Nourish Play Therapy

18/12/2025

16/12/2025

If you’ve ever found yourself mid-lecture, wondering how you got there — you’re not alone.
In the heat of the moment, it’s easy to slip into long explanations, over-talking, and trying to get a child to understand right now.

But here’s the truth: children don’t learn from lectures.
They learn from reflection — and reflection only happens when both adult and child feel safe, calm, and connected.

Guiding a child through reflection can actually help you deregulate too.
It slows the moment down, reduces the pressure to “fix it immediately,” and shifts the focus from frustration to understanding.

You start to see the why behind their reactions — the feelings, needs, and overwhelm that drove the behaviour.
And when the adult feels calmer, the child’s nervous system follows.

If you’d like structured reflection prompts, co-regulation strategies, and guides for tricky moments, they’re all inside my Managing Big Feelings Toolkit. Find it via the link in comments below ⬇️ or via Linktree Shop in Bio.

Follow for more on reflection, consequences, and brain-based parenting this week.

15/12/2025

13/12/2025

In play therapy, the playroom becomes a safe stage for children to rehearse life. Through imaginative play, role‑play or play activities, children encounter feelings of joy, frustration, fear and excitement in a contained and supportive environment.

As they navigate challenges, solve problems and work through setbacks in play, they practise self-regulation, emotional expression and coping strategies. With the play therapist’s attuned presence providing safety and encouragement, children learn they can recover from difficulties, tolerate frustration and build inner strength.

Over time, these playful experiences help nurture resilience, confidence and emotional wellbeing, teaching children that even when life feels tricky, they have the resources to get back up and try again.

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12/12/2025

11/12/2025

Some children find the school day extra hard — not because they’re being difficult, but because their executive function skills are still developing.

These skills help us organise, plan, remember instructions, manage emotions, switch tasks and cope with change. When they’re under strain, the day can feel like a marathon… and by home time, there may be after-school restraint collapse.

Children who may find executive function more challenging include those with:
ADHD
Autism
Dyspraxia / DCD
Learning Differences (e.g., dyslexia)
Anxiety or mood-based needs
Children who have experienced trauma, chronic stress, or early adversity
Children born prematurely

If your child melts the second they walk through the door, struggles to “hold it together”, or seems exhausted by the school day — this is not a behaviour problem. It’s a nervous system and executive load problem.

I’ve put together a After-School Restraint Collapse Pack, including:
A compassionate guide
Co-regulation support ideas
And an Executive Function Checklist to help you understand the “why” behind the behaviour.
Link in comments below⬇️ or in bio to download.

10/12/2025

09/12/2025

08/12/2025

Executive dysfunction isn’t laziness — it’s when the brain’s “manager” struggles to plan, organise, and follow through. Recognising the traits is the first step to understanding and support.

Typically associated with dyslexia, ADHD and autism.

Introducing the After School Restraint Collapse Toolkit for Parents & Educators
Electronic download available via link in comments.
An executive function checklist is included in this pack.