Clinical

ImaginationGYM® can help clinical practitioners in their work with children. ImaginationGYM® activity packs can be used as tools for analysis and diagnosis by clinical practitioners, in a way best suited to their clinical practice and situational requirements. Intended clinical practitioners include

• Counsellors
• Psychologists
• Play therapists
• Kinesiologists
• Massage therapists

Using ImaginationGYM® activities such as The Enchanted Forest for example, clinical practitioners can help maintain the homestasis between sessions. Regular use of the audio CD creates a calm, happy place for the listener, that they can return to at will. Being able to replace their regular environment from time to time with this calm, safe adventure world, can help boost the effects of a clinical session until the next appointment.

ImaginationGYM® activities heavy use of the imagination is another way in which the products can be very beneficial to a clinical practitioner. One of the first guided steps of any ImaginationGYM® adventure world is for the listener to “picture themselves” within the story. In their imagination, the listener can picture themselves whatever way they want to, rather than the way they might be perceiving themselves in reality (i.e. the reason they are currently visiting you, the practitioner). This suggestion encourages the client (child or adult) to begin taking responsibility for their own healing process.

Examples

It is amazing how something relatively small can trigger an opening for something that was substantially blocked. In one instance, after making three wishes (LINK) in The Enchanted Forest adventure world, a teenager in councelling, for the first time, saw the possibility that things could be better. The councellor said that prior to using the Enchanted Forest audio program, the teen was in a very dark place with no hope for the future.

Another interesting example was a particular autistic child who didn’t communicate at all. After some time working with the Enchanted Forest activity book, the teacher noticed a preponderance towards drawing animals. When he focused his communication around animals, the child actually began to respond and open up.