voluntary behaviors to trigger mechanisms that
change
the
physiological state. Activities such as play, for example, can optimize the neural regulation of our Social Engagement System helping us to strengthen our resilience (Porges & Carter, 2017). However, this “neural exercise” can only occur after we have recovered a feeling of safety through the passive way. The SaPE is, therefore, built from the willingness to restore this initial condition by enhancing and expanding all opportunities to provide safety signals and offering gradual exposure to active modes of practice such as play, breathing, vocalization, posture, and movement (Mochi & Cassina, 2024a).
Guiding Principles for Play-Based Interventions In the previous paragraphs, we presented the RLPT approach and the SaPE concept. Both are crucial to grasp the rationale and scope of the guiding principles for play-based interventions (Mochi, 2022; see also Mochi & Cassina, 2024b). RLPT emphasizes children’s need for play to recover a range of experiences missed during a SaPE highlights the need for all phases of our intervention to be permeated by passive and active safety cues and a multitude of healthy interactions inside and outside the playroom that can progressively nurture a neuroception of safety.
Figure 1 represents the main stages of a crisis intervention (Mochi and Cassina, 2024b, p. 188). The following description begins at the
INITIAL STAGE
Recreational Activities ADVANCED STAGE
Psychosocial Activities
SPECIALIZED STAGE Play Therapy
TRAUMA Work
Figure 1: "The stages of a crisis intervention: focusing on trauma" (Mochi and Cassina). Reprinted from Collective Trauma (p. 188), by J. Stone, R. J. Grant, C. Mellenthin (Eds.), 2024, Wiley. Copyright 2024 by John Wiley & Sons, Inc.
top, the graphically larger part that represents a bigger number of individuals participating:
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