Play Therapy Through a Neurosequential Lens
This workshop provides a comprehensive understanding of the principles of the Neurosequential Model of Therapeutics (NMT) in play therapy. Participants will learn to address developmental trauma, tailor interventions to brain regions, and support sensory regulation through practical, brain-based strategies that promote healing and resilience in children.
The Neurosequential Model of Therapeutics was developed by Bruce Perry and the Neurosequential Network in order to provide a neurobiologically and developmentally informed approach to conceptualization and treatment planning for traumatized children. Although originally conceptualized to help this population, it works well with children across the diagnostic spectrum. The model recognizes that trauma and other developmental experiences are fundamentally dysregulating and disorganizing to the developing brain. As a result matching interventions to brain disorganization and dysregulation has had a profound impact on treatment outcomes. This has been a huge boon to the play therapy community as play therapy approaches and interventions are so heavily based on sensory experiences, relational approaches, and synchrony which is consistent with experiences that the brain finds regulating and organizing. Specific brain regions have been broadly identified to be responsible for particular areas of functioning. For example, dysregulation in the limbic system has been closely tied to difficulties with emotion regulation, reactivity to anger and fear cues, and also pleasure, reward, and learning. Dysregulation in specific brain regions is particularly responsive to modification utilizing the pleasure and reward system; activated by experiences that are playful, fun, highly relational, and multisensory. Play therapy approaches that involve sensory-based play experiences, including models such as Theraplay, art, movement, and engaging the senses are well suited to making a profound impact on improving self-regulation. Through these highly relational experiences, children experience co-regulation with clinicians and their caregivers in a way that promotes wellness and improves their quality of life.
An overarching goal of the entire presentation is based on integrating “an understanding of the diverse impacts of childhood trauma (e.g., neurobiological, systemic, social) and the implications in play therapy” through the application of the neurosequential model to play therapy. Clinical play therapy skills are essential as competence in applying play therapy skills across competency 2 are a critical feature in successful application of workshop material.
In this workshop participants will be able to describe basic regions of the brain and how their functions manifest in symptoms and behavior in children in play therapy treatment.
Days/Times
Wednesday, June 25, 2025, 9:00 AM - 4:00 PM CT
Objectives:
- Participants will be able to describe the sequence of engagement described by Dr. Bruce Perry and the relationship this has to play therapy treatment planning.
- Participants will be able to describe how the Neurosequential Model of Therapeutics supports play therapy treatment.
- Participants will be able to identify at least 2 specific play therapy techniques for each dysregulated region of the brain described.
- Participants will be able to experience how playful multisensory play activities promote self-regulation.
- Participants will be able to describe how co-regulation facilitates the development of self-regulation.
- Participants will be able to describe basic regions of the brain and how their functions manifest in symptoms and behavior in children in play therapy treatment.
Meet the Speaker
Kim Vander Dussen Psy.D., RPT-S is a Professor at the Chicago School in Anaheim She is the coordinator of the Child and Adolescent Concentration in the Clinical Psy.D. Program and teaches various child and adolescent courses. She is also a Licensed Psychologist in private practice in Placentia, Orange County, California who specializes in the treatment of children and their families. She holds certificates in Infant and Toddler Mental Health and Play Therapy. Dr. Vander Dussen is a Registered Play Therapist and Supervisor and is certified in EMDR, the Neurosequential Model of Therapeutics, and the Circle of Security Parenting Program She is a member of the Board of Directors for the Association for Play Therapy serving in 2024 as chair. She has served on the faculty on the Play Therapy Certificate Program at UCSD Extension. Dr. Vander Dussen’s area of expertise includes the treatment of trauma, attachment, and the mental health needs of neurodivergent youth. She is an international speaker presenting on various child and adolescent topics.
References
Cox, A. Perry, B. D, Frederico, M. (2021) .Resourcing the System and Enhancing Relationships: Pathways to Positive Outcomes for Children Impacted by Abuse and Neglect. Child Welfare, suppl. Special Issue: Global Perspectives on Child Protection and Neglect; Arlington Vol. 98, Iss. 6, (2021): 177-202.
Hambrick, E.P., Brawner, T.W., Perry, B.D., Brandt, K., Hofmeister, C., and Collins, J.O. (2019). Beyond the ACE score: Examining relationships between timing of developmental adversity, relational health and developmental outcomes in children. Archives of Psychiatric Nursing 33, 238–247.
Lambert-Jenkins, B. (2022). The Effectiveness of Music Therapy with Children Who Have Experienced Trauma Using the Neurosequential Model of Therapeutics (NMT): A Literature Review.
Ray, D., Jayne, K.M., Stulmaker, H.L. (2014). A Way of Being in the Playroom: Experience- Expression Congruence Model (EECM). International Journal of Play Therapy 23(1), 18-30.
White, K., Rolock, N., Hambrick, E., Bai, R., Bender, A., Evans, K., ... & Bailey, K. (2023). Longitudinal Evaluation of the Neurosequential Model of Therapeutics with Adoptive Families in Tennessee. Journal of Evidence-Based Social Work, 20(6), 1004-1025.