This is a theory/practicum course that helps participants develop competencies to promote all functional emotional developmental capacities, with 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 upon 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.
DIR202: Promoting Higher Functional Developmental Capacities - January - April 2020
Restricted Access: Yes
Duration: 14 Weeks
Registration Opens: 1 November 2019
Course Type: Single Course
Target Audience: Occupational Therapists, Speech Language Pathologists, Psychologists, Teachers, Physical Therapists, Social Workers.
Education Level: Intermediate
Prerequisites: Completion of DIR201 course on asic Developmental capacities
Number of participants: 12
Instructional Method: Powerpoint, Group Discussion, Case Study
Assessment: Present 2 Case Studies
Professional Education: 2.8 CEU / 28 Contact Hours
CE Provider: ICDL
Fee and Cancellation Policy: Please contact icdl.com
Dates: January 13 – April 6, 2020 – Mostly Mondays
- January 13, 20, 27
- February 3, 10, 17, 24
- March 2, 9, 30
- March 5, 12 (Thursday)
- April 2 (Thursday), 6 (Monday)
- 08:00 – 10:00 pm US Eastern Time (New York Time Zone)
Students that successfully complete this course will be able to:
- Big Picture Thinking
- Correctly describe the central ideas of the first six FEDC’s, with an increased understanding of capacities 4-6.
- Correctly explain individual unique profiles such as sensory processing, language, motor planning and sequencing, and visual development.
- Explain the impact of the environment and relationships on the FEDCs and individual differences.
- Identify and support caregivers’ and individuals’ strengths and uniqueness.
Be familiar with the scientific evidence supporting the DIRFloortime Model
- Assessment and Developing Individual Profiles
- Describe the strengths of FEDC’s (mastery, constriction or absence) in children or adult individuals, with or without developmental special needs
- Describe the unique individual profiles related to sensory reactivity processing and motor planning development, receptive and expressive language development, and visual spatial development in children or adult individuals, with or without special needs
Explain the integration between the individual differences and the FEDC’s
- Describe the impact of the relationships and the environment on the FEDC’s and the “I”
Awareness of the provider to family/child “goodness of fit” (including
individual differences, interactive styles, and cultural elements)
- Practice Floortime
- Demonstrate Floortime™ competencies (e.g., following the lead, affect attunement, co-regulation, emotional engagement, shared pleasure, reciprocity, and complex thinking)
- Demonstrate following 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 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
- Show awareness of one’s 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 through discussion the benefits of an interdisciplinary approach
- 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