into giving specifics,
• 7:55
  that's probably an indicator of you as the therapist feeling a
• 8:00
  little bit out of your comfort zone or feeling kind of on the
• 8:04
  spot. And so taking a minute to
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  regulate yourself, go back to your plan, which we're going to
• 8:10
  talk about in terms of strategies to navigate this is
• 8:13
  really important in those moments.
• 8:14
  But also to take that experience as a learning to carry into your
• 8:19
  next parent consult with any other clients that you're
• 8:21
  working with that you have that experience of that happening.
• 8:25
  And you say, OK, what can potentially be the steps I take
• 8:29
  for next time so that that doesn't necessarily happen.
• 8:32
  So I think it's all part of our growth and learning as there are
• 8:35
  purpose too. So it's important for us to do
• 8:37
  that self reflection, talk in supervision and have a plan for
• 8:41
  next time. So it's definitely what I want
• 8:44
  to reiterate is communicating updates to parents and the
• 8:48
  challenges around that is universal in CCPT.
• 8:52
  It's absolutely not necessarily a sign of inexperience or poor
• 8:56
  practise. It is an ongoing challenge in
• 8:59
  our play therapy journeys. So that will always happen from
• 9:03
  time to time where you have clients where, yeah, that
• 9:07
  opportunity to potentially feel like you need to give more
• 9:10
  detail comes up and it's about how we navigate that.
• 9:13
  So let's talk a little bit about our ethical framework for
• 9:16
  practise, because this is really important to kind of ground us
• 9:20
  in our approach to delivering feedback to parents and
• 9:23
  caregivers. So it's very important that we
• 9:26
  are looking at who we are registered with in terms of our
• 9:29
  professional bodies, whoever that is for you in your field,
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  and making sure that we are complying with those principles
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  around confidentiality, informed consent and parental
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  involvement. There is also then for
• 9:41
  Australians, another layer on top of that around what is the
• 9:44
  legislation or legal frameworks as well.
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  So we have our ethical framework and our legal frameworks,
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  especially when it comes to say the family law court system here
• 9:51
  in Australia. So we need to make sure that we
• 9:54
  are working holistically and with integrity of practise.
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  And so always looking at both that ethical framework and that
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  legal framework. It's also really important, I
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  guess in terms of our ethical communication that it's both
• 10:06
  content and tone. So we know as professionals
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  working in this space that largely communication is non
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  verbal, that that actual communication or language that
• 10:17
  we use is only a small portion of that connection and
• 10:20
  relationship with parents. So when we are communicating
• 10:24
  this information to parents, we're conscious of the fact that
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  it's not just our words, but how are we doing it.
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  So I know when I'm meeting with parents, whether it's the first
• 10:33
  parent consult catch up or it's an ongoing, you know, 6/12/18
• 10:37
  months down the line, I'm still very much starting my
• 10:40
  conversations of those update parent consults with a
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  genuineness with an intentionality for connection at
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  the beginning with a deep respect and congruence in that
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  space. So I'm connecting with them in
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  the beginning to say, how are you doing?
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  How, how are things going for you?
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  I want to recognise that they are part of the system that I'm
• 11:04
  working with as well. And I want to give them a chance
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  to be able to regulate themselves enough to begin that
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  conversation because sometimes those conversations are hard.
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  When we need to talk about some of the challenges that the child
• 11:17
  might be communicating to us in the playroom, we then need to
• 11:22
  use our framework to communicate that to parents.
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  And, and sometimes parents are also struggling in their own
• 11:28
  lives outside of play therapy. And so we want to recognise all
• 11:31
  of that, all of the environmental and contextual
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  factors when we then meet with them either online or in person
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  to do our ongoing parent consults.
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  So what do we ethically share when we're talking about
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  communicating to parents? We are very much covering the
• 11:46
  themes and stages of play in play therapy, in child centre
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  play therapy. So we are providing an update,
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  we're providing progress updates, we're very much leaning
• 11:56
  into lots of different considerations for practise,
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  including child development theory, attachment theory,
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  trauma theory, ecological systems theory.
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  We've got so many, right? So we are having that in the
• 12:09
  back of our minds. But in terms of that particular
• 12:12
  content, gearing it towards stages of play and the themes.
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  So what I find and what has been part of my practise more
• 12:20
  recently, and I hope that this is helpful for those of you
• 12:23
  listening who might be looking for tips.
• 12:25
  But where my practise has evolved now is that as obviously
• 12:28
  as part of my work after each play therapy session, I'm doing
• 12:31
  my case note and I'm noting the themes.
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  And when I'm looking at them in terms of that update to parents,
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  I'm looking at that consistency of those themes and, and really
• 12:41
  kind of the most important ones. So I might have, every child is
• 12:44
  different, but I might have 3 or 4 themes that I want to talk to
• 12:48
  parents about. I'm really conscious of the fact
• 12:50
  that I don't want to overload parents and I really want to
• 12:53
  talk about the most important things, right?
• 12:55
  So I'm doing that in the beginning, but I'm using those
• 12:59
  themes more so as a launchpad to gain collaboration, discussion,
• 13:05
  conversation with the parent to connect what's happening in the
• 13:08
  playroom with outside. So I want to give you an
• 13:11
  example, and I might have given this before, so I apologise if I
• 13:13
  have, but I think one of those things that we see in the
• 13:16
  playroom, say around learned helplessness.
• 13:19
  So we might take that on our case notes from week to week and
• 13:22
  identify, yeah, this is definitely something the child
• 13:24
  is struggling with in the playroom and needs support.
• 13:27
  So what do we do in the playroom when we see learned
• 13:30
  helplessness? We are using that skill.
• 13:32
  We have all sorts of skills, right?
• 13:34
  But one of those really great skills is returning
• 13:36
  responsibility. So we will be using that and
• 13:39
  applying that in our work with the child.
• 13:41
  So when I meet with the parent, I might say something to them
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  like what I have observed in the session since the last time
• 13:48
  we've caught up is this issue or this problem or this challenge
• 13:52
  around learned helplessness. So what do I mean by that, Mom
• 13:56
  and Dad? I mean that in the context of
• 14:00
  the work that I'm doing, I can see that for this child, they
• 14:04
  are really struggling to do things for themselves and they
• 14:07
  are very often more so in coping with that deferring
• 14:11
  responsibility to others. And then I say this next line.
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  Does that relate to your experience at home?
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  Can you help me to kind of put context around that about if
• 14:21
  you've seen that outside of play therapy?
• 14:23
  So I'm I'm very consciously and respectfully including them in
• 14:27
  the conversation around this theme or issue that I've
• 14:31
  identified in the playroom. So I don't need to go into the
• 14:33
  specifics of, you know, Johnny keeps I get grabbing the play
• 14:38
  DoH can and can't open it and keeps asking me to do it.
• 14:41
  I'm not going into absolutely the description in the playroom
• 14:44
  in real time. I'm talking about this issue and
• 14:47
  I and I do say that as a way of communicating the concept of
• 14:51
  themes, this issue or problem that the child is struggling
• 14:54
  with. And then I really want to launch
• 14:56
  padded into gaining feedback from the parent and then also
• 15:01
  using that as my strategies for follow up homework and agreed
• 15:05
  outcomes and support. So you can see how just
• 15:08
  identifying that theme can have multiple functions for that
• 15:12
  parent consult update in terms of communicating feedback and
• 15:15
  progress. So I encourage you guys to
• 15:18
  potentially have have a go at that.
• 15:20
  Look, it's really up to you. But that's been certainly
• 15:23
  something that I have really gravitated towards as a way of
• 15:26
  protecting the details of exactly what happens in the
• 15:29
  sessions. So that's my way of doing it.
• 15:32
  We definitely in terms of what we would not share is very much
• 15:36
  around play details, emotional expressions or references to
• 15:40
  specific material. We want to make sure that we are
• 15:43
  talking holistically generally and in a summary type format.
• 15:48
  So it's very important that we emphasise and we gain informed
• 15:52
  consent from parents at the start of therapy.
• 15:54
  And in that initial consultation.
• 15:56
  We talk about the limits of confidentiality and what that
• 15:58
  looks like both for outside of the playroom, but also in terms
• 16:03
  of our work with the child in the updates that we're going to
• 16:06
  provide. So we talk about what we will
• 16:08
  and won't share in those updates.
• 16:11
  So it's very helpful to certainly connect with your
• 16:15
  clinical supervisor to prepare yourselves for certain parent
• 16:18
  consultations. That really does, I think in
• 16:21
  many cases give you a framework for how to navigate especially
• 16:26
  difficult parent consultations that you might have coming up to
• 16:30
  review. Obviously ethical guidelines,
• 16:32
  your organisational policies and procedures to make sure that
• 16:35
  you're maintaining confidence in communicating your boundaries,
• 16:38
  which is really, really important.
• 16:39
  So seeking supervision as well is something that you could
• 16:42
  potentially do in being able to access additional support.
• 16:48
  So I guess I want to offer a beginning reflection there
• 16:51
  because I'm going to offer more at the end as well.
• 16:54
  About how clear are you about your own comfort zone when it
• 16:57
  comes to parent updates? And where might your own
• 17:00
  boundaries feel tested, which is a really interesting prompt,
• 17:03
  right? Where do we feel challenged in
• 17:06
  those parent consults? And yeah, where can we go to
• 17:10
  seek further support around that?
• 17:12
  So what are some ways that we can?
• 17:15
  I've talked about some initial ways that we can communicate
• 17:17
  progress, but let me give you some other ideas to add to your
• 17:20
  toolkit. So plan your sessions.
• 17:23
  So we at my practise have a template that has questions on
• 17:28
  it already as a prompt under each of those sections.
• 17:31
  So we talked about that in the previous episode around gaining
• 17:36
  feedback from parents first, then providing our own feedback
• 17:39
  in those themes and stages of play and then having agreed
• 17:42
  outcomes and where to from here. So that's our structure of our
• 17:46
  template. And so then we are popping in
• 17:48
  there in advance, reviewing all of our notes, maybe seeking
• 17:51
  clinical supervision support as well, checking our professional
• 17:54
  guidelines and then writing our notes for what we want to
• 17:57
  discuss. And I think having that
• 17:59
  structure and having those notes prepared in advance is a really
• 18:03
  great idea to help build your confidence.
• 18:05
  So if you are feeling a little bit stark or challenged, you've
• 18:08
  got those notes to refer to. So definitely set some time
• 18:12
  aside before the parent consult to really put that on paper and
• 18:15
  document it. So we want to make sure that we
• 18:18
  are also framing progress in relation to developmental
• 18:22
  expectations. I lean into that a lot because I
• 18:26
  think sometimes parents can have expectations of their child's
• 18:29
  behaviour that's outside of their developmental scope.
• 18:33
  We certainly are seeing that more and more for the children
• 18:35
  who were born during COVID. And I promise you guys, I'm
• 18:39
  going to do an updated episode very soon on that and supporting
• 18:45
  that particular population of those four to six year olds
• 18:47
  because it's very important that we are informed around what the
• 18:51
  research is telling us at the moment.
• 18:52
  So I will get to that, I promise.
• 18:54
  But very much so when we've got that population of four to six
• 18:57
  year olds, even more so, they are going to show potential
• 19:02
  indicators that they aren't matching what we would expect
• 19:05
  developmentally for their age. So we need to take that into
• 19:08
  consideration when we're talking about that goal setting and
• 19:11
  progress and how progress should shift and change in your therapy
• 19:16
  sessions. We definitely want to use
• 19:18
  metaphors and very broad descriptors to make sure that we
• 19:22
  are describing the journey in a way that is protecting that
• 19:26
  content. We absolutely need to be
• 19:28
  committing to regular parent console updates.
• 19:30
  I definitely find when I'm talking to supervisees, I'm
• 19:34
  reminding them of that sometimes if it has been something that
• 19:37
  has slipped for them. And again, people have different
• 19:40
  processes around how they do that.
• 19:41
  You might put a note in your calendar or it might be that at
• 19:45
  school holiday periods for us here in Queensland or in
• 19:48
  Australia, it's every at the end of every school term that school
• 19:52
  holidays occur. So that could be a good time as
• 19:54
  well to schedule some of those consults.
• 19:56
  So finding what works for you to make sure that you're regularly
• 19:59
  doing it, not just providing updates when things go wrong or
• 20:05
  things have escalated in the play we need to have.
• 20:08
  A, a intentionality of regularly connecting to involve parents in
• 20:12
  that process of change. We definitely want to invite
• 20:16
  them to collaborate as I was talking about earlier in terms
• 20:18
  of the approach that I have. I think that's very important.
• 20:21
  We're aligning with our CCPT values of that congruence,
• 20:25
  empathy and unconditional positive regard, which we offer
• 20:28
  to both the child and the parent or caregiver.
• 20:30
  That's super important. And how do we demonstrate those
• 20:33
  values? We invite them into the
• 20:35
  conversation. We ask for their collaboration.
• 20:38
  We stay curious about what we're seeing because very, very often
• 20:42
  we are having a working hypothesis in the back of our
• 20:45
  minds. But we're constantly each
• 20:47
  session adding to that information to understand more
• 20:50
  about what the child is communicating to us.
• 20:53
  So it can shift and change as the child's work shifts and
• 20:56
  changes. So that collaboration and
• 20:59
  context and information of what's happening outside of play
• 21:02
  therapy is super helpful and super important.
• 21:04
  It's not the basis of our assessment, but it's definitely
• 21:07
  very useful. So making sure that we're
• 21:09
  inviting them into that collaboration is important.
• 21:12
  We want to normalise uncertainty as well that children don't come
• 21:16
  with a prescribed number of sessions that they're going to
• 21:19
  do. They don't know how long their
• 21:21
  journey is going to be and neither do we.
• 21:23
  So that uncertainty lives in the playroom.
• 21:25
  It lives in the playroom. It lives in our consults and in
• 21:29
  ourselves, in our imposter syndrome, right?
• 21:31
  So if we feel like that imposter syndrome is rearing its head,
• 21:34
  sometimes that can be around the fact that we have felt that
• 21:38
  uncertainty or stuckness in the playroom.
• 21:41
  So it's definitely not linear. It's not going to be.
• 21:44
  That's children don't fit into that box.
• 21:46
  So we are constantly communicating to parents those
• 21:50
  expectations to make sure that they are aware too.
• 21:53
  We keep written summaries concise.
• 21:55
  We're certainly looking at goals and reviewing goals, every
• 21:59
  parent consult update and really highlighting the strengths of
• 22:02
  the child. Every case note I am
• 22:05
  acknowledging and noting pro social behaviours because I
• 22:08
  truly believe in the capacity of the child and that self
• 22:12
  actualization principles. So I'm always looking for those
• 22:15
  firsts, I'm looking for those glimmers, I'm looking for those
• 22:18
  positive connections and aspects of their play that show me the
• 22:23
  incredible side that they have as well.
• 22:24
  So definitely encourage you guys to be doing that and always,
• 22:29
  always engaging in that reflective practise and making
• 22:33
  that intentional in your work as well.
• 22:36
  So I want to kind of summarise this because as I said, this is
• 22:39
  Part 3 and it's kind of ending, I guess conversations for now.
• 22:43
  See how I did that. For those of you who practise
• 22:46
  CCPT, you'll know that. Well, we're going to book in
• 22:49
  this for now because it's very likely that we will have an
• 22:53
  episode in the future again about this topic, which I'm
• 22:56
  happy to do. So let's talk a little bit, I
• 22:58
  guess around the summary of what we have been working on and
• 23:02
  talking about today. So I think what's super
• 23:05
  important at the end of the day is that I want to reassure you
• 23:09
  for those of you listening in the trenches of play therapy,
• 23:12
  CCPT and working with parents and maybe feeling those
• 23:15
  challenges that ultimately at the end of the day, as with
• 23:19
  everything in CCPT, it is all about relationships.
• 23:22
  First, It's about relationships, it's about connection, It's
• 23:27
  about feeling respect, congruence, that unconditional
• 23:31
  positive regard, empathy, and really that attunement between
• 23:37
  yourself and the parent or caregiver.
• 23:39
  So if you're not feeling that way, that's a really interesting
• 23:43
  and important aspect of your practise to kind of reflect on
• 23:47
  and dig a little deeper around what's happening in that
• 23:50
  scenario. Because certainly our intention
• 23:52
  as CCPT practitioners is to connect and build that
• 23:56
  attunement and relationship and attachment with the parent or
• 23:59
  caregiver along with the child. So certainly very much
• 24:03
  acknowledging that our work is primarily with the child, but we
• 24:07
  want to have that connection, relationship with parents where
• 24:09
  they feel seen and heard as well.
• 24:11
  Very important. Ethics should guide what we
• 24:14
  share and how we share it. So we've talked a lot about in
• 24:17
  terms of our framework and those concepts of themes and stages of
• 24:21
  play, which we've talked about in previous episodes as well.
• 24:23
  So check that out if you need. But very much looking at that
• 24:27
  summary perspective of what we're sharing and making sure in
• 24:31
  the way that we're communicating and the way that we're
• 24:33
  practising that we are following our ethical guidelines.
• 24:35
  Super important. And certainly that reflective
• 24:38
  preparation, both by ourselves, preparing our notes, having a
• 24:42
  plan before you start and seeking that support from your
• 24:45
  clinical supervisor is also really, really helpful to help
• 24:48
  navigate that. So I definitely encourage you
• 24:51
  guys to try journaling or that supervision reflection exercises
• 24:56
  in your supervision sessions because it certainly will only
• 24:59
  enhance your practise. And I want to leave you with, I
• 25:03
  guess, a closing reflection because I'm actually keeping to
• 25:06
  time today. You guys, this is amazing.
• 25:08
  This is amazing. I've done it.
• 25:10
  So I want to leave you with a reflection, I guess that will
• 25:16
  get you thinking about how you navigate this now and in the
• 25:19
  future. What do I want parents to walk
• 25:22
  away understanding about CCPT? I think that kind of gets to the
• 25:27
  heart of the challenge for us in being able to communicate
• 25:31
  something that is deeply relational experience between
• 25:34
  the therapist and the child, but also recognising that importance
• 25:38
  of parents feeling updated and understanding progress along the
• 25:42
  way as they should. So how do we navigate that and
• 25:45
  how does a parent, how do we leave a parent understanding
• 25:50
  more about CCPT than when we started?
• 25:52
  So I want to offer that particular reflection to you
• 25:56
  guys or question for reflection. So I have a final sort of
• 26:00
  comment here that I want to share that I hope also helps to
• 26:04
  summarise what we've talked about today.
• 26:05
  So our words carry weight not just with parents, but with the
• 26:09
  children who trust us to hold their stories.
• 26:11
  Let's keep finding ways to communicate progress that
• 26:14
  honours both. I like that.
• 26:17
  I like that a lot. Hey, thank you so much for
• 26:19
  listening. Thank you so much for your
• 26:21
  support and for being here. We are on all the socials now,
• 26:25
  you guys. So we are on Facebook, Instagram
• 26:28
  and TikTok. We have an email address now if
• 26:30
  you'd like to get in touch with us.
• 26:32
  Hello at playtherapycircle.com. We are on Apple Podcasts and
• 26:37
  Spotify and now YouTube. So you'll be able to see this
• 26:39
  episode on YouTube as well. So please feel free to check us
• 26:42
  out at the Playtherapy Circle. I am so, so grateful to each of
• 26:46
  you for listening for still being here and following along.
• 26:49
  Please, please take care of yourselves and each other.
• 26:52
  Be kind to yourselves and look after each of you and and
• 26:56
  yourself. And I will see you guys next
• 26:59
  week for another amazing episode.
• 27:02
  As always, So thank you so much. Take care.
• 27:04
  Big love. Thank you so much for being here
• 27:09
  for another episode of The Play Therapy Circle.
• 27:12
  If anything resonated with you today, I'd love it if you could
• 27:16
  follow the podcast, share it with a colleague, or leave a
• 27:19
  short review. It really helps others find our
• 27:22
  circle. And if you have a topic or
• 27:24
  question you'd love me to explore, I'd love to hear from
• 27:27
  you. This space is for you, and I
• 27:29
  want it to feel like a conversation.
• 27:32
  Until next time, take care of yourself and remember you belong
• 27:37
  here.