The DIR 204A course is designed to prepare a practitioner to be both an expert DIRFloortime provider and to become an ICDL Training Leader.
successful completion of DIR 204A, participants will be able to...
Big Picture Thinking
- Simply and succinctly describe the central ideas of the
DIR/Floortime Model, demonstrating an understanding of individual differences,
functional emotional developmental capacities (levels 1-9), and the role of
relationship in assessment and intervention.
- Demonstrate an ability to take an optimistic,
strengths-based approach when describing and discussing individuals and
families, respecting and promoting their right for self-determination
- Explain how other interventions that a family might choose
could be integrated into a home and/or school program using the DIR/Floortime
Model as the guiding framework.
- Cite scientific evidence supporting the DIR/Floortime Model.
- Assessment & Developing Individual Profile
- Summarize the individual’s unique profile, including
individual differences, the nine functional emotional developmental capacities,
and the individual’s relationships with caregivers.
- Explain how individual differences can both interfere with
and facilitate mastery of the nine functional emotional developmental
- Explain the importance of “goodness of fit” (including
individual differences, interactive styles, and cultural elements) when
supporting caregiver-individual relationships, and when assessing one’s own work
with an individual.
- Attune one’s own affect to the individual (and/or to the
individual-caregiver dyad), supporting regulation, emotional engagement, shared
pleasure, reciprocity, and complex thinking.
- Adjust one’s interactive approach during floortime to
support an individual in gradually increasing the duration and complexity of
circles of communication based on their intentions, motivations and purposes.
- Respectfully support the caregiver in discovering how to
interact with the individual in ways that account for individual differences
and lead to longer, more complex circles of communication.
Professional Identity and Training Leadership
- Show awareness of one’s own individual differences and
functional emotional developmental capacities, including preferred interactive
styles and tendencies under stress (i.e., what helps you stay regulated).
- Identify one’s own strengths as well as areas that would
benefit from further professional development.
- Effectively apply “use of self” descriptors and reflective
practice skills when coaching caregivers, teachers or other care providers.
- Use personal reflection (triggered by observation, group
discussions, personal evaluation, readings and lectures, supervision, and more)
to continually adjust and enhance one’s understanding of the DIR/Floortime
Model and its application to one’s work.
- Display high ethical behaviors and standards of practice,
including adherence to confidentiality requirements and informed consent, as
well as demonstrating an understanding of the limits of one’s scope of
- Demonstrate training leadership competencies by modeling reflective practice during an internship experience.
learning principles to facilitate development of DIRFloortime competencies in
- Providing supportive and effective mentoring to participants
of earlier courses (DIR 201-203), embracing their strengths and helping them
expand and deepen their understanding of the model and improving their
- Inspiring new practitioners, communicating clearly big
picture thinking competencies when teaching the DIR model and Floortime
Principles, using video clips, narrative, and presentations effectively.
- Evaluating participants of earlier courses with respect,
based on learning objectives and course expectations related to DIRFloortime
This is an intensive
leadership course that helps participants develop competencies as Training
Leaders in their communities and refine their application of the DIR model and
Floortime principles at the expert level. This 14 week course requires at least
4 hours of practicum work every week, by participating as co-leaders of other
courses (DIR 201-DIR 203) for 2 hours every week, help course participants
prepare their presentations (approximately 30 minutes - 1 hour/week), work on
their written assessment, supervised by the 204A Training Leader (approximately
30 minutes/week) and participate during the oral feedback sessions for
participants (approximately 30 minutes/week). In addition, participants will
meet with the DIR 204A course Training Leader every other week for 2 hours,
where they will review readings related to adult education and reflective
leadership, as well as demonstrate competencies of using video clips and
powerpoint presentations as training tools. Total time commitment for this
course is approximately 5 to 6 hours per week.
Please review the current course schedule before registering
to see if you will be available on any of the dates and times that other
courses (201R, 202, and 203) are listed.
Please email email@example.com
immediately with your three (3) course choices and list order of
preference. We will do our best to
accommodate your request.