Overview of Individual Therapy Supports

Therapy intervention is structured and engaging for the child. It involves decision-making in which we use the best evidence available in consultation with parents to decide upon the course of support most suitable to the child. The strategies used are based on principles of psychotherapies adapted to suit the child’s developmental age and needs. Therapy intervention may be brief or may involve a set of sessions targeting specific areas of development and learning with review over the course of a year. A clear rationale for the proposed intervention, specific objectives, and anticipated number of sessions are discussed with parents before commencement of therapy.

We have always enjoyed working with parents and acknowledge that long-term therapeutic gains require parental involvement. This is a wise investment for parents as it gives them the knowledge and skills to promote the development of competencies characteristic of their child’s developmental age. Parent involvement often involves an introductory parent session to explain the therapy rationale and proposed strategies, and parent observation or participation in the therapy session.

Some children work best in therapy with a parent present. Other children work best with the professional alone. Dependent upon the child’s preferred situation, parents will

Some of the therapy interventions on offer at Learning & Development for Children include the following:


M.A.ST.E.R.™ Program – An Intervention Supporting Children’s Social and Emotional Functioning (Sherlock & Mulvihill, 2012).

The M.A.ST.E.R™ program provides a comprehensive intervention framework supporting learning of core social and emotional competencies. This program is appropriate for children who experience delays in social and emotional development, including children with A.D.H.D. and high-functioning Autism Spectrum Disorder. The intervention involves a dynamic process of planning and implementing program elements responsive to the child’s developmental needs.

Objectives of the program:


Parenting Education and Support

Deberea is an accredited provider of Level 5 Enhanced Triple P however she adopts a developmental approach in her support of parenting and understanding of children's behavioural difficulties. Often children lack skills to deal with social and emotional challenges that require effortful regulation of behaviour. A child's reported and observed behaviours may not reflect simple developmental immaturity but specific skill limitations in regulated behaviour; organised play; emotion control; and/or social understanding. Deberea's parenting support is based on evidence-based principles of behavioural management that are paired with specific skill development for the child.


Management of Childhood Anxiety

Anxiety is the most common type of psychological problem experienced by children. No two children with anxiety behave exactly the same, but there are broad similarities that are associated with anxiety. These similarities can be described in terms of three major components:

(1) The physical reactions our bodies experience when we are feeling worried, nervous or afraid.
(2) The inner thoughts we have about ourselves, others, and situations. Anxious children often have thoughts that concern some type of danger or threat. They may worry about a lot of things (e.g., worry about coping in new situations or being away from their parents) and this worry is often associated with unhelpful thinking patterns.
(3) Anxiety affects the way children behave. This usually involves some type of avoidant behaviour.

Therapy intervention involves supporting an understanding of the three major components outlined above and the acquisition of new skills to cope and manage anxiety. A variety of instructional techniques are used depending on the type of presentation (e.g., generalised, separation, specific/phobia, selective mutism).


Intervention for Impulse and Attention Control and Self-Regulation (for pre-school and primary school age children)

Parenting a young child who is hyperactive and impulsive is hard work. If you are a parent of a young child who is constantly ‘on the go’ and easily distracted from activities, you may be concerned about your child’s readiness for meeting school expectations that involve listening attentively, sitting still, following instructions and rules, and sharing one teacher’s attention with a class of students.

Teaching the skills of impulse/attention control and self-regulation places an emphasis on proactive management and skill building. These sessions are structured in terms of sequentially planned activities that teach specific skill sets in supporting development of learning behaviours. Intervention aims to establish the skills of self-awareness, self-monitoring, and self-control during the early years of school careers to optimise learning outcomes for young children.

Red Sea Gallery
Red Sea Gallery