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398. Е. В. Ефремова: Великий Юпитер, повелитель газовых планет

398. Е. В. Ефремова: Великий Юпитер, повелитель газовых планет

Channel: Dmitry Konanykhin

#

análise

comportamental

infantil

clínica

353

00:00:02

[Music]

00:00:08

Hello everyone, how are you? We're here in the

00:00:11

fifth class of our course. Now,

00:00:14

after talking about play,

00:00:16

we're going to talk about playing in the

00:00:19

children's behavioral analysis clinic, so

00:00:22

I'm going to start with the question I

00:00:24

asked at the beginning of the last class I

00:00:27

answered it myself but I'll ask again Does

00:00:28

playing really work after

00:00:32

what we saw about play and what

00:00:36

we saw about the function of

00:00:38

playing games within this process Does

00:00:41

playing really

00:00:43

work in the sense of

00:00:45

have remained as a therapeutic tool

00:00:49

so leave it there now for you to make

00:00:52

your decision since in the last class

00:00:55

I responded with what I believe So

00:00:57

now I leave it to you I

00:01:00

will give some example here some

00:01:02

examples of games and activities that

00:01:05

we have as a game as a

00:01:06

tool during the

00:01:08

therapeutic process, then card games,

00:01:11

for example a Uno game, the

00:01:14

therapeutic family animals, miniature animals

00:01:17

or stuffed animals, games of rules,

00:01:21

then from Monopoly to

00:01:24

therapeutic games that have rules

00:01:27

precisely to work on these issues,

00:01:30

blocks of wooden cars so as not

00:01:33

to put any more cars here dolls

00:01:36

Lego characters but not only Lego like the

00:01:40

Lego brand But any other

00:01:43

toy game that fits together

00:01:46

pedagogical toys pedagogical games Can

00:01:49

everything really play a

00:01:52

role within the therapeutic process?

00:01:55

We can

00:01:57

use this in therapy,

00:02:01

here's the question for you and

00:02:04

we'll give you a little bit of this, we

00:02:06

'll see it as we go through

00:02:09

the room, so let's talk a little bit

00:02:10

initially about playing, most of

00:02:13

the definitions about playing end to end.

00:02:18

spontaneity and pleasure in the act of

00:02:21

playing So depending on the definition

00:02:24

you find about playing,

00:02:26

one thing will be different from the other. But in

00:02:28

general, what we will always have as

00:02:30

part of this definition is that playing is

00:02:33

an activity that is spontaneous and that

00:02:35

brings pleasure that is pleasurable for children

00:02:37

and it is this playing, whether

00:02:40

through structured or

00:02:43

unstructured games. In other words, it has already been clearly delimited,

00:02:45

which is the beginning, middle and end, or something

00:02:47

free and loose that we create,

00:02:49

imagining at the same time. throughout the process

00:02:52

regardless of this Playing is the

00:02:55

most common activity of children and is crucial for

00:02:59

their development in addition to being a form of

00:03:02

communication so we already talked a

00:03:05

little about this when we talked about

00:03:07

playfulness And then at this point it is very similar to

00:03:10

playing it It's a child's most common activity,

00:03:15

so that's what I said, even

00:03:18

without the presence of a psychologist

00:03:21

intervening to mediate play or even

00:03:23

an adult mediating play, the child

00:03:26

plays, she can perform this

00:03:28

activity, she does it naturally, there

00:03:30

are children who play alone, there are

00:03:33

child who plays with other children

00:03:34

with older child with younger child

00:03:36

with adults and all of this is a

00:03:39

game so it is something that is very

00:03:41

common for children as well as being crucial

00:03:46

for their development Because as

00:03:48

we have seen, playing is learning, the child

00:03:51

learns through play, so if

00:03:55

they are learning, you are contributing

00:03:57

to their development,

00:03:59

if we think about the idea of

00:04:01

developmental behavior, there begins to

00:04:04

be a relationship between organisms and the

00:04:06

environment in a progressive way throughout our

00:04:08

lives that we

00:04:10

learn by assigning and having new

00:04:13

behavioral repertoires through

00:04:17

playing, we are often

00:04:19

learning new behaviors,

00:04:21

reproducing which strengthens these

00:04:24

behaviors in my repertoire and

00:04:26

weare

00:04:28

developing, improving

00:04:31

this child's development, not to mention

00:04:34

that if we were to pick up areas of

00:04:36

development through playing

00:04:38

we can observe the child

00:04:40

developing repertoires in the

00:04:43

physical aspect, the cognitive aspect, the

00:04:46

emotional aspect, the motor aspect, the

00:04:49

language aspect and so on, all these

00:04:52

aspects that we see mainly

00:04:53

being worked on at school being

00:04:57

worked on.

00:04:58

There are sports companies and even

00:05:01

therapy in themselves as important for the

00:05:05

adequate and functional development of the

00:05:07

Child and all of this can be stimulated,

00:05:10

their development can be

00:05:12

stimulated through playing and in addition

00:05:15

playing is a form of communication

00:05:19

and why, in addition to Of course, the Child is

00:05:23

training their communication is also a

00:05:25

way in which she expresses in which she

00:05:27

communicates in which she exposes what she

00:05:30

thinks or what she feels What are her

00:05:33

experiences and so remember

00:05:36

that in the last class we saw that

00:05:38

many of the situations in which we need

00:05:41

the information that we need

00:05:42

to collect these children, we cannot, we

00:05:45

cannot,

00:05:47

through speech, through her, talk about

00:05:50

her, report about her, communicate to us by

00:05:53

talking, but we can

00:05:56

understand, raise and identify these

00:06:00

aspects through playing because it is

00:06:02

a form of communication, we

00:06:04

can

00:06:05

having an exchange of communication with this

00:06:08

child, she can express herself to

00:06:10

us, we can express ourselves to

00:06:12

her through play, so

00:06:15

playing has many benefits, right, very

00:06:18

rich for the child's general development.

00:06:20

Furthermore, the game intensifies the

00:06:23

contacts of child with the world provides

00:06:26

the opportunity to make and maintain

00:06:28

friendships and helps the child to develop

00:06:30

an adequate self-image, so when

00:06:34

we use the game when the child

00:06:36

comes into contact with the game, whether with

00:06:38

other children or with adults or

00:06:40

in therapy, we can work on

00:06:42

these aspects, so we often put the

00:06:45

child in contact with them so

00:06:48

they can understand social norms,

00:06:51

behavior patterns,

00:06:53

emotion management patterns,

00:06:55

it provides the opportunity to make and maintain

00:06:58

friendships, so the game is one of the

00:07:02

main recreational resources that

00:07:04

children they use And today we see

00:07:07

this very strong in the field of

00:07:08

Electronic Games So

00:07:10

older children, especially they

00:07:13

get together in colls to

00:07:16

play with friends and this strengthens the

00:07:20

bonds of friendship so friends are the

00:07:22

ones with whom I play I have I have some

00:07:24

friends from school and I play with them, they

00:07:26

are my closest friends than

00:07:28

the ones I see every day just in the

00:07:29

classroom because you prolong contact

00:07:32

through the game,

00:07:34

in addition to helping the child develop an

00:07:37

adequate self-image. not

00:07:40

only the physical aspect, but we are

00:07:41

also talking about another image based on what

00:07:43

they have, such as their capacity, their

00:07:45

ability, their competence in relation

00:07:47

to the young child's make-believe, this

00:07:50

will help them develop the

00:07:53

basic foundations of socialization, so playing

00:07:57

make-believe a lot Sometimes it is the first

00:08:00

moment in which the child is able to

00:08:01

reproduce this model of how to

00:08:03

socialize, how to have

00:08:06

social skills, how to deal with situations,

00:08:07

how to behave in situations, so

00:08:11

when he was playing with

00:08:13

dolls and at school, when he is

00:08:15

playing daddy mother of a

00:08:17

family daughter, when she is playing at her

00:08:20

friends' party with her

00:08:22

teddy bears, she is already putting into

00:08:24

practice her social skills

00:08:28

and the child's actions. In this context of

00:08:32

play, they express feelings, desires and

00:08:37

values that she cannot express

00:08:40

through verbal reports, so

00:08:42

those things that she is unable to

00:08:45

express through

00:08:47

conversation, either because she

00:08:51

is not mature, so she is not at the

00:08:55

stage of development of being able to

00:08:57

have this language of conversation, either

00:09:00

because she does not have this perception, she

00:09:04

is expressing this through

00:09:07

playing through the context, be it

00:09:11

pretend play or other forms

00:09:13

of playing, then play is

00:09:16

important for the development of the

00:09:19

Child and then

00:09:21

answer the question for the second time, yes it

00:09:25

works or playing it works it is

00:09:28

effective it is a

00:09:32

very effective therapeutic tool But it is also a

00:09:38

very effective and important Child Development tool so Playing

00:09:43

as a strategy in child therapy

00:09:45

is not just playing,

00:09:47

those who work with children end up

00:09:50

becoming boring at it, so when someone

00:09:53

comes and talks but they go there with the aunt

00:09:56

just to play he goes to therapy just

00:09:58

to play he goes to an

00:10:00

occupational therapist just to play

00:10:02

we start to stress a lot

00:10:03

that it's not just playing or playing by itself

00:10:07

isn't

00:10:09

just and there's already a lot involved and

00:10:13

in depth In playing, when we

00:10:15

use this as a strategy in therapy,

00:10:17

it gains even more dimension because it

00:10:21

is not playing just for Lude's sake, it is

00:10:24

playing with functionality. With intention,

00:10:26

we also have the desire that

00:10:30

playing be something pleasurable for children,

00:10:32

but we There are also our

00:10:33

therapeutic objectives behind this

00:10:36

play So it gains even more

00:10:38

consistency

00:10:40

Let's play in therapy it can be

00:10:42

understood as a set of

00:10:44

procedures that use

00:10:46

playful activities games or toys as

00:10:49

mediators in the interaction Clinician client

00:10:52

that's what I just said it

00:10:55

is not just playing, we are

00:10:58

using these playful activities to

00:11:01

help mediate our relationship

00:11:05

with the child and with this we will have

00:11:09

all those achievements that

00:11:12

we had in the last class when we saw the

00:11:14

playful activity we will collecting

00:11:16

information we will identify

00:11:17

several aspects that are important for

00:11:20

behavioral intervention we will

00:11:23

work on the bond with this child

00:11:25

we will increase this

00:11:27

child's motivation we will teach the

00:11:29

child new skills and we will maintain

00:11:32

communication and dialogue with this child child

00:11:35

without often needing her to sit

00:11:38

in the chair in front of us and talk

00:11:40

about her day, we will get

00:11:42

a wealth of information on

00:11:45

intervention strategies using

00:11:48

play

00:11:49

And then in behavioral analytical therapy

00:11:53

Adel Pet She brings a definition, a

00:11:56

classification

00:11:57

of play Do that we consider the

00:12:01

functions of play within

00:12:03

behavior analysis, so I always use

00:12:06

this classification when I talk about

00:12:10

playing. So anyone who has attended other

00:12:12

classes of mine already knows what's coming,

00:12:16

but I think it's a

00:12:19

classification very useful, especially

00:12:21

for us to understand the dimension that

00:12:24

playing can have within the

00:12:26

therapeutic process. So I'm going to play, it's not just

00:12:29

playing as something empty Without the objective,

00:12:33

not playing, it can have all these

00:12:36

classifications and occurrences and

00:12:40

occurrences happening there and each one

00:12:42

will have a different function will have a

00:12:46

different format so we will

00:12:49

see a little bit of each one but

00:12:50

basically we have that within

00:12:53

this classification of playing in

00:12:55

behavior analysis playing

00:12:58

fantasizing doing exercises

00:13:02

chain chatting parallel talking talking

00:13:06

about playing and talking about others

00:13:09

talk others each of them is a

00:13:13

different classification of how playing

00:13:15

can appear within an intervention

00:13:18

with children and we will see a

00:13:21

little more of each one so

00:13:24

playing in C which is the first that

00:13:26

we will have

00:13:27

the classification proposed by author is

00:13:30

that these are verbal episodes of

00:13:33

playful interaction with the content restricted

00:13:36

to the lines specific to the toy,

00:13:39

play or game And then Here there is a lot of

00:13:43

relationship with verbal behavior with

00:13:46

what we will have in terms of

00:13:47

conversational behavior during this So the lines

00:13:52

included in this category may

00:13:54

refer to reading the game, executing the

00:13:58

activity defined by the game,

00:14:00

comments on the progress of the

00:14:02

game, preparing objects and

00:14:06

pieces for the game and then it involves

00:14:09

playful interactions with

00:14:11

structured games or unstructured games,

00:14:14

which may not be It's very clear

00:14:17

here, but when we read the concept

00:14:20

of fantasy, we will see

00:14:23

what the difference is between playing and

00:14:26

fantasizing, everything that comes out of

00:14:29

this use of playfulness, this

00:14:33

interaction of conversation during activity

00:14:36

for something, for example, more pulled by

00:14:39

make-believe, it is still a

00:14:41

fantasy, so for the author, playing will be

00:14:45

limited to this playful interaction,

00:14:49

verbal playful interaction with content

00:14:52

restricted to what is related to the lines

00:14:56

related to play, the game, the

00:14:59

toy and then we enter, they are in

00:15:01

fantasy, in fantasizing fantasizing

00:15:04

is basically imagining seeing in the absence of

00:15:07

seeing in the absence of the thing Sight so

00:15:11

when we are talking about fantasizing

00:15:13

within this classification we are

00:15:16

talking about verbal episodes of

00:15:18

playful interaction with

00:15:21

fantasy content basically This is where

00:15:25

make-believe comes in and then the People will understand

00:15:28

by fantasy actions or verbalizations that

00:15:31

go beyond the physical limits of the

00:15:34

toy So everything that is already outside

00:15:36

of what is expected by the toy for the

00:15:39

game How to read rules is if it is a

00:15:43

stop game you say answer

00:15:45

the question then that is expected everything

00:15:48

that Added to this is the

00:15:51

game play toy through

00:15:53

role-play, imagination,

00:15:57

simulation and make-believe, and how to

00:16:00

fantasize, then the famous make-

00:16:04

believe game of life, animals, take the

00:16:07

game character and create a little

00:16:08

story with him, enters how to

00:16:12

fantasize And then the lines included in this

00:16:16

category refer to animism,

00:16:19

objects, so objects that normally do

00:16:21

not speak and the people of life for them,

00:16:23

elaboration of stories, incorporation of

00:16:27

characters, role-playing, among

00:16:30

others, again, in short,

00:16:32

we are talking about no pretend play in

00:16:36

what we commonly call pretend

00:16:38

play in the office,

00:16:40

so I play a game of life and

00:16:44

instead of playing as it is proposed in the

00:16:47

game in the rules of the game, when

00:16:50

playing

00:16:51

the child wants to get the doll that

00:16:54

he thought was cute and wants to start

00:16:56

creating a story with a doll,

00:16:57

so he starts talking as if he were the

00:16:59

character, takes the little car, creates a

00:17:02

story and that starts to become a fantasy

00:17:05

as a therapist. Then he asks the

00:17:08

patient to imagine a story based

00:17:10

on a theme given or in the format of a

00:17:13

conversation when what is reported

00:17:15

by the child transcends the limit of

00:17:17

reality, then the child starts to create

00:17:19

a story, starts to create a

00:17:23

fantasy, a game, he wanted

00:17:25

different characters that do not exist

00:17:27

in his story, so he is not

00:17:29

necessarily just reporting what

00:17:30

happened at her house, she is inventing

00:17:32

a new story. This is included in the

00:17:35

classification, as fantasizing,

00:17:38

fantasy allows the therapist access to

00:17:41

aversive themes that the child would have more

00:17:43

difficulty reporting, so for example,

00:17:46

if the child has a lot of difficulty at

00:17:49

school for some reason, reason and she doesn't want to

00:17:51

talk about school we start

00:17:54

playing school with the dolls we

00:17:57

start creating a pretend story

00:18:01

about a little girl who goes to

00:18:03

school and goes through a situation similar

00:18:05

to that itch And then she will invent

00:18:07

her own will say what this character

00:18:09

could do so she is talking about

00:18:13

she can talk about this topic that is

00:18:16

aversive

00:18:18

without needing to feel that she is

00:18:20

actively exposing herself to it would be a

00:18:24

way to obtain distance

00:18:26

from the topic She is not talking

00:18:29

about whether she is talking about the

00:18:31

character in the story that we created,

00:18:33

I think that among all the

00:18:37

classifications here, perhaps it generates a little

00:18:40

more confusion is the difference between

00:18:43

playing and fantasizing because

00:18:45

we often associate fantasizing or

00:18:47

pretending as an essence of playing

00:18:50

when we talk about playing

00:18:51

generally the first thing that comes to

00:18:53

mind is pretend play

00:18:55

and then Here there is a greater distinction between

00:18:58

what would be classified as playing and

00:19:01

what would be classified as

00:19:03

pretend Enter Fantasy,

00:19:06

removing these two, the other definitions

00:19:09

are a little easier to

00:19:12

identify the difference between and the other,

00:19:15

so the next one we have is doing

00:19:18

exercises, I'm going to do a

00:19:20

therapeutic task, it's associated with procedures

00:19:25

structured around

00:19:28

specific objectives, generally it's the one that you

00:19:32

proposed to do before arriving to

00:19:35

play before the child is

00:19:38

positively reinforced with the playful activity that

00:19:40

they want, so this is not very clear, the

00:19:44

difference if it is not for you,

00:19:45

at least for the child

00:19:47

What is the definition of

00:19:49

verbal episodes of interaction in which the

00:19:51

child performs exercises in session

00:19:54

together with the therapist or under

00:19:57

their supervision and then the difference between

00:20:00

exercise and playing is that the

00:20:03

first refers to activities

00:20:05

programmed by the therapist, so as I

00:20:07

said to be done during the session

00:20:10

And then the even a child can

00:20:12

differentiate and generally it's like we

00:20:15

hear these phrases so after

00:20:18

we finish we can play

00:20:19

but after that we will play

00:20:21

after that we can play a game

00:20:24

because that's what I said if it's not

00:20:26

clear to you will make it clear to the

00:20:28

child the difference between that

00:20:30

exercise that you proposed as the

00:20:33

therapeutic purpose, so for example

00:20:34

I want to propose an activity that allows the

00:20:37

child to talk about what they are

00:20:40

afraid of, but I want to propose an activity

00:20:42

that is

00:20:45

competitive so that this begins working

00:20:48

with her frustration so it's an

00:20:50

activity that she's not very good at that

00:20:51

she'll end up losing and she'll

00:20:53

have to deal with the frustration or I want to

00:20:56

do an exercise that's

00:20:59

relaxation, a breathing technique

00:21:01

for us to do together for her

00:21:04

to learn when she is anxious, then

00:21:07

These activities, generally for

00:21:09

children, are tasks that she will

00:21:11

do hoping to achieve, then she accesses

00:21:14

some enjoyable game, some

00:21:16

playful activity of her preference,

00:21:18

so for her this difference will be very clear

00:21:20

and after that we have

00:21:23

the Conversation resulting from chatting

00:21:27

resulting are verbal episodes, then

00:21:29

conversations

00:21:32

about events inside or outside the session

00:21:37

or abstract conceptual with an

00:21:40

associated theme some variable of the toy,

00:21:43

play, game or activity,

00:21:47

course So while we are

00:21:50

playing, it is possible to continue the

00:21:52

game while there is

00:21:55

current conversation or that the playing or activity

00:21:58

is interrupted for a few moments

00:22:00

to have the conversation when playing or

00:22:03

doing activity is interrupted we

00:22:05

can return to this after the conversation

00:22:09

or not in this case when we talk about the

00:22:12

resulting converter we are

00:22:14

speaking the lines included, right your

00:22:17

category they refer to associations

00:22:20

for example, playing at school and

00:22:23

talking about the teacher

00:22:26

or the child's academic performance,

00:22:28

playing with family and talking

00:22:32

about the family, playing some game

00:22:35

and asking which

00:22:37

classmate the child plays this game with, in

00:22:39

other words, we are basically having a

00:22:42

conversation that will be a result of what

00:22:45

we are doing so it is

00:22:47

related to what we are

00:22:49

doing so we are playing

00:22:51

school And then the child stops and says at

00:22:55

my school I don't talk at

00:22:57

my school either so I don't do homework so

00:22:59

we are having a conversation

00:23:01

during this activity, which in this case is

00:23:04

Fantasy, the conversation that arises

00:23:06

can acquire reinforcing properties

00:23:09

of the activity, making the

00:23:11

child's engagement in the conversation as a

00:23:14

therapist more likely, so the conversation no longer has

00:23:17

this often aggressive connotation

00:23:19

for children of someone looking at them

00:23:21

as if they were judging and it becomes

00:23:24

lighter and the child feels more motivated

00:23:27

next time wanting to talk about

00:23:29

this topic while you are playing

00:23:31

for those who already care for children,

00:23:33

especially young children, it is very

00:23:35

common to see this happening So the

00:23:39

child when you actively ask

00:23:40

about what happens at school, she doesn't

00:23:42

want to talk, but when you're there, you

00:23:45

take the dolls with her, set up the room and

00:23:48

start playing school, she's there

00:23:50

talking to the dolls among themselves

00:23:52

and suddenly she says something about At

00:23:55

school, my teacher scolds me

00:23:58

for anything

00:24:00

and we stay until Oops, we're even happy

00:24:03

because the child didn't need to be

00:24:06

questioned to say it, he ends up

00:24:08

saying it himself, so that's the type of

00:24:11

conversation we're talking about, it's in this

00:24:14

type of situation that ends up happening And

00:24:17

then what do you do, if you can

00:24:18

manage it correctly, just ask a few questions

00:24:21

and talk to the child, feeling

00:24:24

whether they want to talk more or not and

00:24:26

returning to the game or continuing with the

00:24:28

game. Meanwhile, what

00:24:30

can we realize that from the other times

00:24:33

when playing something similar, it is

00:24:36

more likely that this child will talk

00:24:40

about what happened to him at school

00:24:42

without you having to stay there asking

00:24:46

that he simply talks during the

00:24:48

activity because that

00:24:50

verbal report of him talking was reinforcing that

00:24:54

he was playing because you

00:24:56

paid attention, you talked, respecting

00:24:59

her limit, you went back to the activity, so

00:25:01

this motivates her to talk next

00:25:04

time, in other words,

00:25:06

more difficult subjects can be more

00:25:09

talkable after the child

00:25:12

represents them in the activity, so that's

00:25:15

why we use a lot of what we do.

00:25:18

also because what happens is that the

00:25:20

child has difficulty

00:25:22

talking to friends, so what is the

00:25:24

first game that comes to

00:25:26

mind, let's get a bunch of dolls,

00:25:27

she will have to pretend that

00:25:30

her doll's character is going to school

00:25:32

with other friends,

00:25:34

then the child will represent this in

00:25:37

play and it often becomes

00:25:39

easier for her to talk about

00:25:41

her experience after doing this activity,

00:25:43

now about parallel conversation, then

00:25:48

episodes of interaction in which playing,

00:25:50

doing activities is just

00:25:53

temporally related to the conversation

00:25:56

but the themes are

00:25:58

different and therefore

00:26:01

independent In other words, we don't

00:26:04

have the same relationship that we had

00:26:06

in the conversation resulting from me

00:26:09

playing at school, I talk about

00:26:11

school here, playing the activity, it's

00:26:14

just happening in the same time,

00:26:16

then playing activities is an action

00:26:21

that occurs in parallel to a

00:26:23

verbal interaction on different topics that are not

00:26:26

relevant after actions and generally this

00:26:29

happens with more motor activities

00:26:32

because then the child does not need to

00:26:34

interrupt the game talk

00:26:35

to talk about another subject, so

00:26:38

generally you are drawing, doodling,

00:26:40

painting some drawing and the child will

00:26:43

talk about something other than a

00:26:45

random thing that is not necessarily

00:26:47

related to a drawing they are

00:26:49

doing, so the lines, for example, can

00:26:52

be about talking about school, talking about

00:26:56

school while playing of

00:26:58

modeling clay talking about friends

00:27:02

while playing with making

00:27:04

clay molds so there is not

00:27:07

necessarily a correlation and

00:27:11

this is the difference between a conversation

00:27:13

that arises and a conversation that is parallel to

00:27:15

a conversation that arises I am talking

00:27:17

about an activity that I am doing I play

00:27:20

at school I talk about school

00:27:23

talk in parallel I'm doing some

00:27:26

activity, generally motor and

00:27:27

talking about a different subject I'm

00:27:29

playing with clay and talking

00:27:32

about how my mother scolded me

00:27:34

last week and then we talk about

00:27:37

playing So we have a lot of conversation,

00:27:40

right? You saw, they're verbal episodes of

00:27:44

interaction, no. playful with the

00:27:46

referring content is the toy, the game or

00:27:50

the game And then the statements in this category

00:27:53

can refer to, for example, comments

00:27:56

about the game that has already ended

00:27:58

planning for subsequent games

00:28:01

comments about the toys in the room

00:28:03

reports about games in the child's daily life

00:28:06

here it is o is the conversation about

00:28:12

what was done about the game, the game,

00:28:14

but

00:28:16

pay attention here we are talking about a

00:28:18

non-playful interaction, so if we

00:28:20

are only talking about the game, it is

00:28:24

good for us to even do a

00:28:25

survey of what the child liked

00:28:27

what she didn't like, she will give

00:28:28

her feedback on the activity, she will say

00:28:31

what she understood about that activity,

00:28:33

what she thought was cool, what she

00:28:35

didn't think of, and so on. And then we

00:28:38

finally have another conversation, which are

00:28:42

episodes of also non-playful interaction

00:28:44

with actions or verbalizations referring to

00:28:48

any topic that is not play,

00:28:51

games or toys, so here it is

00:28:55

basically the conversation when we

00:28:57

think of it, totally divorced from

00:29:00

play. So the speeches can

00:29:03

include presenting themselves, providing

00:29:06

information about the therapy, talking about

00:29:08

what the child is learning at school

00:29:10

about the routine of the week and so on, so

00:29:14

generally when we see

00:29:16

older children this ends up being the

00:29:19

process of starting the service Ah,

00:29:21

let's talk first Tell me how

00:29:23

your week was, what you did, what

00:29:26

happened, depending of the Child, it is

00:29:29

possible to have this conversation in a way

00:29:30

that is good for them, that

00:29:33

is reinforcing, they tell them, they let everything out

00:29:36

and then they ask for a game And then you

00:29:39

end up playing well,

00:29:41

the organization of different uses of

00:29:44

play in these categories that were

00:29:46

presented Demonstrates the Clinician the

00:29:49

possibility of making different

00:29:51

choices based not only on which

00:29:54

toys are available in the

00:29:57

room but on what can be done with each

00:29:59

one, so it comes into play a lot in what I said, if

00:30:03

I'm not mistaken in the last class, that it's

00:30:05

not all about play. playing is not just

00:30:08

about having a large number of

00:30:10

toys, even the most expensive toys,

00:30:13

the top new games,

00:30:16

but you need to know how to use

00:30:20

each of these toys, each of these

00:30:24

games, each of these games and

00:30:27

even your interaction with a child,

00:30:30

so I like this classification

00:30:33

because it shows that it's not

00:30:35

just about picking up a game of Uno and

00:30:40

we play Uno, we don't talk during the

00:30:42

year, it only has the purpose of playing Uno,

00:30:45

whoever wins, wins and the game is over,

00:30:48

we can't play Uno and talk about

00:30:51

when children play at school how

00:30:54

they behave when they lose when

00:30:55

they win if they are good if they are not

00:30:57

like how we can play Uno and

00:31:00

talk about random topics just

00:31:03

like we can also use Uno as

00:31:05

fantasy and the child starts to define

00:31:08

that those cards are magical and each

00:31:10

card has a different power, so it's not

00:31:13

just a matter of just one

00:31:16

toy and one activity.

00:31:19

So I'll only be able to play

00:31:21

pretend with my family child

00:31:23

if I have a

00:31:25

super expensive therapeutic family a giant wooden house And

00:31:29

then I can do that, no, we can

00:31:33

play pretend, we can play

00:31:35

family with this child by telling a

00:31:37

story and pretending that the child is the

00:31:40

mother and The Therapist is the baby we

00:31:44

can take a teddy bear and pretend it

00:31:46

's the baby we can draw the

00:31:48

characters and create a story we

00:31:50

can cut it out of paper and make the family and

00:31:53

the child draws the therapeutic family

00:31:56

so we can use our

00:32:00

resources in many other ways forms beyond

00:32:03

the basic initial that we

00:32:05

generally think about them and that's why it's

00:32:08

important we keep in mind

00:32:12

what is the

00:32:14

importance of

00:32:17

recreational activities and playing for

00:32:20

child intervention so basically when

00:32:23

we talk about child care

00:32:25

This is what I wanted to show with the course on

00:32:27

behavior analysis, it is important for

00:32:30

us to understand the view of

00:32:33

behavior analysis on what we will have

00:32:36

as a complaint as behavior and how to

00:32:38

deal with it and intervene with it, but also the

00:32:42

importance of how when the We're talking

00:32:44

about child care We're

00:32:45

talking about play, we're

00:32:47

talking about activity, we're

00:32:48

talking about play and how we can

00:32:50

associate the two, analyzes for

00:32:53

behavior and play and play, to

00:32:55

have an intervention based on

00:32:59

science with a

00:33:01

structured objective and that is beneficial that is

00:33:05

effective for the development of the child

00:33:07

that we are serving well These are

00:33:11

the course references So

00:33:15

basically they are chapters taken from

00:33:18

this book And then I recommend it to anyone who

00:33:20

is interested in the behavioral analytical clinic,

00:33:22

not only in childhood but

00:33:25

in other areas This is a

00:33:27

very good book and I recommend reading it to

00:33:30

anyone who likes it This is my contact

00:33:33

thank you very much

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