The course has been designed as professional development for mental health professionals and educators. Completion will enable participants to work with this groundbreaking approach.Touch is the most fundamental human experience. We learn safety and love through touch, but also abuse and violence. Clay Field Therapy is capable to repair interpersonal trauma. The focus is on haptic perception, which describes how we sense and perceive with our hands. The material will reciprocate every communication impulse. Every time children reach out with a motor impulse, they will receive sensory feedback from their own action pattern. This sensorimotor feedback loop defines the essence of Clay Field Therapy. The approach does not ask for what happened, but will address trauma as developmental setbacks. In particular children who do not respond to cognitive and image-based approaches, can practice to process and order incoming information in an embodied way. At the Clay Field they learn to organise their implicit sensorimotor base, which gradually enables them to respond to relationships with their environment in an increasingly fulfilling way.
Healing Trauma in Children with Clay Field Therapy
Objective:
OPD Points: 10
Outline:
12 modules of approximately 4 hours duration each will be released fortnightly over a period of 6 months. The high-quality videos are prerecorded and richly illustrated with over 300 Clay Field sessions with children and adolescents ranging from 2 to 18 years of age. Each module features an in-depth Practitioner Round Table discussion, sharing different perspectives and experiences on working with children and Clay Field Therapy.The self-directed approach of this training is designed to allow participants to study in their own time – wherever they may be. Students are encouraged to engage with each other through the dedicated course community. Once per month a live Study Group with Cornelia Elbrecht will give space for questions and answers.
Content:
Module 1 – Chapter 1: IntroductionModule 1 – Chapter 2: The Setting3Module 1 – Chapter 3: The Box and Props4Module 1 – Chapter 4: The Therapeutic Process5Module 1 – Chapter 5: The Somatosensory Foundation6Module 1 – Chapter 6: Dual Polarity7Module 1 – Chapter 7: Case Study8Module 1 – Chapter 8: Practitioner Round Table9Module 1 – Chapter 9: Conclusion to Module 110Module 2 – Chapter 1: Somatosensori Touch11Module 2 – Chapter 2: Haptic Diagnosis12Module 2 – Chapter 3: Haptic Perception13Module 2 – Chapter 4: Case Examples14Module 2 – Chapter 5: Practitioner Round Table15Module 2 – Chapter 6: Study Group16Module 3 – Chapter 1: Trauma and the Autonomic Nervous System17Module 3 – Chapter 2: Applying the Neuroscience18Module 3 – Chapter 3: Explicit & Implicit Memory SystemsModule 3 – Chapter 4: TraumaModule 3 – Chapter 5: Traumatized ChildrenModule 3 – Chapter 6: Traumatized AdolescentsModule 3 – Chapter 7: Practitioner Round TableModule 4 – Chapter 1: The Sensory and the Motor DivisionModule 4 – Chapter 2: Trauma-informed Interventions to Strengthen the Sensory DivisionModule 4 – Chapter 3: Case Study – Strengthening the Sensory DivisionModule 4 – Chapter 4: Trauma-informed Interventions to Strengthen the Motor DivisionModule 4 – Chapter 5: Case Study – Strengthening the Sensory DivisionModule 4 – Chapter 6: Sequential DevelopmentModule 4 – Chapter 7: Practitioner Round TableModule 4 – Chapter 8: Study GroupModule 5 – Chapter 1: The Developmental StagesModule 5 – Chapter 2: Skin SenseModule 5 – Chapter 3: The Prenatal World of WaterModule 5 – Chapter 4: Birth and Birth TraumaModule 5 – Chapter 5: Birth to 6 MonthsModule 5 – Chapter 6: 6-12 MonthsModule 5 – Chapter 7: Practitioner Round TableModule 6 – Chapter 1: Balance Age 1–2 (Part 1)Module 6 – Chapter 2: Balance Age 1–2 (Part 2)Module 6 – Chapter 3: Depth Sensibility Age 3-4Module 6 – Chapter 4: Depth Sensibility as Haptic DevelopmentModule 6 – Chapter 5: Consolidating the Sensorimotor BaseModule 6 – Chapter 6: Practitioner Round TableModule 6 – Chapter 7: Study GroupModule 7 – Chapter 1: The Clay Field as a Relational and Emotional ExperienceModule 7 – Chapter 2: Creative DestructionModule 7 – Chapter 3: Haptic Acquisition (Part 1)Module 7 – Chapter 4: Haptic Acquisition (Part 2)Module 7 – Chapter 5: Orientation in SpaceModule 7 – Chapter 6: Practitioner Round TableModule 8 – Chapter 1: Children at Age 6-9Module 8 – Chapter 2: Balance in the Relational Field of the ParentsModule 8 – Chapter 3: Dealing with Developmental TraumaModule 8 – Chapter 4: Dealing with Hyper and HypoactivationModule 8 – Chapter 5: Dealing with Parental ConflictModule 8 – Chapter 6: Finding Identity through Symbolic Encounter with the Opposite GenderModule 8 – Chapter 7: Dealing with TraumaModule 8 – Chapter 8: Practitioner Round TableModule 8 Chapter 9 Study GroupModule 9 – Chapter 1: Departure from the Relational Field of the Parents: Age 9-11Module 9 – Chapter 2: The Challenge to Fulfill the PossibilitiesModule 9 – Chapter 3: Centering as Discovery of the Inner World: Age 11–13Module 9 – Chapter 4: Going InwardsModule 9 – Chapter 5: Practitioner Round TableModule 10 – Chapter 1: Centering as Search for Identity: Age 13-16Module 10 – Chapter 2: Working with Teenagers: Age 13-16Module 10 – Chapter 3: Manifestations at the Clay Field: Age 13-16Module 10 – Chapter 4: Nurturing the Developing Identity and Healing Old Wounds: Age 16-18Module 10 – Chapter 5: The HomelandModule 10 – Chapter 6: EntitiesModule 10 – Chapter 7: Soul RetrievalModule 10 – Chapter 8: Practitioner Round TableModule 10 – Chapter 9: Study GroupModule 11 – Chapter 1: Introduction to the SituationsModule 11 – Chapter 2: Situation 1: Finding a Safe BaseModule 11 – Chapter 3: Situation 2: Facing the Clay FieldModule 11 – Chapter 4: Situation 3: Haptic QuestionsModule 11 – Chapter 5: Situation 4: Haptic Answers – Finding FulfillmentModule 11 – Chapter 6: Situation 5: Building my Own Base in the WorldModule 11 – Chapter 7: Situation 6: Self-Perception as Intentionally FeelingModule 11 – Chapter 8: Practitioner Round TableModule 12 – Chapter 1: The Role of the TherapistModule 12 – Chapter 2: Regulating Nervous SystemsModule 12 – Chapter 3: DialogueModule 12 – Chapter 4: Dialogue – Strengthening the Sensorimotor BaseModule 12 – Chapter 5: Dialogue – Developmental AgesModule 12 – Chapter 6: Conclusion to the CourseModule 12 – Chapter 7: Practitioner Round TableModule 12 – Chapter 8: Study Group
Presenter / Provider:
Presenter Qualifications:
Contact:
- Cornelia Elbrecht
- 61+ (0) 418 388 539
- cornelia@sensorimotorarttherapy.com