Mari works within a developmental and behavioural framework, prioritising the social, emotional and language development of the child. Services include assessment and intervention support to children and families
One of the services offered by the clinic is the DIR/Floortime™ model of intervention and support for children with communicating and developmental challenges including autism spectrum disorders.
A faculty member of the DIR® Institute and Profectum Academy, Mari has trained extensively in this model of intervention. Mari has been awarded a DIR®/ Faculty Award for 2009 in recognition of her dedication and ongoing contribution to DIR® education. She visits the USA regularly and has trained with Dr Stanley Greenspan, Dr. Serena Wieder and Interdisciplinary Faculty of ICDL and Profectum, in support of her continued professional development. She has also attended training at UCLA with Dr. Connie Kasari in support of greater understanding of Joint Attention Symbolic Play emotional Regulation (JASPER) approach to child development. Mari is trained in SCERTS model which focuses on social communication, emotional regulation and transactional supports in support of the child’s developmental potential.
Pioneered by Dr.Stanley Greenspan M.D and Dr.Serena Wieder Ph.D., the objectives of the DIR/Floortime™ Model are to build healthy foundations for social, emotional, communication and thinking capacities of the child.
The Developmental, Individual Difference, Relationship-based (DIR/Floortime™) Model is a framework that helps parents, clinicians and educators conduct a comprehensive assessment and develop an intervention program tailored to the unique challenges and strengths of children with these developmental challenges.
• The D (Developmental) part of the Model describes the building blocks of this foundation. This includes helping children to develop capacities to attend and remain calm and regulated, engage and relate to others, initiate and respond purposefully to all types of communication beginning with emotional and social affect based gestures, engage in shared social problem-solving and intentional behavior involving a continuous flow of interactions (in a row), use ideas to communicate needs and think and play creatively, and build bridges between ideas in logical ways which lead to higher level capacities to think in multicausal, grey area and reflective ways. These developmental capacities are essential for spontaneous and empathic relationships as well as the mastery of academic skills.
• The I (Individual differences) part of the Model describes the unique biologically-based ways each child takes in, regulates and responds to, and comprehends sensations such as sound and touch, and plans and sequences actions and ideas. Children have unique sensory processing capacities. Some children, for example, are very hyper responsive to touch, sound or movement, while others are under-responsive, and still others seek out these sensations.
• The R (Relationship-based)part of the Model describes the learning relationships with caregivers, educators, therapists, peers, and others who tailor their affect based interactions to the child’s individual differences and developmental capacities to enable progress in mastering the essential foundations.
Training Ways, provides courses for parents and professionals highlighting the interdisciplinary nature of the DIR® model. These courses are interactive and are organised according to need. Mari hosts ‘Look into my Eyes’ a unique parent support training, annual event in Ireland which introduces parents to the model and offers opportunity for parents to share and learn from other parents
FOR FURTHER INFORMATION ON UPCOMING COURSES PLEASE LOG ON TO WWW.TRAININGWAYS.COM