DIR 202: Promoting Higher Functional Emotional Developmental Capacities

Description

This is a practicum course that helps participants develop competencies to promote all functional emotional developmental capacities, with an emphasis on the higher capacities: sense of self and problem solving, emotional and logical thinking, multiple cause, triangular, gray area, emotionally differentiated thinking, and reflective thinking based on a growing sense of self and an internal standard. Participants will learn how to apply the principles of Floortime by tailoring their interactions to the individual differences of children or adults with special needs. Participants are evaluated on case presentations, class participation, and written responses to forum questions. Students must present two cases using video recordings during the course. We ask that participants be prepared to present two different cases, but sometimes trainers will prefer or allow participants to present the same case twice. If you only have one case to present, please e-mail us at [email protected] to confirm this will be acceptable (it usually is OK, but depends on the case being presented as well). The case presentations in this course must have at least one case that is different than those presented in DIR 201. Students in online courses must have a device that has a camera and microphone to fully engage in the course. ICDL provides the software. This course is an assessment-based course that assesses each student's DIRFloortime competencies. Successful completion leads to a DIRFloortime® Certificate of Proficiency (DIR-Proficient) and a listing on the ICDL registry and listing online.

Outline / Agenda

Learning Objectives:

Big Picture Thinking

Students successfully completing this course will be able to:

• Demonstrate the ability to correctly describe the central ideas of the first six FEDC’s, with an increased understanding of capacities 4-6.
• Demonstrate the ability to correctly explain at least three aspects of individual profiles including sensory processing, language, motor planning and sequencing, and visual development.
• Demonstrate the ability to describe at least three ways that the environment and relationships can impact upon the FEDCs and individual differences.
• Demonstrate the ability to cite at least six studies which support the DIRFloortime® approach.

Assessment and Developing Individual Profiles

Students successfully completing this course will be able to:

• Describe the mastering, constrictions or absence of the first six functional emotional developmental capacities in children or adult individuals, with or without developmental special needs.
• Demonstrate the ability to describe at least three unique individual profiles with all of the following components: sensory reactivity, processing and motor planning development, receptive and expressive language development, and visual spatial development in children or adult individuals, with or without developmental special needs.
• Demonstrate the ability to describe the integration between the individual differences and the FEDC’s
• Demonstrate the ability to describe the impact of the relationships and the environment on the FEDC’s and the “I”
• Describe the “goodness of fit” (including individual differences, interactive styles, and cultural elements) when supporting caregiver-individual relationships, and when assessing one’s own work with an individual.

Practice Floortime

Students successfully completing this course will be able to:

• Demonstrate the ability to integrate and apply relevant (at least five) DIRFloortime™ competencies (e.g., following the lead, affect attunement, co-regulation, emotional engagement, shared pleasure, reciprocity, and complex thinking).
• Demonstrate the ability to follow the individual’s lead (based on his/her internal intentions, motivations, and purposes) in gradually increasing the duration and complexity of circles of communication – particularly with respect to FEDCs 4, 5 & 6.
• Demonstrate at least six specific Floortime strategies that support interactions in ways that account for individual differences and lead to longer and more complex circles of communication at FEDCs 4, 5 & 6.

Reflective Practice and Professional Identity

Students successfully completing this course will be able to:

• Demonstrate the ability to describe their awareness of their own FEDC’s, individual differences and impact of the environment on their “work,” including preferred interactive styles and tendencies under stress (i.e. what helps you stay regulated) (through personal reflection).
• Demonstrate the ability to describe, through discussion with training leaders and peers, at least three benefits of an interdisciplinary approach.
• Demonstrate the ability to display high ethical behaviors and standards of practice, including adherence to confidentiality requirement and informed consent, as well as demonstrating an understanding of the limits of one’s scope of practice.

Assessment: Participants are evaluated on case presentations, class participation, and written responses to forum questions. 

AOTA CEU’s provided through ICDL

Provider Name: ICDL (www.icdl.com)

Register here:

Speakers: Maude Le Roux and Andrea Snyder

Special Needs Accommodation: Please contact [email protected]

Cancellation policy: Contact [email protected]

Additional Information

Target Audience: Occupational Therapists, Speech Language Pathologists, Physical Therapists, Educators, Psychologists, Medical Practitioners, Social Workers

Pre-Requisites: Must have completed DIR201 Workshop

Number of Participants: 12

Instructional Methods: PowerPoint, Video, Group Discussion, Case Studies

Fee: see www.icdl.com