A place where individual, family and community matter.
A place where individual, family and community matter.
Attach has been created to support children and adults whilst keeping both individual and family needs in mind. Attach offers Play Therapy to support children in expression, exploration and communication without the need for language. Play therapy bridges the gap between concrete experiences and abstract thought (Landreth, 1991), by creating a safe and supportive environment where children can process traumatic events, rehearse real life events, regulate emotions and build coping strategies. Attach believe in the therapeutic relationship being central as a change agent so that children and families can live their best life.
In working systemically, Kelly works alongside carers and parents, schools and other educational facilities and professionals to support the child and create sustainable change.
Kelly’s foundational studies in Education and Psychology created a pathway for postgraduate studies in the Master of Child Therapy and the Master of Autism.
Kelly is one of a handful of Trust-Based Relational Intervention® (TBRI) Practitioners in Australia, is AutPlay® Certified, and holds accreditation in the Attachment Style Interview (ASI) and Parenting Role Interview (PRI). Kelly is a facilitator of many, evidence-based parenting programs and is currently working towards her certification in Theraplay® and TraumaPlay™.
Fueled by her passion for understanding the difficulties many individuals, and families face staying connected, and in supporting children to develop to their full potential, Kelly believes play therapy is a perfect method to allow children to express their internal thoughts and feelings about their external worlds. She has a keen interest in relational trauma and the detrimental impact this can have on children, young people and adults, leading to her becoming a TBRI® practitioner. As a Play Therapist, Kelly is committed to finding an integrated approach for working with children to highlight their strengths and meet the needs of each unique child and individual family.
“Attachment theory teaches us that true autonomy relies on feeling connected to other human beings”
Kelly’s main areas of interest are trauma and neurodivergence. She has over 30 years of working with families and children in a variety of settings and is always keen to learn, knowing that each child is unique and precious. Kelly is integrative in her use of play therapy modalities to support these unique needs and strengths. Knowing that often, parents and carers have their own needs, Kelly aims to work alongside and support parents in their caring role. As a registered Play Therapist Kelly aligns her practice and strives to uphold honesty, compassion, cultural sensitivity, respect, and ethical practice in all her she does. If not at work you will find Kelly with family, her grandchildren, and her dogs Louis and Winnie. She enjoys spending time in nature and is a lover of a long lunch or dinner with her partner.
Play Therapy is in its infancy in Australia meaning there are limited regulations around who can call themselves a play therapist.
When choosing where to take you your child here are some tips for consideration:
1. Look for someone who is a member of the registering body, Australasian Pacific Play Therapy Association (APPTA) which will ensure ethical standards including ongoing supervision.
2. Look for someone who is Master qualified- that is, someone who has undertaken two years of master level study including supervision and practical placement. There are some courses in Australia claiming to certify people after as little as a week to three months.
3. Importantly, look for someone who takes the time to listen to your concerns and who is interested in working with the whole child. Working systemically, that is with all those involved with the child (family, school, kinder etc). has proven to provide the most sustainable outcomes.
The effectiveness of play therapy as an approach for reaping change has been reviewed with evidence suggesting significant impacts on the reduction of childhood mental health issues, impulsivity, depression and anxiety, school refusal and academic difficulties, social difficulties and more. (Bratton, Ray, Rhine & Jones, 2005; Lin & Bratton, 2015; Ray et. al., 2015; LeBlanc & Ritchie, 2001; Bratton et. al., 2005; Dell’ Aquila, 2019).
Evidence Based Child Therapy can be further viewed here http://evidencebasedchildtherapy.com/meta-analysesreviews/
