ESTONİA  MOBİLİTY

Describe the content of the proposed activity. 3 teachers from each school will participate in this activity, which will be held in Viljandi, Estonia, between 20-24/05/2024. (2 days of travel time will be added) In child-centered play therapy, a relationship is established that facilitates the child's self belief and emotional development within himself. The aim is to enable the child to be aware of himself and to manage himself. In cooperation with the family, the child is taught that there are limits. With this activity, the participants learn about the principles and application of Child-Centered Play Therapy, and the participants apply the basic therapy skills they learned in the Child-Centered Play Therapy study. The game therapist will use information sharing, video screening, role playing, and discussion methods in the trainings he will give. Day 1: Principles and goals of child-centered play therapy The Power of Relationship: Creating an atmosphere of trust and acceptance Features of the playroom and selection of toys that will enable the child to reveal himself 2 days Therapy skills: Structuring, empathetic listening, engaging in pretend play, and setting boundaries Challenging processes in therapy: quiet child, aggressive child, reluctant to enter the room The child is like the child who wants to take the toys home 3 days Defining and interpreting game themes Play therapy practices in the school environment 4 days Implementation: During the entire training period, each person in the group receives supervision on their own case. * They practice child-centered play therapy skills with at least 2 children and in 2 sessions with each. 5 days Feedback: In each supervision session, one or two participants' practice videos are watched and evaluated and discussed according to the "Game Therapy Skills Checklist". Giving information: First parent interview, family evaluation with play, and the way play therapy is offered to parents. Functions of play therapy within the framework of the child's emotional 

Describe the target group for this activity. 

Who is going to take part and who is going to benefit from the results? Our target group is teachers. Teachers will participate in this activity and teachers, students with special needs and their families will benefit from the results. 3 teachers from each partner's school and 12 teachers in total will take part in this activity. Announcement by all partners, which includes the date of this activity and the participant criteria, will be announced to all staff in an official letter by the school administration one month before the activity. An announcement will be made. A fair and transparent selection of participants will be made by the project team. Participant criteria are as follows: Those who apply play therapy methods in their classes or have different studies in this field (20 points) Collaborating with us on our eTwinning project (Special Playmate) (1O points) National and European award-winning teachers with experience of running eTwinning projects (15 points) Open to innovations, willing to take part in project activities and work collaboratively (20 points) Have the language proficiency to represent their country abroad (15 points) Teachers attending the classes of students with special needs (2O points) There will be flexibility in re-arranging the participant criteria according to the situation of the countries. Play, which is the universal language of children, is not only a means of communication, but also a first aid tool that supports expressing feelings and thoughts that are difficult to express with words. This activity will benefit students with special needs and their families by educating teachers on child-centered play therapy. Teachers and families will improve the social emotional skills of these children with child-centered play therapy methods. 

Explain how is this activity going to help to reach the project objectives. 

This activity will allow teachers to learn child-centered play therapy methods in detail. By applying these therapies to their students, they will contribute to improving their social and emotional skills. With this activity, teachers will be trained in the field of child-centered play therapy and will have the competence to train in this field. They will apply it to their own students, and they will contribute to their professional skills by giving this training to other colleagues. Thus, their students will also have the opportunity to benefit from these therapy opportunities. Our project will also be a source of inspiration for other institutions to produce social inclusion projects for students with special needs. As a result of the application of this therapy to the students; offensive behavior, Anxiety and fears excessive shyness, behavioral regression, Self-confidence and social skills problems, Sleeping, eating and toilet problems will decrease or completely disappear. Thus, we will achieve our goal of improving many developmental and social characteristics of our students with special needs, especially self-esteem and social adaptation. We will be able to facilitate their acceptance in society and prevent their exclusion. 

Describe the expected results of the activity. 

Teachers; To apply child-centered play therapy methods, to really care about the student with special needs and to establish a warm relationship with him, To accept the child unconditionally, They will learn to feel trust and tolerance in the relationship. Thus, the child will have the freedom to express himself completely. Teachers; They will learn to be very sensitive to the child's feelings and to make the child reflect their feelings back to him gently. Deeply believing that the child has the capacity to act responsibly, knowing that the child is sufficient to solve personal problems and allowing this, To trust the child's inner direction, to let him manage every aspect of the relationship, Accepting the natural progression of the therapeutic process and not trying to accelerate the therapy process, They will learn to set therapeutic boundaries that will help the child's personality and relationships. In addition, teachers will contribute to the establishment of the concept of European citizenship with their colleagues from different parts of Europe. Teachers who come together to improve cooperation between international and educational institutions will make new decisions for new project ideas and collaborations. The language skills of the participants will develop and the desire to learn different languages. will increase. Thanks to the play therapy sessions of the teachers; There will be developments in the social-emotional field. Some of the problems they experience will decrease or some of them will disappear completely. It will be easier for them to be included in the society. Families will be trained on these therapy practices during family education hours at schools. Thus, families will be able to apply child-centered play therapy to their children at home 

Child-Centered Play Therapy Training - Estonia Viljandi Kaare Kool

SLIDE 1: Title Slide

Child-Centered Play Therapy Training & Estonia Viljandi Kaare Kool

• Prepared by: [Your Name]

• Date: [Date]

SLIDE 2: Purpose of the Activity

• To train teachers in Child-Centered Play Therapy (CCPT) methods.

• To develop their ability to establish a warm and accepting relationship with students.

• To enhance teachers' skills in emotional support and therapy applications.

• To improve social and emotional skills of students with special needs through therapy.

SLIDE 3: Activity Details

• Location: Viljandi, Estonia

• Dates: 20-25/05/2024 (+2 days travel time)

• Participants: 3 teachers from each institution (Total: 12 teachers)

• Duration: 25-hour training

SLIDE 4: Training Schedule

• Day 1:

  • Principles and goals of Child-Centered Play Therapy.

  • Creating an atmosphere of trust and acceptance.

  • Setting up the playroom and selecting appropriate toys.

• Day 2:

  • Learning core therapy skills: Structuring, empathetic listening, and boundary setting.

  • Managing challenging cases: Aggressive, silent, or reluctant children.

• Day 3:

  • Understanding and interpreting themes in children's play.

  • Implementing play therapy techniques in the school environment.

• Day 4:

  • Hands-on implementation: Each participant practices CCPT skills.

  • Supervised play therapy sessions with two children per participant.

• Day 5:

  • Feedback session: Reviewing practice videos and discussing observations.

  • Conducting initial parent interviews and integrating family involvement.

SLIDE 5: Target Group & Participant Selection

• Target group: Teachers.

• Selection Criteria:

  • Experience in play therapy methods (20 points).

  • Collaboration in the eTwinning project (Special Playmate) (10 points).

  • National & European award-winning teachers (15 points).

  • Open to innovations & teamwork (20 points).

  • Proficiency in a foreign language for international representation (15 points).

  • Teachers working with special needs students (20 points).

• A fair and transparent selection process will be conducted.

SLIDE 6: How This Activity Supports Project Goals

• Enhances teachers' ability to:

  • Establish trust and acceptance in student relationships.

  • Develop sensitivity towards children's emotional needs.

  • Recognize students’ capacity for self-regulation and problem-solving.

• Supports students by:

  • Encouraging emotional expression and self-awareness.

  • Reducing issues like aggression, anxiety, and excessive shyness.

  • Strengthening self-confidence and social adaptation skills.

• Strengthens family engagement by:

  • Training parents in play therapy techniques.

  • Helping families apply therapy practices at home.

SLIDE 7: Expected Results

1. For Teachers:

   • Mastering Child-Centered Play Therapy techniques.

   • Applying these techniques in schools and sharing knowledge with colleagues.

   • Enhancing professional skills through international collaboration.

2. For Students with Special Needs:

   • Improved emotional expression and social skills.

   • Decreased aggressive behaviors, anxiety, and behavioral regression.

   • Greater self-confidence and improved interaction with peers.

3. For Families:

   • Parents will learn play therapy techniques to use at home.

   • Improved parent-child communication and bonding.

   • Enhanced ability to support their child's emotional development.

4. Long-Term Impact:

   • Schools integrating play therapy into their educational practices.

   • Strengthened cooperation among teachers, parents, and specialists.

   • Greater inclusion of special needs students in social settings.

   • Increased international cooperation and knowledge-sharing.

SLIDE 8: Conclusion

• Child-Centered Play Therapy is an effective method for fostering emotional growth.

• Teachers will gain valuable hands-on experience in therapy techniques.

• Families will be involved in their children's emotional development through play.

• This activity will create a long-term impact on inclusive education and student well-being.

RESULTS OF CHILD-CENTERED PLAY THERAPY TRAINING - ESTONIA VILJANDI KAARE KOOL

1. Impact on Teachers

• Gained expertise in Child-Centered Play Therapy (CCPT) techniques.

• Developed skills in establishing trust-based relationships with students.

• Enhanced their ability to support students' emotional and social development.

• Learned to guide parents on play therapy applications at home.

• Strengthened international collaboration and project management skills.

2. Benefits for Students with Special Needs

• Improved ability to recognize and express emotions.

• Developed problem-solving and emotional regulation skills.

• Increased self-confidence and reduced anxiety.

• Enhanced social interaction skills through structured play.

• Decreased aggressive behaviors and behavioral regression.

3. Impact on Parents

• Gained a better understanding of their child’s emotional and psychological needs.

• Learned to use play therapy techniques at home for emotional support.

• Strengthened parent-child relationships through meaningful play interactions.

• Acquired skills to support their child’s emotional development and self-regulation.

4. Contributions to Educational Institutions

• Encouraged the integration of play-based therapeutic approaches into school programs.

• Promoted teacher collaboration and knowledge sharing in special education.

• Increased student engagement and participation through innovative methods.

• Strengthened institutional capacity for sustainable international collaborations.

5. Long-Term and Broader Impact

• Schools will continue implementing play therapy techniques in special education.

• Improved cooperation between teachers, parents, and therapy specialists.

• Increased awareness of inclusive education methods.

• Encouraged new project ideas and future collaborations among educators.

• Fostered a stronger sense of European citizenship and cultural exchange.

Conclusion

The Child-Centered Play Therapy Training at Viljandi Kaare Kool, Estonia, has provided significant benefits for teachers, students, and parents. By equipping educators with advanced play therapy skills, this initiative has helped create a more inclusive and emotionally supportive learning environment. This project serves as a model for future educational programs aimed at enhancing social-emotional development and student well-being.

LEARNING OUTCOMES - CHILD-CENTERED PLAY THERAPY TRAINING

1. Learning Outcomes for Teachers

• Mastery of Child-Centered Play Therapy (CCPT) techniques to be applied in classrooms.

• Ability to establish trust-based relationships with students, fostering a sense of security and acceptance.

• Skills to help students express their emotions freely and facilitate their emotional development.

• Understanding the role of play in emotional regulation, self-confidence building, and anxiety reduction.

• Competence in setting therapeutic boundaries that support child development and relationships.

• Ability to guide parents on how to use play therapy at home for continued support.

• Improvement in language skills and intercultural communication through collaboration with European colleagues.

2. Learning Outcomes for Students

• Enhanced emotional awareness and expression through play therapy.

• Development of problem-solving and coping skills in a structured play environment.

• Reduction in aggressive behaviors, anxiety, and excessive shyness.

• Improved self-confidence and ability to interact socially with peers.

• Better adaptability to social and academic environments, facilitating inclusion.

• Increased ability to communicate emotions constructively and understand personal feelings.

3. Learning Outcomes for Parents

• Better understanding of their child's emotional world and how to respond effectively.

• Practical knowledge of play therapy techniques to apply at home.

• Improved parent-child communication and bonding through structured play activities.

• Ability to help their children develop self-regulation and coping strategies.

• Increased awareness of how to support their child’s social-emotional development.

4. Contributions to Educational Institutions

• Integration of play-based therapeutic methods into school curricula.

• Encouragement of inclusive education practices for students with special needs.

• Stronger collaboration between teachers, therapists, and parents in supporting students.

• Enhancement of teacher expertise in play therapy, leading to a more holistic approach to education.

• Long-term institutional capacity building for emotional and social learning programs.

5. Broader Impact and Long-Term Benefits

• Widespread adoption of play therapy techniques in special education programs.

• Improved teacher-student relationships, fostering a more supportive learning environment.

• Greater inclusion and acceptance of students with special needs in social settings.

• Strengthened European collaborations, fostering cultural exchange and professional development.

• Inspiration for future projects aimed at enhancing social-emotional learning for students.

Conclusion

This training will equip teachers with the skills and knowledge to effectively implement Child-Centered Play Therapy, benefiting students, families, and educational institutions. By fostering emotional intelligence and social skills, this initiative will create a lasting impact on inclusive education and student well-being.