Playful Pathways to Inner Peace: How Can School Counsellors Utilize Play, Somatic Therapies, and Nervous System Psychoeducation to Support School-Aged Children with Anxiety?
Playful Pathways to Inner Peace: How Can School Counsellors Utilize Play, Somatic Therapies, and Nervous System Psychoeducation to Support School-Aged Children with Anxiety?
No Thumbnail Available
Issue Date
2024-07-05
Authors
Metcalfe, Allegra
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
Anxiety is one of the most prevalent mental health concerns among Canadian children. Anxiety can adversely affect the well-being, education, and health of elementary school students. This capstone examines the causes, symptoms, diagnosis, and treatment of pediatric anxiety. The literature review examines research on anxiety, child-centered play therapy, and somatic interventions based on polyvagal theory. Research on children and youth is more limited than in adult populations; however, a new understanding of neuroscience and polyvagal theory shows promise for the reduction of anxiety using both play and somatic techniques. Counsellors who can implement safe and connected groups that target anxiety using child-centered play therapy, nervous system psychoeducation, and somatic techniques can help students reduce and cope with anxiety. As educators, supporting students’ mental health must be a priority. Group therapy is a low-barrier intervention that supports the largest number of students within the school day.
Description
Keywords
anxiety , play therapy , polyvagal theory , somatic therapy , mindfulness , education , counselling
License
Attribution-NonCommercial-NoDerivs 3.0 United States , openAccess