287 | "You Be the Baby!" — What to Do When Kids Assign You Roles — Staying Child-Centered During Dramatic Play

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You're listening to the Play Therapy Podcast with Dr. Brenna Hicks,

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your source for centered and focused play therapy coaching.

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Hi,

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I'm Dr. Brenna Hicks,

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The Kid Counselor.

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This is the Play Therapy Podcast where you get

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a master class in child-centered play therapy

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and practical support and application for your

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work with children and their families.

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In today's episode,

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I am answering a question from Laura in Canada,

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and Laura is a grad student,

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and in the last couple of months of her practicum,

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And she is at a site,

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oh my,

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what a gift,

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with a fully equipped playroom

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and is learning alongside child clients

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as well as supervis and sorry,

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gosh,

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as well as therapists and supervisors trained in CCPT.

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What a blessing,

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Laura

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I wish everyone had that experience.

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So that's something to celebrate for sure.

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Her background is in education and teaching experience

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was always in a play-based program.

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So discovering CCPT has been really meaningful,

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and she said that it feels like home,

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which I know so many of us have said those words and felt those words.

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So

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very much understand that idea.

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So her question is about dramatic play specifically

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when kids have you kind of participating in drama,

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so you are in a role and you are supposed to participate in the child's

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cues,

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what that looks like.

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So we'll dive in,

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we'll read a little bit about this,

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but before I get into that,

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I wanted to give you all a little housekeeping update.

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I just was informed

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that the

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Process or the requirements I suppose for RPT credentials have changed

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as of

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today as a matter of fact,

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April 1st

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was when this all switched over.

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They have now changed the 150 hours

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and how you can break down those training hours.

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So as of today,

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April 1st,

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they are requiring 75 face to face hours

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and 75

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non-contact or virtual hours.

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So I just wanted to let you know I'm aware of that.

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And

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you,

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many of you know that I've said I'm working diligently on

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providing every CCPT a path toward RPT exclusively in CCPT CEUs.

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So that has changed things a little bit because where it used to have different

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ratios of how you could get your hours,

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now it's a fifty-fifty split.

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So here's my commitment and here's my question.

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We will

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switch our plans a little bit.

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We will accommodate the new rules,

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and we will do everything in our power to provide you with all 150 hours

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in CCPT exclusive training

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so that you're not taking all kinds of theories,

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all kinds of models just to get your hours.

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No one should have to do that if you're fully adherent to a model.

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So that is 100% our commitment to you.

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Corwell is fully on board.

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We are fully on board.

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We are going to figure out how to make this work.

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The 75 non-contact hours will come easy.

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I can just continue to do

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the workshops and the trainings,

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but the live hours are going to be a little bit different.

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So that's my commitment.

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Here's my question.

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Please shoot me an email,

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brenna@thekidcounselor.com.

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And or if you're in the Collective or if you're in one of my coaching programs,

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you can message me.

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Please let me know

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what level of interest or desire

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or feasibility

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you have

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to attend

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a live conference weekend.

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In Florida with me.

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So if I put together a Tampa-based

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12-15,

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some odd hours,

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you know,

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every quarter or twice a year

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or something like that

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in CCPT,

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would you come to Florida?

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Would you hang out with me in Tampa,

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and would you be willing to get your

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live contact hours if Corwell and The Kid Counselor partnered

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for live in-person events in Florida?

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And if there's enough interest and enough people would be

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willing to come to Florida and do live training,

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Corwell is open to extending this to other areas of the country.

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So we've already been talking about New England,

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we've already been talking about a couple other locations.

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So I think Florida will be the pilot test.

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But if you all are interested and you want your hours and you want to hang out with me,

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look,

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Florida's not a hard sell,

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OK?

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We hit 90 today.

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For all of you in frigid spring temperatures where there's still snow falling,

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please know we hit 90 today

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and the beach is lovely.

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Clearwater Beach is just down the road from Tampa,

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one of the top 10 beaches in the world every year,

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hundreds of years running.

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Powder white sand,

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oh my gosh,

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it's lovely.

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Anyway,

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The point is

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I'm,

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it's not,

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I don't have to convince you to come to Florida.

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I understand,

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but will you come

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to do

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live in person CEU training toward your RPT?

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So please email me,

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let me know if you would be interested.

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This is kind of our pilot test.

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I'm gonna throw this out in the Collective and in

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the coaching programs as well and in the newsletter.

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So I'm gonna try to get all kinds of response,

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see where we are,

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and then we would likely expand that to other areas of the

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country if this is something that you all want to do.

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OK,

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so that's my housekeeping stuff.

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So now we'll dive back into Laura's question.

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So she says,

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my question is about dramatic play.

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I have a few children who often choose to engage in this style of play,

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and I'm used to following children's leads,

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tracking their actions,

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and allowing them to direct the roles.

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However,

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in my previous work,

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I also integrated additional elements such as modeling and encouraging language,

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extending play,

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supporting social emotional goals like sharing and turn taking,

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which is an obviously very different lens compared to CCPT.

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I'm sure you can hear and predict my growth edge here.

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Yes,

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I get it,

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Laura.

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I'm still working on staying in a reflective

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role using tracking rather than directing or expanding play

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and being mindful to minimize questions or problem solving for the child.

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I feel comfortable with this style of play,

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being playful and following their lead.

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But where sometimes I get stuck is when a child assigns me

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a specific role and expects me to fully act it out.

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Once we hear from the child what our role is and how they want us to play it out,

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for example,

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a misbehaving baby,

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how do we stay adherent to CCPT while actively participating in the play,

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such as restaurant house,

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puppets,

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etc.

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I wonder if you could speak to how you engage

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in this type of play while remaining aligned with CCPT.

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I think where I struggle is finding the balance between embodying the character's

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role and still maintaining my reflective stance and presence as a therapist.

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For example,

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I have a child who every session wants to create missions for me to complete,

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and he has stated that I have to make the decisions so that he can judge.

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He decides if I fail or succeed,

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and then he determines the outcome.

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He will request that I play a specific character and tell me how to act,

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but once I'm in that role,

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I get in my head about what I'm doing.

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I truly appreciate any insights that you can offer.

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OK,

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thank you for the question,

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Laura.

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That's actually a really helpful thing for us to discuss.

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OK,

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so

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let's kind of unpack this and dive deep one layer at a time.

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I 100% agree with you with your education background and all different

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kinds of agenda and directives and objectives in your earlier work.

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I can see how this would actually be quite challenging.

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It is very challenging for almost everyone that

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has come out of the education system.

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I was on a coaching call this morning and we were discussing.

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In my

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work when I was in the school system,

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this and this and this so it is a huge deviation and a very big mindset shift.

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It's almost like rewiring your brain to

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speak and act and think completely differently

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so work in progress,

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of course,

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but the fact that you're aware of it and you're

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trying to remain adherent,

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that will get you there.

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OK,

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so

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you're trying to stay reflective,

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tracking rather than directing,

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etc.

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yes,

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that's absolutely what we wanna do.

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So once we hear from the child what our role is and how they want us to play it out,

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for example,

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misbehaving baby,

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how do we stay adhering to CCPT?

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OK,

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so

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this is established

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from session one

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and I actually don't bring this up very often,

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but this is an ideal scenario to make sense of this.

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So thank you,

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Laura.

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I really appreciate it.

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We need to understand that we set the tone and the expectations,

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the very first session that a child walks in.

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So if from the very beginning,

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every time a child

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tells you to do something,

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asks you to do something,

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ask you what something is,

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ask you what something's called,

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asks you to guess,

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ask you to choose,

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asks you to do whatever,

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if your every single time consistent response

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is a returning of responsibility.

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A deflection of the answer.

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Or a whisper or an I wonder.

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The child learns from the very first session with you

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that you're never going to take initiative to

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do anything and therefore they adjust accordingly.

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It is far more difficult

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if that is not established early on

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to then try to backtrack that.

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So I think my suggestion first and foremost is it

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has to be very clear from the very first session

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that we are never going to make decisions we're never going to take

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initiative we're never going to have

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answers we're never going to provide information

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if that is established that will remain consistent in

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a child's mind and they will fight it less

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so I think that's really helpful to just start there.

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So if you are told to be a quote misbehaving baby.

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That is

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subjective.

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So while the child has said,

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you're supposed to be a misbehaving baby,

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that is a cue.

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But it is not complete enough for us to know how to be a misbehaving baby

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because my view of misbehaving baby is different than yours,

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Laura it's different than the child's and it's different for

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every single listener of this entire podcast all across the world

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00:10:18,580 --> 00:10:20,020
because what I view,

272
00:10:20,309 --> 00:10:24,190
misbehaving baby behavior is going to be very different than everyone else's.

273
00:10:25,280 --> 00:10:28,969
So just because we've been told you have to be a quote bad baby.

274
00:10:30,440 --> 00:10:31,989
Your immediate response is,

275
00:10:32,000 --> 00:10:32,929
hmm,

276
00:10:33,239 --> 00:10:35,559
I don't know how a misbehaving baby acts.

277
00:10:36,750 --> 00:10:37,900
Or

278
00:10:38,590 --> 00:10:41,020
I'm not sure what a misbehaving baby does.

279
00:10:42,409 --> 00:10:43,440
I'm not sure.

280
00:10:43,650 --> 00:10:44,679
I don't know.

281
00:10:44,890 --> 00:10:45,869
I'm confused.

282
00:10:46,049 --> 00:10:47,969
Those are really helpful segues.

283
00:10:49,090 --> 00:10:52,380
Because you're not necessarily saying what do I do,

284
00:10:52,570 --> 00:10:54,440
which you can't if you're going to whisper.

285
00:10:54,609 --> 00:10:56,570
The whisper technique is used for that reason.

286
00:10:56,650 --> 00:10:59,080
It's that conspiratorial tone like,

287
00:10:59,090 --> 00:10:59,289
hey,

288
00:10:59,489 --> 00:11:00,400
I need your help.

289
00:11:00,530 --> 00:11:02,239
I need you to get me on board here.

290
00:11:02,450 --> 00:11:05,000
What is the misbehaving baby do?

291
00:11:05,229 --> 00:11:05,450
OK,

292
00:11:05,570 --> 00:11:07,169
that would be a really helpful whisper technique.

293
00:11:07,409 --> 00:11:08,570
You can also wonder that.

294
00:11:09,280 --> 00:11:12,530
I wonder what I'm supposed to do if I'm a misbehaving baby.

295
00:11:13,710 --> 00:11:14,070
All right,

296
00:11:14,320 --> 00:11:16,349
so you have whisper technique you have wonder technique,

297
00:11:16,469 --> 00:11:18,219
but if you're not gonna use one of those,

298
00:11:18,580 --> 00:11:20,090
if you say I'm not sure,

299
00:11:20,190 --> 00:11:21,140
I don't know,

300
00:11:21,309 --> 00:11:22,619
I'm confused,

301
00:11:23,229 --> 00:11:26,140
kids love to be in the role of expert

302
00:11:26,510 --> 00:11:28,859
kids love to be in the role of educator.

303
00:11:29,469 --> 00:11:31,309
So when you feign ignorance,

304
00:11:31,429 --> 00:11:33,219
when you feign confusion,

305
00:11:33,429 --> 00:11:35,780
when you say I just don't know,

306
00:11:36,150 --> 00:11:40,419
they almost always will give you more cues and if those cues aren't enough,

307
00:11:40,590 --> 00:11:42,190
then you ask for another cue.

308
00:11:42,679 --> 00:11:44,640
Without asking because if we know enough to ask a question,

309
00:11:44,679 --> 00:11:45,909
we don't have to make a statement.

310
00:11:46,159 --> 00:11:46,630
So

311
00:11:46,799 --> 00:11:49,599
we get more information by use of whisper,

312
00:11:49,669 --> 00:11:49,979
Wonder,

313
00:11:50,000 --> 00:11:51,049
or I'm not sure.

314
00:11:51,929 --> 00:11:52,849
So let's say he says,

315
00:11:52,929 --> 00:11:53,130
OK,

316
00:11:53,169 --> 00:11:54,640
you're gonna be a misbehaving baby.

317
00:11:55,140 --> 00:11:55,799
You're gonna say,

318
00:11:55,969 --> 00:11:56,400
oh,

319
00:11:56,570 --> 00:11:58,640
I don't know how a misbehaving baby acts.

320
00:11:59,419 --> 00:11:59,429
He

321
00:11:59,650 --> 00:12:00,840
cries a lot.

322
00:12:01,409 --> 00:12:02,000
Oh.

323
00:12:02,950 --> 00:12:06,619
I wonder what kind of cry a misbehaving baby makes.

324
00:12:08,400 --> 00:12:13,669
See how you're constantly drilling down because you could go waaaaa,

325
00:12:13,679 --> 00:12:18,359
and that may not be at all what the child has in mind for a misbehaving baby's cry.

326
00:12:19,520 --> 00:12:22,780
So you're going to constantly get more information

327
00:12:22,780 --> 00:12:25,849
until you feel that you have very clear cues

328
00:12:26,140 --> 00:12:27,429
of what you're supposed to do.

329
00:12:27,659 --> 00:12:29,099
Then at that point

330
00:12:29,659 --> 00:12:31,890
you make a statement that confirms,

331
00:12:32,340 --> 00:12:32,940
OK,

332
00:12:33,219 --> 00:12:35,049
so I'm a misbehaving baby

333
00:12:35,340 --> 00:12:37,640
and I have a loud angry cry

334
00:12:37,940 --> 00:12:39,530
and I have to keep saying

335
00:12:39,820 --> 00:12:41,250
I don't want to.

336
00:12:42,169 --> 00:12:43,979
And then the baby and then the child goes,

337
00:12:44,190 --> 00:12:44,669
yeah.

338
00:12:46,239 --> 00:12:47,270
So then you go,

339
00:12:47,599 --> 00:12:48,679
I don't want.

340
00:12:49,549 --> 00:12:49,559
Oh,

341
00:12:50,659 --> 00:12:54,179
because you were given very direct cues of how that

342
00:12:54,179 --> 00:12:56,609
looks and what that sounds like and what to do.

343
00:12:57,570 --> 00:12:59,330
So I think where you're getting stuck in your head,

344
00:12:59,409 --> 00:12:59,650
Laura,

345
00:12:59,690 --> 00:13:03,200
is you're trying to figure out how much liberty you can take with this.

346
00:13:03,729 --> 00:13:03,890
You know,

347
00:13:03,969 --> 00:13:04,799
do I just

348
00:13:04,969 --> 00:13:05,750
kind of go with it?

349
00:13:05,809 --> 00:13:06,929
Do I just kind of roll?

350
00:13:07,020 --> 00:13:09,119
Do I just kind of like play a

351
00:13:09,489 --> 00:13:10,450
play a part here?

352
00:13:11,280 --> 00:13:12,580
No to all of the above.

353
00:13:12,619 --> 00:13:16,729
You are always waiting for very clear cues and directives,

354
00:13:17,099 --> 00:13:19,299
so you know exactly what the child has in mind,

355
00:13:19,380 --> 00:13:21,049
and I tell this story all the time.

356
00:13:21,349 --> 00:13:22,489
I was early,

357
00:13:22,500 --> 00:13:24,049
early on in working with a little girl,

358
00:13:24,299 --> 00:13:26,940
and she tells me first time she collaboratively played with me.

359
00:13:27,020 --> 00:13:28,130
She invited me to play.

360
00:13:28,450 --> 00:13:28,739
She says,

361
00:13:28,799 --> 00:13:30,609
come over here and play dollhouse with me.

362
00:13:30,890 --> 00:13:31,929
She hands me a figure,

363
00:13:32,059 --> 00:13:32,250
says,

364
00:13:32,299 --> 00:13:33,289
I'm the mom,

365
00:13:33,580 --> 00:13:34,650
and she's gonna be the girl,

366
00:13:34,739 --> 00:13:35,330
and she says,

367
00:13:35,380 --> 00:13:35,590
OK,

368
00:13:35,700 --> 00:13:36,580
so be the mom.

369
00:13:37,539 --> 00:13:38,440
And I said,

370
00:13:38,690 --> 00:13:40,559
I'm not sure what the mom says or does.

371
00:13:41,840 --> 00:13:42,869
Now,

372
00:13:43,200 --> 00:13:43,789
that's

373
00:13:43,960 --> 00:13:47,070
the lead in to the most significant piece of this.

374
00:13:47,989 --> 00:13:48,929
I am a mom.

375
00:13:49,020 --> 00:13:51,010
I've been a mom for 15.5 years.

376
00:13:52,369 --> 00:13:54,500
I have been a CCPT mom

377
00:13:54,929 --> 00:13:56,799
for the entirety of my son's life.

378
00:13:57,909 --> 00:14:02,349
He has only ever known child-centered play therapy as a parenting approach.

379
00:14:03,869 --> 00:14:08,070
I work diligently and I pray for God's help every single day

380
00:14:08,400 --> 00:14:09,070
to be

381
00:14:09,400 --> 00:14:14,679
kind and patient and understanding and validating and gracious and forgiving

382
00:14:14,679 --> 00:14:16,559
and loving and all the things that I want to be,

383
00:14:16,599 --> 00:14:18,969
all the things that I want my son when he's an adult.

384
00:14:19,669 --> 00:14:22,039
to say about me when someone says,

385
00:14:22,210 --> 00:14:23,679
what was your mom like growing up?

386
00:14:25,010 --> 00:14:27,090
Every day that's my aspiration,

387
00:14:27,130 --> 00:14:29,409
and every day I ask God for the strength to do it.

388
00:14:30,489 --> 00:14:33,559
So my view of being the mom

389
00:14:33,729 --> 00:14:35,460
in that session with that little girl.

390
00:14:36,309 --> 00:14:36,869
Was

391
00:14:37,190 --> 00:14:39,500
kind and patient and loving and gentle

392
00:14:39,919 --> 00:14:41,659
because that's who I try to be.

393
00:14:43,130 --> 00:14:45,809
And when I said I'm not sure what the mom says or does.

394
00:14:46,739 --> 00:14:47,580
And she goes,

395
00:14:47,880 --> 00:14:49,070
get in your room right now.

396
00:14:49,150 --> 00:14:51,719
You're grounded.

397
00:14:51,890 --> 00:14:54,330
did that take the wind out of me

398
00:14:54,979 --> 00:14:56,419
because I would have never,

399
00:14:56,669 --> 00:14:57,340
never.

400
00:14:58,419 --> 00:15:00,840
Said that in play if it was up to me,

401
00:15:00,979 --> 00:15:01,890
never.

402
00:15:02,179 --> 00:15:04,809
I wouldn't have yelled I wouldn't have been angry.

403
00:15:05,059 --> 00:15:06,489
I wouldn't have had that tone.

404
00:15:06,609 --> 00:15:07,809
I wouldn't have threatened.

405
00:15:07,979 --> 00:15:08,580
I wouldn't,

406
00:15:08,659 --> 00:15:09,859
I wouldn't have done any of it.

407
00:15:09,969 --> 00:15:11,690
I hated playing that role.

408
00:15:12,919 --> 00:15:15,130
But that was her view of mom.

409
00:15:16,270 --> 00:15:18,320
So if we don't have the cue,

410
00:15:18,929 --> 00:15:23,409
we should not make leaps and take liberties because it undermines what

411
00:15:23,409 --> 00:15:26,359
the child is actually trying to do and what the child needs.

412
00:15:26,489 --> 00:15:28,640
She needed to play out getting yelled at.

413
00:15:28,929 --> 00:15:30,239
She needed to play out

414
00:15:30,489 --> 00:15:31,599
an aggressive

415
00:15:32,210 --> 00:15:33,520
and angry mom.

416
00:15:33,849 --> 00:15:36,760
She needed to play out that kind of power differential.

417
00:15:37,049 --> 00:15:39,440
She needed to do all kinds of things through that play

418
00:15:39,729 --> 00:15:41,210
and as much as it sickened me.

419
00:15:41,479 --> 00:15:43,950
I couldn't be the mom I wanted the mom to be.

420
00:15:44,030 --> 00:15:46,109
I had to be the mom she needed the mom to be.

421
00:15:47,320 --> 00:15:48,210
So Laura,

422
00:15:48,260 --> 00:15:53,330
don't get caught up in trying to figure out what you need to do in the role.

423
00:15:53,739 --> 00:15:56,219
Get caught up in figuring out exactly what the

424
00:15:56,219 --> 00:15:58,820
role is intended to be through the child's eyes.

425
00:15:58,940 --> 00:16:00,809
That's gonna be a really helpful piece of this.

426
00:16:01,260 --> 00:16:02,260
And then finally.

427
00:16:03,020 --> 00:16:04,820
You said you have a child every session that

428
00:16:04,820 --> 00:16:06,539
wants to create missions for you to complete,

429
00:16:06,619 --> 00:16:10,010
and he has stated that you have to make the decisions for him to judge.

430
00:16:10,260 --> 00:16:13,210
So he decides if you fail or succeed and determines the outcome.

431
00:16:13,380 --> 00:16:13,580
All right,

432
00:16:13,799 --> 00:16:17,210
that's actually really fun and that's so power and control hungry.

433
00:16:17,380 --> 00:16:18,619
It's so role reversal.

434
00:16:18,719 --> 00:16:18,789
There,

435
00:16:18,859 --> 00:16:21,330
there's so much going on there in the dynamic of that play.

436
00:16:22,150 --> 00:16:23,090
That's super exciting,

437
00:16:23,150 --> 00:16:23,469
but.

438
00:16:24,479 --> 00:16:25,950
When he says that

439
00:16:26,200 --> 00:16:28,950
you have to make decisions for him to judge.

440
00:16:29,869 --> 00:16:29,890
Hmm,

441
00:16:30,700 --> 00:16:33,169
I'm not sure what decision you would want me to make.

442
00:16:33,739 --> 00:16:35,210
That's your ninja trick.

443
00:16:35,440 --> 00:16:35,940
OK.

444
00:16:36,299 --> 00:16:38,229
I talked about this in the coaching several times,

445
00:16:38,260 --> 00:16:39,900
but I don't know if I've ever said it on the podcast.

446
00:16:40,780 --> 00:16:41,590
So not,

447
00:16:41,710 --> 00:16:43,500
I'm not sure what I should do.

448
00:16:43,669 --> 00:16:44,510
That's very different.

449
00:16:45,669 --> 00:16:49,119
I'm not sure what decision you would have me make.

450
00:16:50,130 --> 00:16:54,049
Or I'm not sure what activity you would have me do.

451
00:16:55,229 --> 00:16:58,510
Now all of a sudden it's not you don't know what to do,

452
00:16:58,609 --> 00:17:00,409
you don't know what he would want you to do.

453
00:17:01,179 --> 00:17:03,570
And that necessitates him giving you a cue.

454
00:17:04,938 --> 00:17:06,558
So how do you spell this?

455
00:17:06,739 --> 00:17:07,448
Oh,

456
00:17:07,739 --> 00:17:11,568
after you give it like 3 rounds of returning responsibility and oh,

457
00:17:11,578 --> 00:17:13,198
you're not really sure how to spell that,

458
00:17:13,779 --> 00:17:13,979
you,

459
00:17:14,058 --> 00:17:15,298
you would really like me to tell you,

460
00:17:15,338 --> 00:17:17,858
but you can decide when you go 3 rounds of

461
00:17:17,858 --> 00:17:20,249
that and they won't give in and they won't concede,

462
00:17:20,698 --> 00:17:21,888
then your go to is

463
00:17:22,178 --> 00:17:24,058
I'm not sure how you would spell that word.

464
00:17:25,010 --> 00:17:26,520
Notice that that's truthful.

465
00:17:27,089 --> 00:17:29,130
Don't lie to your kids and play sessions.

466
00:17:29,449 --> 00:17:31,359
When a kid says what's 4 + 2,

467
00:17:31,890 --> 00:17:33,140
don't say you don't know.

468
00:17:33,729 --> 00:17:34,689
That's a bald face lie,

469
00:17:34,770 --> 00:17:35,520
you do know,

470
00:17:35,689 --> 00:17:36,319
I hope.

471
00:17:36,770 --> 00:17:37,329
I know we're,

472
00:17:37,530 --> 00:17:40,199
I know we're not stellar mathematicians if we go into therapy,

473
00:17:40,359 --> 00:17:42,489
but I'm gonna hope that you know 4 + 2,

474
00:17:42,530 --> 00:17:43,069
OK?

475
00:17:43,770 --> 00:17:44,280
So

476
00:17:44,890 --> 00:17:46,280
don't say I don't know.

477
00:17:46,920 --> 00:17:48,280
We're supposed to feign ignorance,

478
00:17:48,290 --> 00:17:48,719
sure,

479
00:17:48,890 --> 00:17:50,479
but don't lie to your kids.

480
00:17:51,170 --> 00:17:54,719
That fractures relationship and it betrays trust.

481
00:17:55,410 --> 00:17:55,839
But

482
00:17:56,010 --> 00:17:58,359
I don't know what you think 4 + 2 is.

483
00:17:59,569 --> 00:18:00,880
That's a truthful statement,

484
00:18:00,969 --> 00:18:04,290
and it's a workaround for when a kid is trying to get you

485
00:18:04,290 --> 00:18:08,040
to take charge or to give an answer or to figure something out.

486
00:18:08,869 --> 00:18:10,650
So when he says

487
00:18:10,900 --> 00:18:13,689
you have to do missions and you have to decide what

488
00:18:13,880 --> 00:18:14,209
you're,

489
00:18:14,219 --> 00:18:15,920
what you're supposed to do,

490
00:18:16,369 --> 00:18:16,520
oh,

491
00:18:16,650 --> 00:18:18,280
I'm not sure what you would have me do.

492
00:18:19,020 --> 00:18:19,040
Huh,

493
00:18:20,290 --> 00:18:21,489
you really want me to decide,

494
00:18:21,569 --> 00:18:22,060
but I,

495
00:18:22,130 --> 00:18:23,719
I don't know what you would have in mind.

496
00:18:24,589 --> 00:18:27,640
And if you keep down that road enough times,

497
00:18:28,020 --> 00:18:29,650
the child will give in and go,

498
00:18:29,739 --> 00:18:29,939
OK,

499
00:18:30,020 --> 00:18:31,089
I just want you to jump,

500
00:18:31,219 --> 00:18:31,369
or,

501
00:18:31,380 --> 00:18:31,579
OK,

502
00:18:31,660 --> 00:18:33,439
I just want you to leap onto Bobo,

503
00:18:33,500 --> 00:18:33,900
or OK,

504
00:18:33,939 --> 00:18:34,750
I want you to blah,

505
00:18:34,939 --> 00:18:35,449
oh,

506
00:18:35,579 --> 00:18:35,829
OK,

507
00:18:35,900 --> 00:18:37,930
so my mission is to leap on Bobo,

508
00:18:38,219 --> 00:18:39,569
and then you leap on Bobo,

509
00:18:39,699 --> 00:18:41,770
then he decides whether you passed or failed,

510
00:18:41,979 --> 00:18:43,939
and then it was fully adherent to the model.

511
00:18:44,959 --> 00:18:45,619
So Laura,

512
00:18:45,680 --> 00:18:46,439
I hope that's helpful.

513
00:18:46,520 --> 00:18:48,030
I hope that's helpful for all of you.

514
00:18:48,199 --> 00:18:50,189
The Ninja tricks really are effective,

515
00:18:50,319 --> 00:18:53,479
so hopefully you can kind of file those away in your toolbox.

516
00:18:54,560 --> 00:18:55,469
And

517
00:18:55,670 --> 00:18:56,260
obviously,

518
00:18:56,310 --> 00:18:56,510
you know,

519
00:18:56,589 --> 00:18:57,859
the more adherent we are,

520
00:18:57,979 --> 00:18:59,719
the better the gains are for kids.

521
00:18:59,829 --> 00:19:02,270
So these discussions are important and so thank you

522
00:19:02,270 --> 00:19:03,869
so much for the emails that you all send.

523
00:19:04,900 --> 00:19:05,569
All right.

524
00:19:05,780 --> 00:19:07,050
It was lovely to be with you.

525
00:19:07,140 --> 00:19:08,160
Thanks for hanging out with me.

526
00:19:08,380 --> 00:19:08,900
I love y'all.

527
00:19:08,979 --> 00:19:09,859
We'll talk again soon.

528
00:19:10,060 --> 00:19:10,260
Bye.

529
00:19:11,339 --> 00:19:14,209
Thank you for listening to the Play Therapy Podcast with Dr.

530
00:19:14,369 --> 00:19:15,290
Brenna Hicks.

531
00:19:15,449 --> 00:19:17,410
For more episodes and resources,

532
00:19:17,569 --> 00:19:22,290
please go to www.playtherapypodcast.com.