Latest / The Play Therapy Circle / Episode 16- Conducting Parent/ Carer Consultations Part Two

Transcript

Episode 16- Conducting Parent/ Carer Consultations Part Two · The Play Therapy Circle

0:05
Hi and welcome to an episode of the Play Therapy Circle.
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I'm Kylie Ellison, a therapist, clinical supervisor and play
0:14
therapy trainer, and I'm so grateful you're here.
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This podcast is a space for thoughtful, soulful
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conversations about child centred therapy, play based work
0:25
and what it means to show up with presence and compassion,
0:29
both for our clients and for ourselves.
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Whether you're a season play therapist, a student just
0:35
starting out, or someone deeply passionate about working with
0:39
children, you belong here. Hey everyone, welcome to the
0:46
Play Therapy Circle podcast. I'm your host, Kylie Ellison,
0:49
and I am so glad you are here. Welcome to Part 2 of our
0:55
episodes on parent consultations.
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We covered in Part 1 going through intakes and what that
1:02
initial consultation looks like. So we're going to finish that in
1:05
Part 2 and we're going to talk about how to do those ongoing
1:09
parent carer consultations as well.
1:11
So I really hope you enjoy this episode.
1:13
I hope as to your toolkit and thanks so much for supporting
1:17
us. Here we go for our ongoing
1:20
parent consult updates. We very much are again having
1:26
this particularly structured so that it is in three sections.
1:29
So the first section is very much around every four to six
1:32
weeks we're meeting with the parent and we're checking in
1:35
with them. So we dedicate very much so
1:39
deliberately and consciously time at the beginning for the
1:43
parent or caregiver to tell us how things are going with their
1:46
child in various settings. So whether it's in the school
1:49
setting, whether it's at home, whether it's with their peers,
1:53
whether it's with extended family, whatever that looks like
1:57
in terms of their struggles or their challenges.
1:59
How is that going? Is it, you know, has it
2:03
deteriorated? Is it getting better?
2:04
Is it the same? So I have a lot of scaling
2:07
questions. I have a a lot of prompting
2:09
questions in my ongoing parent consult template that is good
2:14
for me to have to be able to prompt me if I have a parent
2:18
that has no update for me because there is definitely lots
2:21
of areas that I want to check in about, confirm about.
2:26
So how are they finding play therapy?
2:28
How do they find their child coming to sessions?
2:31
What have they noticed at home? How are they coping at the
2:35
moment? Has things gotten better or
2:37
worse? A review of the goals that we
2:39
set, you know, four to six weeks ago.
2:41
I like to do that every parent consult update to ascertain are
2:45
we still on the same track or do we need to adjust our goals.
2:48
So there's lots of that contribution in the beginning of
2:52
a review. So once I have done that initial
2:55
check in, I'm providing my feedback around how play therapy
2:59
is going. So I think one of the most
3:01
important parts, and again, this will be a separate podcast guys,
3:07
because I think that there is some really good information I'd
3:10
like to share around how to caveat and communicate to
3:14
parents those themes and stages of play, which is the 2 areas
3:18
that I'm giving feedback in my ongoing parent consults.
3:21
But really recognising that when we are giving that feedback, we
3:25
are aiming to protect the confidentiality of the child
3:29
whilst also acknowledging that the parent of generally is the
3:34
one that has provided consent and is the one that referred and
3:37
initially engaged with us. So we have that dual
3:40
relationship of working with the parent and working with the
3:42
child. So it's not an easy relationship
3:45
to kind of navigate between parent and child and myself as
3:49
the therapist. So I want to acknowledge and
3:52
show a lot of empathy in that space to the parents that they
3:55
are really keen to know what's happening in the playroom.
3:57
But I'm very conscious guys of making sure that I'm not talking
4:01
about the specifics of what's happening in the playroom.
4:04
That's really important for a couple of different reasons.
4:07
We know that generally speaking, parents have not had training in
4:12
child centre play therapy. So when I'm talking about things
4:14
in the playroom and especially particular sequences of play or
4:19
exactly what the child has done in terms of how they played in
4:22
the dolls house or how they played in the sand tray, that
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oftentimes is received by parents where they'll say things
4:30
like that just sounds like play like that just sounds normal.
4:34
And so we acknowledge that because they haven't had the
4:37
same training as us often times. And so that is that's there that
4:41
they are making that reflection back to us.
4:44
So we need to be conscious of the fact that they have not had
4:49
training in child centre play therapy.
4:51
And so we need to make the language easy and digestible for
4:55
parents so they can understand what we are talking about.
4:59
So what do I mean by that? If say, you've got a child who
5:04
is talking about a theme in play therapy in their sessions
5:07
related to the topic or the theme of power and control.
5:11
This is just one example. So I might mention that to the
5:16
parents, I might not. It would depend on how that
5:20
relationship is and the understanding kind of level of
5:23
the parents. But I might say to them what I'm
5:26
seeing in the playroom and what's really important here is
5:30
to talk about some of those issues that the child is
5:33
discussing in therapy. And I'm using the word
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discussing because I think it's really important that we're
5:40
educating stakeholders, including parents and caregivers
5:43
around the fact that children play.
5:46
But they actually, that is their mode of communication.
5:49
That's how they talk is through play.
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So I'm using the word discussed because they are discussing.
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They're discussing through their play what they are doing.
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So what is being discussed is the issue of power and control.
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What does that mean for you? And you know, what does that
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mean in real terms? Often times we relate that to
6:09
children feeling like things are out of their control, that they
6:14
have no say or decision making over.
6:17
And so when I start to use that language, it moves away from
6:22
those clinical terms and helps me to be able to connect with
6:26
the parent to start that conversation around parent
6:28
control outside of play therapy. So I might say something like
6:32
what that can mean is that the child feels like they don't,
6:36
they're not able to make choices for themselves.
6:38
They don't have autonomy. They feel like others are making
6:41
decisions for them or they feel like things are happening to
6:43
them that are not what they would want to have happened.
6:47
So I'm then saying to the to the parent, can you help me?
6:52
Because I really want to collaborate with them.
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I don't want this to be a situation where I'm the expert
6:57
and I'm imparting the knowledge. This is a collaborative walking
7:01
alongside process. So I'm connecting with a parent
7:04
to say I'd I'd really love your help.
7:06
I wonder if you can help me to get a better sense of outsider
7:11
play therapy. If you've noticed that at home
7:14
or if that's been something the school's noticed, or if you've
7:16
noticed that with your child, with their peers, help me to
7:20
understand where that might be placed.
7:22
And so by opening that conversation and giving that
7:26
invitation for connection, I'm making sure deliberately that
7:31
the parent is part of the change process.
7:34
It's not just me. So I'm working systemically.
7:36
So that is just one. I will often talk about learned
7:40
helplessness. That's another one.
7:42
And especially for our four to six year old age group, that's
7:45
another term, clinical term that I try to adapt to make sure that
7:50
it's digestible for parents. So I might say something like,
7:55
you know, what I'm seeing in the playroom is, and I might use the
7:59
term Len helplessness, or I might say what I'm seeing is
8:03
that your child is really struggling to do things for
8:07
themselves. So what this looks like is that
8:10
even really kind of simple tasks that I know developmentally they
8:14
can do, they're often deferring to me as the therapist in the
8:18
playroom to do and really struggling to initiate play
8:22
themselves or make decisions for themselves.
8:24
Is that something you've seen at home?
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And when I open that invitation like that, 99.9% of the time the
8:32
parents are like, Yep, Yep, let me tell you a story.
8:36
And so that's fantastic. I want that connection.
8:39
I want that validate, not validation.
8:43
That's the wrong word. But I guess alignment between
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what I'm seeing in the playroom and what might be happening
8:49
outside. And generally speaking, 99% of
8:51
the time it's correct anyway. But that then gives me a great
8:56
launchpad to talk about. Then the action plan, which is
9:00
kind of our third section in those ongoing parent consults
9:04
where to from here and offering a strategy for parents.
9:07
So if that is something that they are seeing and it may have
9:10
been part of the initial consultation, it may not have
9:12
been, then I am launch padding to say.
9:17
So I've got this really great way that I'd love to offer as as
9:21
a suggestion. And look, this is just something
9:24
for you guys to try and you can let me know next time we catch
9:27
up if it's worked or if it hasn't worked.
9:29
I want to talk a little bit about returning responsibility.
9:33
So what I'm doing and what has really been a part of my
9:36
practise in the last couple of years.
9:38
And I just want to say this for anyone listening who is
9:41
beginning in their journey, who is feeling deeply overwhelmed,
9:45
who is feeling that imposter syndrome, feeling like you need
9:48
to have a suite of psychoeducation handouts and
9:52
resources for parents. Every session that you meet with
9:56
a parent, please take the pressure off yourselves.
10:00
Take the pressure off because what I have learnt in my journey
10:06
is it's actually everything goes back to the work that we do in
10:09
the playroom. I hope that that has weaved into
10:12
our conversation today and been obvious, but it is obvious again
10:16
when we're talking about strategies for parents.
10:19
We know that parents are more stressed and anxious than ever
10:24
before. If we think about it from that
10:28
framework, if they are in fight or flight themselves, if they're
10:31
hyper around 2:00, if they're very anxious, highly strung, you
10:36
are not going to be able to sit with them and go through a
10:39
psycho education handout and give them a bunch of strategies.
10:42
They are going to forget it before they unlock their car, to
10:45
get into their car to go home. Truly, they've probably
10:48
forgotten it by the time they've walked to the car park.
10:50
So I think it's about what is useful and helpful for the
10:54
parent and caregiver and the family.
10:57
And it truly is going back to basics.
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If we think about the population that we are serving right now
11:04
and put that COVID lens on it a little bit, we have families
11:10
that are over scheduled. We have parents that are often
11:15
dual occupation, so both parents working who have very limited
11:20
time themselves. They're probably spending their
11:21
weekends running around, you know, doing extracurricular
11:25
activities with their kids, seeing family, you know,
11:28
spending time with their own kids, whatever that looks like,
11:30
right? So if we try to then give them
11:32
homework and try to get them to fit that in as well, we have to
11:36
be realistic about what we're giving them.
11:39
So it's important like we do in the playroom when we know that
11:44
the child is the expert in their therapy journey, so is the
11:49
parents. So I know for any of my
11:52
listeners who really like lots of structure, lots of kind of
11:57
outcomes based work, who might really enjoy knowing how things
12:05
flow in terms of that trajectory.
12:07
The bad news is that sometimes it's actually a bit of a journey
12:14
and so nothing necessarily follows that linear line because
12:19
that doesn't happen in the playroom either.
12:21
So we acknowledge that if we can start at basics and even just as
12:28
simple as reflecting feelings. I think that for anyone who has
12:32
done training in child centre play therapy, who have these
12:34
skills in their toolkit already, lean into what you know.
12:39
You would be surprised at the number of parents who don't know
12:43
about the skill of reflecting feelings or even more so what's
12:47
probably been interesting for me, and I guess for those of you
12:50
out there listening would be cool to know too, the amount of
12:55
parents who aren't at the moment dedicating very specific time to
13:02
just connect with their child. So we know in filial therapy, we
13:07
talk about those 32nd bursts of attention as beginning homework
13:11
in the CPRT model and the amount of parents where I've suggested
13:16
that, where that's their homework.
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And, and I know that for many who feel the need to give lots
13:24
more information, you can certainly still do that.
13:26
And I often will give psycho education around attachment
13:29
theory and trauma theory and all of those good things to help
13:34
scaffold that skill that I'm providing.
13:37
But ultimately the work that we do in the playroom is
13:40
relationship based. And so is that work with the
13:44
parent, but then also the parents work with the child.
13:48
It all comes back to attachment, you guys.
13:50
So if we can build some of those skills to help them with that
13:54
connection, which will then lean into so many different aspects
13:58
of support for the child, including Co regulation,
14:01
emotional intelligence, all of those things that we know in
14:05
child centred play therapy. I want to impart that knowledge
14:08
onto the parents because we know Gary Landreth says why?
14:11
Why would we keep it those skills within the playroom?
14:14
It's there for us to share. So and I that is not a direct
14:19
quote, that is my summary. So I'm making sure that I am
14:22
giving suggestions in those parent consult updates that is
14:27
going to be achievable. So sometimes people use those
14:29
SMART goals, things like that. If you want to use those SMART
14:33
strategies, that's great. But making it realistic as I
14:36
said. So that is in very quick summary
14:39
because we are almost at an hour, you guys we're like 40
14:44
something 48 minutes in, which is crazy.
14:47
And I have still more to cover. So if you are still here,
14:51
amazing. Thank you.
14:53
I am fidgeting around here. You can probably see it for
14:56
those of you on the YouTube just trying to get comfy because like
14:59
sitting for this long is crazy for me.
15:01
So thank you for sticking around and watching me while I fidget.
15:05
What I want to finish today's episode is a couple of different
15:09
considerations for practise. And I, I mentioned this at the
15:12
start, What are some of the challenges that we have?
15:15
Going back to my first topic here around the initial
15:18
consultation, what are some of the common challenges that we
15:22
face when we meet and connect with parents especially?
15:27
So there's a couple of different triangulations here.
15:30
We can have the triangulation of separated parents and us as the
15:35
therapist or we can have the parent child and us as a
15:37
therapist. So when that triangulation or
15:40
allegiance splits occurs. So we need to be really mindful
15:45
of that. And my tip, I guess in terms of
15:48
navigating that is certainly making sure we have transparency
15:53
around the information that we are providing to update all
15:56
parties involved and ensuring that we are protecting
15:59
confidentiality, but really sticking to our framework of
16:04
themes and stages of play. Oh, I realised I didn't actually
16:06
talk about stages either. When we are providing those
16:09
updates in terms of stages, we are looking at that across the
16:13
four stages of play. So I and I definitely need to do
16:16
another episode, you guys. I have bounced a lot today and I
16:21
had a really great plan you guys.
16:22
But like parent consultations, it's a journey, It's a journey.
16:27
So I'm definitely keen for your feedback.
16:30
If you want me to pull these topics apart even more, we can
16:33
do so. But triangulation in terms of
16:35
challenges, very difficult high conflict Co parenting.
16:39
So parents with conflicting expectations or potentially
16:43
going through in Australia we would call it the family law
16:45
court. And so we are making sure that
16:49
we are providing the same consistent information on the
16:54
progress and goals to both parties.
16:57
So it is obviously client dependent, but I do find that
17:01
sometimes I am providing information as a summary via
17:06
email to both parties at the end of if I've met with them
17:09
separately or if I'm meeting them together, I'm going to
17:12
provide a summary of everything I've spoken about to make sure
17:16
that the message is the same across both parties.
17:19
So either, yes, having those consultations together or
17:22
separately can be certainly an option.
17:25
So school and potentially other stakeholder pressure for
17:31
details, that's something that we experience as a challenge for
17:34
sure. And so making sure that we are
17:38
again sticking to our format and our framework around themes and
17:43
stages of play. But I think there's also an
17:45
opportunity for us to connect with those stakeholders,
17:49
especially schools. I've certainly done even just
17:53
recently school observations and stay collar meetings to help
17:57
support one of my kiddos in his school community.
18:00
And I really enjoy it because again, it offers that
18:03
opportunity for connection where if we get the opportunity to
18:07
face to face, even better because we can then start to
18:11
form those relationships where we can work in partnership with
18:13
them too. Obviously recognising the
18:16
confidentiality of the child and making sure we have consent to
18:19
release information before we work with those stakeholders of
18:23
course too. So what are we looking at in
18:26
terms of any other challenges? Certainly cultural expectations
18:29
can be a part of it. So explaining our process and
18:32
how we work is really important. Scope creep in consultations.
18:37
This is a great 1. So where we may have a situation
18:41
where we have a parent console update and we start to recognise
18:45
fairly quickly that this is becoming a therapy session for
18:49
the parent and for all of you listening, those beginning and
18:53
those in the trenches who have been doing this for a while, you
18:56
know what I'm talking about. This happens and that's okay.
18:59
That's okay. This is part of the journey,
19:01
part of the process of helping to put those boundaries in for
19:05
ourselves. So showing how grateful we are
19:09
that they have connected with us and are giving those updates to
19:12
us. But acknowledging your role and
19:16
what you are able to provide in terms of supports and what that
19:20
might look like in terms of other supports instead.
19:23
So suggestions for counselling for themselves.
19:26
And that is not something that's easy to broach.
19:30
So I know everyone's different in when they want to do that.
19:33
I guess 10 years down the line as a CPT practitioner, 20 years
19:38
in the industry, I feel like it's probably something I'm
19:42
comfortable with tackling fairly early because I want to make
19:45
sure that in that parallel process of what I'm doing in the
19:48
playroom, that the parental caregiver can get that support
19:51
as well. But it might be something that
19:53
you don't necessarily broach straight away, but it's
19:56
something that comes up in follow up parent consults.
19:58
So definitely acknowledging what's within your scope and
20:01
what's outside. Super, super helpful.
20:03
What are some of the pitfalls, especially for beginning play
20:07
therapists that we might fall into when we do these initial
20:11
consults or consult updates? So over sharing of the play
20:15
content. This is a big one.
20:18
And again, I've used this reference before, but.
20:22
In times of stress, we revert back to what we know.
20:24
And so it may be a situation where you have the best of
20:28
intentions of what you want to discuss.
20:30
And then when you meet with the parent, especially for those
20:33
parent console updates, you might feel that pressure to
20:36
provide lots of information and you might be feeling that
20:40
pressure of expectations of moving things along, getting
20:44
those goals achieved, especially if they're a private paying
20:48
client. So I just want to normalise for
20:50
any of you who are having those experiences because that is all
20:54
part of it. That's all part of navigating as
20:56
we build our skills. I think again, as I mentioned
20:59
earlier, really making sure you have a plan before you get
21:04
started. So writing up your notes and
21:06
having all of that information of what you'd like to share
21:09
before you get started is really helpful.
21:11
But also then making sure that in that session, we stick to our
21:15
themes, we stick to our stages of play, and we stick to our
21:17
goals because that's really important.
21:20
If you really struggle and you've had a difficult initial
21:23
consultation, circling back to your clinical supervisor to get
21:26
some tips and advice is certainly another way to access
21:30
that support. Vague progress updates is
21:34
another pitfall, right, Right. So again, using scaling, using
21:39
measurable indicators, using behavioural examples like I
21:43
talked about earlier in terms of talking about, say, the topic of
21:48
learnt helplessness, I'm not just talking about learnt
21:51
helplessness. What I'm doing is very much
21:55
acknowledging that that behaviour looks like struggling
21:58
to do things for themselves. So I have a definition of each
22:03
of those themes that are relatable for parents.
22:08
So if you don't have that already, I would encourage you
22:11
to do that. And again, that's something you
22:13
might want to chat to your clinical supervisor about to
22:15
have some of that language in your toolkit.
22:18
Because I find that the the easier we can navigate this in
22:22
terms of tying that information together for a parent so they
22:25
understand, the easier that progress is going to be for that
22:29
child. So a lack of a plan, of a clear
22:33
plan. So we were just talking about
22:34
that before in terms of what are achievable strategies or psycho
22:39
education for parents. That's why again, every parent
22:43
consult update, I'm reviewing the goals to make sure we're on
22:47
the right path here, we're on track.
22:49
Are we on the same page? And oftentimes what the parent
22:54
has suggested in that initial consultation in terms of those
22:57
goals and then what the child actually shows us in play
23:01
therapy are two very different things.
23:04
So it does again, give us a framework and a launchpad to
23:08
say, I know these things were on your list.
23:11
I'd love to share with you from the work I'm doing what some of
23:15
those other goals might be. So definitely I'm keeping to
23:19
that plan and reviewing that plan regularly.
23:22
Boundary slipping under pressure.
23:25
This is another one. You guys definitely is something
23:30
for beginning play therapist to be aware of.
23:33
I'm really mindful of the fact that in child centre play
23:37
therapy, it's about supporting children.
23:40
It's about helping them to achieve their goals and for them
23:43
to be able to exit therapy. So I think for anyone listening
23:47
who has had an experience or experiences, because this is a
23:50
learning journey for us as much as it is for the child and the
23:53
parent. Where we've had situations where
23:56
say parents have become I guess somewhat dependent on our
24:00
intervention as part of their way of coping and I guess as a
24:06
family functioning. I always think that and what we
24:09
know from the literature on child centred play therapy is
24:13
when we meet the child in the very first session that it is so
24:18
important that we take the time in that first session to picture
24:22
what that last sessions going to look like.
24:24
And that doesn't always stay the way that it does.
24:28
But in our child centred play therapy framework, we are always
24:32
acknowledging that there will be an ending, there will be that
24:35
reaching to mastery and exit from our service.
24:38
And So what do I anticipate that will look like at the end of
24:42
that journey? So we need to acknowledge that
24:45
sometimes parents and caregivers are just having a really tough
24:49
time and they're really struggling.
24:51
But we may find in the playroom that the child has kind of
24:55
reached as much as what they can do at this point in their
24:57
journey. It might be that in a year, 2
25:00
years time, it might be helpful for them to come back to
25:03
therapy. And we certainly encourage and
25:06
leave the door open absolutely for families to come back, but
25:10
where they're at at this developmental stage at this
25:13
point in their life that they have achieved as much as they
25:16
can. And it's then around
25:18
establishing those boundaries with the parental caregiver of
25:21
what the next steps might be for that child in terms of therapy
25:24
work. So they can be that dependence
25:26
and I guess that boundary slippage under pressure.
25:29
So have a script, have your agenda and established guide of
25:37
what you're going to cover and certainly some language around
25:41
that empathy and unconditional positive regard for parents as
25:44
well. So making sure that we also from
25:49
the get go from the beginning are very clear in our
25:53
explanations of consent and confidentiality and the limits
25:58
of confidentiality. We absolutely are covering that
26:01
in the initial consultation in that paperwork that we've given
26:04
to the parent. So I didn't go that into that in
26:07
too much detail. So if that's something you guys
26:09
would like me to cover more, definitely can do so.
26:12
But making sure that they understand that if I am worried
26:15
about them, about the child and need to report, I have that
26:19
obligation to do so. So being really upfront with
26:23
them from the beginning. So we are reinforcing those
26:26
boundaries early. So that leads me into those
26:29
ethical considerations. And the first one is around
26:33
consent and confidentiality. So making sure that it is really
26:36
clear around the limits and what we will be sharing in terms of
26:40
information. The child's right to privacy is
26:44
very important. So we respect the therapeutic
26:48
space and being transparent with them as well to be able to
26:53
connect with them and give them updates, but also to give that
26:56
safe space for kids. So child's right to privacy,
26:59
mandatory reporting and duty of care I just mentioned too.
27:02
So following our legal requirements in regards to
27:04
reporting where required is super important to cover in that
27:08
initial console. And then making sure our record
27:11
keeping and our data. But definitely kept up to date
27:17
that we are putting together our factual notes and we're storing
27:21
them securely and establishing those really clear boundaries
27:25
with parents and caregivers from the beginning and expectations
27:29
of what they can expect out of the the play therapy experience.
27:33
So that is in just a nutshell and initial consultations and
27:39
parent consult updates. And like I said, I didn't even
27:41
go into the stages of play so much.
27:44
So we've covered a lot of information.
27:47
We've covered how to do that initial intake, what could be
27:51
considered part of your framework for those parent
27:54
consult updates, the challenges we experience, the pitfalls we
27:58
experience, and those ethical considerations at the end.
28:01
So I feel like there has been so much that we have dived into
28:06
that. There will be more episodes, you
28:07
guys, but please, please, please let us know if you have any
28:12
ideas of episodes that you would like to hear how you're finding
28:17
our podcast. This is our very first one being
28:20
recorded. So did you like it?
28:22
Has this been helpful? I hope so.
28:25
I love getting on here and just sharing about child centre play
28:29
therapy, connecting with all of you, spreading the word about
28:33
child centre play therapy and just really getting to connect
28:36
with what certainly makes my heart happy.
28:38
So I hope that this has been helpful for you too.
28:42
So where to from here? I think next episode probably
28:46
needs to be unpacking this further, so I will get my
28:50
thinking hat on and decide on what the topic out of all of
28:54
this information we've covered today will be next week.
28:56
So please, if you have feedback on what you'd like to hear, we
29:00
now have an email to you guys. It's like a week of firsts.
29:04
We have that in the playroom. We're always noticing change by
29:06
firsts in the play therapy space.
29:08
And here it is in our podcast. So we've got our beautiful
29:11
studio now and we have an email. So hello@playtherapycircle.com,
29:16
please reach out to us. We would love to hear from you.
29:20
Please give us a follow on Spotify and Apple Podcasts.
29:23
We would love to hear from you as well.
29:26
And we are also on Instagram and TikTok and Facebook, so you can
29:30
check us out at the Play Therapy Circle podcast.
29:33
So thank you so much for listening.
29:35
Thank you to everyone who has connected with us and continues
29:39
to support us. We absolutely love sharing this
29:43
with you and I can't wait to connect with you again next
29:46
week. So go well, be kind to
29:48
yourselves and each other, and I'll see you next week.
29:51
Bye. Thank you so much for being here
29:56
for another episode of The Play Therapy Circle.
30:00
If anything resonated with you today, I'd love it if you could
30:03
follow the podcast, share it with a colleague, or leave a
30:06
short review. It really helps others find our
30:09
circle. And if you have a topic or
30:11
question you'd love me to explore, I'd love to hear from
30:14
you. This space is for you and I
30:17
wanted to feel like a conversation.
30:20
Until next time, take care of yourself and remember you belong
30:25
here.