CERTIFICATE IN CLAY FIELD THERAPY WITH CHILDREN >>> TRAINING STARTING MARCH 2026 >>> ENROLL NOW

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Certificate in Clay Field Therapy with Children

ONLINE TRAINING

 

6 MONTH COURSE

ONE YEAR OF ACCESS

MONTHLY STUDY GROUPS

PRACTITIONER ROUND TABLES

The tutorials are illustrated with over 300 filmed case histories with children between 2 and 18 years of age.

The 'Certificate in Clay Field Therapy® with Children' is a world-leading, body-focused art therapy course for mental health professionals and educators. The hands-on approach of Clay Field Therapy® helps young people to resolve traumatic developmental setbacks in a safe somatosensory way.

Presented by Cornelia Elbrecht this engaging and fully accredited training will equip participants to offer the Clay Field to their young clients.

Certificate in Clay Field Therapy with Children

ONLINE TRAINING

 

The 'Certificate in Clay Field Therapy® with Children' is a world-leading, body-focused art therapy course for mental health professionals and educators. The hands-on approach of Clay Field Therapy® helps young people to resolve traumatic developmental setbacks in a safe somatosensory way.

Presented by Cornelia Elbrecht this engaging and fully accredited training will equip participants to offer the Clay Field to their young clients.

 

6 MONTH COURSE

ONE YEAR OF ACCESS

MONTHLY STUDY GROUPS

PRACTITIONER ROUND TABLES

 

The tutorials are illustrated with over 300 filmed case histories with children between 2 and 18 years of age.

Course starting March 1, 2026

Enrollments are now open.

Enroll Now
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Enroll now for a March 2026 start.

The training will commence March 1, 2026. Book your place now. Monthly installment options available.

FOR MENTAL HEALTH
PROFESSIONALS

A solid professional development option for creative arts therapists, counsellors, social workers, occupational therapists and educators to develop their skills and offer this modality to their clients.

6 MONTHS COURSE
12 MONTHS ACCESS

Delivered over twelve, fortnightly modules this course teaches you the fundamentals of Clay Field Therapy® when working with children and young people.

ACCREDITED
TRAINING

Receive a 'Certificate of Completion' from the Institute for Sensorimotor Art Therapy and earn up to 48 CPD Points. Certified professional development training.

"Solutions at the Clay Field emerge from vital developmental needs and speak through the body's felt sense. Once these new options to life become integrated, they are remembered similar to learning how to swim or ride a bike. They are implicitly learnt, bottom-up achievements."

 
Cornelia Elbrecht

Neurological research has proven that trauma is held in the body and needs to be treated through embodying therapies.

Instead of addressing the storied memories, Clay Field Therapy® focuses on regulating the nervous system, building resources, encouraging active responses to once overwhelming events, and nurturing developmental deficits.

Want to know more about the course? Watch this video. >>>

 

Touch is the most fundamental human experience. We learn safety and love through touch, but also abuse and violence. Clay Field Therapy® is capable to repair interpersonal trauma. The focus is on haptic perception, which describes how we sense and perceive with our hands. The material will reciprocate every communication impulse. Every time children reach out with a motor impulse, they will receive sensory feedback from their own action pattern.

  • This sensorimotor feedback loop defines the essence of Clay Field Therapy®. The approach does not ask for what happened, but will address trauma as developmental setbacks.

  • Children who do not respond to cognitive and image-based approaches can practice processing and ordering incoming information in an embodied way.

  • They learn to organize their implicit sensorimotor base, which gradually enables them to respond to relationships with their environment in an increasingly fulfilling way.

I WAS ALWAYS EAGER FOR THE NEXT MODULE!

"I thoroughly enjoyed this course! I found the content very in depth and thorough with each subject flowing well into the next module. The videos were fantastic and the case studies gave a great visual of the concepts presented. I loved the round table at the end of each module as it gave different perspectives and presented new and different ways to work with the theory... This training was put together comprehensively and I was always eager for the next module!"

Linda, Australia

NEEDED THIS SENSORY BASED MODALITY

"I work with children with developmental delay, autism, non-verbal/mutism, intellectual disability, and children with severe trauma. Parents, guardians, and social workers usually would ask for ABA therapy, EMDR, CBT, etc and I always thought those will not get to core of their issues. I am an expressive arts therapist and trained in trauma therapy but still needed this sensory based modality and this is far more effective than all those combined."

Mariko, USA

A MORE BODY BASED HEALING MODALITY

"I was seeking a different approach for the young people I work with, as I could see that so many of them were struggling with talk therapies and having to repeat their story to lots of different professionals. I was always drawn to a more body based healing modality as this has worked well for me personally, and the clay field has exceeded my expectations in terms of the therapeutic benefits that it can provide."

Emma, Ireland

I HAVE BEEN SEARCHING FOR A MODALITY LIKE THIS FOR YEARS

"One of the highlights for me was realizing that Clay Field therapy is one of the most effective therapies for children with ADHD. Being able to work with this particular client group and have parents notice positive changes in their child's behavior is very exciting… I have been searching for a modality like this for years. A tangible tool that will address some of the unmet developmental sensorimotor needs of the children we work with."

Wendy, Australia

I HAVE ALREADY MADE ARRANGEMENTS AT TWO SCHOOLS

"I have been working with clay and porcelain for almost fifteen years and I know the material very well. My professional work is working with children with special needs [in primary schools]… For a number of years, I have included clay modelling, but not as a strictly therapeutic method. Now I can also incorporate Clay Field Therapy… I have already made arrangements at two schools."

Esther, Slovenia

I FEEL SO HUMBLED TO VENTURE WITH THIS MODALITY

"Truly profound... to be able to observe the sensorimotor base through skin sense, depth sensibility, balance, posture is truly remarkable. To witness and see how Clay Field post nurtures, strengthens and supports the sensorimotor foundation is inspiring and I feel so humbled to venture with this modality… It helped me deeply make sense of what I have witnessed, supported and seen the many children i have worked with over the many years as an Art Therapist. It has given me a confidence to know i am supporting the sensorimotor foundations and to support their post nurturing and healing."

Lauren, Australia

ACCESS AND REPAIR PREVERBAL DEVELOPMENTAL TRAUMA

"On a professional level, CFT training has solved what I need to focus on for the children I work with, will work with. This work will underpin their future development through post nurture and alter the trajectory of that future... For me [it’s] the opportunity to access and repair preverbal developmental trauma that feels so wonderous and ground breaking… I have just had eight Clay Field boxes made."

Carolyn, UK

Certificate in Clay Field Therapy® with Children - March 2026

US$1790

Installment options available.

Multiple currency options.

Enroll Now

At the Clay Field the hands can push, punch and strangle, or they can caress, find nurturing and protection.

Course Overview

 

The twelve course modules are released every two weeks, for a total training of six months. Each module features approximately 4 hours of detailed video tutorials and case studies.

Click below to expand the boxes and explore a full overview of the course structure and lessons.

Register for the "free preview" to access the first five video lessons and preview our student membership area.

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  1. Module 1 - Introduction to Clay Field Therapy with Children

    62 lessons

    1. Welcome to Clay Field Therapy with Children [Free Preview]

      1. Introduction to the Course [Free Preview]
      2. History of the Clay Field [Free Preview]
      3. Clay Field Therapy as a Trauma-Informed Approach [Free Preview]
      4. The Structure of this Course [Free Preview]
      5. Practitioner Round Table - What is Clay Field Therapy? [Free Preview]
      6. Module Release Dates - PDF [Free Preview]
      7. Study Group Dates - PDF [Free Preview]

    2. Chapter 1 - About this Course

      1. About this Course
      2. Acknowledgments
      3. Email Notifications
      4. Technical Support
      5. Legal Disclaimer
      6. Introductory Survey
      7. Discussion Forum - Join our Community
      8. Study Groups - PDF
      9. Introducing our Round Table Practitioners
      10. Book - Healing Trauma in Children with Clay Field Therapy
      11. Further Reading: Clay Field Therapy - PDF
      12. Quizzes - Test Your Learning
      13. Video Lesson Planner: Module 1 - PDF

    3. Chapter 2 - The Setting

      1. The Setting
      2. Essay: Destruction as a Cause of Coming Into Being (Sabina Spielrein) - PDF
      3. The Clay
      4. The Sensual Sensory Nature of the Clay
      5. The Water
      6. Containers
      7. The Sponge

    4. Chapter 3 - The Box and Props

      1. The Box
      2. Design for Building a Clay Field Box - PDF
      3. Building or Ordering a Clay Field Box
      4. The Props - Marbles and Crystals
      5. The Props - Symbolic Play: Animals
      6. The Props - Symbolic Play

    5. Chapter 4 - The Therapeutic Process

      1. The Space
      2. Setting Up a Session: Mobile Therapist - PDF
      3. The Therapist
      4. Supporting your Clients
      5. Practitioner Round Table - Introducing the Practitioners

    6. Chapter 5 - The Somatosensory Foundation

      1. Anthropogenic and Individual Development
      2. Implicit Resonance
      3. Nervous System Regulation
      4. Developmental Trauma and Sensory Integration
      5. The Mirror Neuron System
      6. Case Example - Mirror Neuron Systems at the Clay Field
      7. The Clay Field and the Relational Us

    7. Chapter 6 - Dual Polarity

      1. Dual Polarity
      2. The Gestalt Circle - PDF
      3. Haptic Relationship
      4. Clay Field as Interspace
      5. Case Examples - Clay Field as Interspace
      6. Clay Field as Opposite - Part 1
      7. Clay Field as Opposite - Part 2
      8. Case Examples - Clay Field as Opposite
      9. Clay Field as Forth-Rolling Experience

    8. Chapter 7 - Case Studies

      1. Case Study - Kerry
      2. Case Study - Amysha

    9. Chapter 8 - Practitioner Round Table: Dual Polarity

      1. Practitioner Round Table - Dual Polarity

    10. Chapter 9 - Conclusion to Module 1

      1. Conclusion to Module 1
      2. Quiz: Test Your Learning - Module 1
      3. Practice Exercise: Module 1 - PDF
      4. Discussion Forum - Join our Community
      5. Recommended Reading: Module 1 - PDF

  2. Module 2 - Touch & Haptic Perception

    38 lessons

    1. Chapter 1 - Somatosensory Touch

      1. Video Lesson Planner: Module 2 - PDF
      2. The Sense of Touch
      3. Skin as a Social Organ
      4. Evolution of the Hands-Brain-Language Connection - Part 1
      5. Evolution of the Hands-Brain-Language Connection - Part 2
      6. The Divided Brain
      7. Neural Circuits
      8. The Fluid Network of the Fascia

    2. Chapter 2 - Haptic Diagnosis

      1. Haptic Connection at the Clay Field
      2. The Body Map of the Hands - PDF
      3. Haptic Diagnosis of the Fingertips
      4. Haptic Diagnosis of the Base and Middle of the Hand
      5. Case Examples - Engaging the Fingertips
      6. Case Examples - Engaging the Middle Hand
      7. Case Examples - Engaging the Base of the Hand
      8. Case Example - Haptic Connection at the Clay Field 1
      9. Case Example - Haptic Connection at the Clay Field 2
      10. Conclusion to Haptic Diagnosis

    3. Chapter 3 - Haptic Perception

      1. Developmental Stages of Haptic Perception
      2. Developmental Milestones for Fine Motor Skills - PDF
      3. Haptic Development - Babies and Toddlers
      4. Case Examples - Developmental Deficits at the Clay Field- Palmar Grasp
      5. Haptic Development - Ages 1-2
      6. Sensorimotor Schema in Child Development - PDF
      7. Haptic Development - Ages 2-3 & 3-4
      8. The Haptic Questions and Answers
      9. Case Examples - Haptic Questions and Answers

    4. Chapter 4 - Case Studies

      1. Case Study - Kira
      2. Case Study - Kevin

    5. Chapter 5 - Practitioner Round Table: Haptic Perception

      1. Practitioner Round Table - Haptic Perception

    6. Chapter 6 - Conclusion to Module 2

      1. Conclusion to Module 2
      2. Quiz: Test Your Learning - Module 2
      3. Practice Exercise: Module 2 - PDF
      4. Discussion Forum - Join our Community
      5. Recommended Reading: Module 2 - PDF

    7. Chapter 7 - Study Groups

      1. Study Groups 1 - Hosted Q&A and Discussion
      2. Study Group 1 - Stream 1 (Recording)
      3. Study Group 1 - Stream 2 (Recording)

  3. Module 3 - Trauma-Informed Practice

    59 lessons

    1. Chapter 1 - Trauma and the Autonomic Nervous System

      1. Video Lesson Planner: Module 3 - PDF
      2. Our Many Brains
      3. Our Many Brains - PDF
      4. The Brain Stem
      5. Our Nervous System Baseline
      6. Epigenetics & Transgenerational Trauma
      7. Neuroception at the Clay Field - PDF
      8. Developing the Motor Cortex
      9. The Limbic System & Neocortex

    2. Chapter 2 - Regulating Traumatized Children

      1. Regulate, Relate & Reason
      2. Regulate, Relate & Reason (Bruce Perry) - PDF
      3. Pendulation for Nervous System Regulation - PDF
      4. The Upstairs / Downstairs Brain
      5. The Upstairs / Downstairs Brain (Dan Siegel) - PDF
      6. Building the Ability to Relate
      7. Case Example - Using the Setting for Nervous System Regulation

    3. Chapter 3 - Explicit & Implicit Memory Systems

      1. Implicit Memory
      2. Trauma and Memory (Peter Levine) - PDF
      3. Polyvagal Theory - Red
      4. Polyvagal Theory (Stephen Porges) - PDF
      5. Polyvagal Theory (Additional Resources) - PDF
      6. Supporting Clients in the 'Red'
      7. Case Example - Art Exercises to Build Safety and a Therapeutic Relationship
      8. Nervous System Regulation in the 'Yellow'
      9. Case Example - Nervous System Regulation in the Yellow
      10. Episodic Memory Integration
      11. Case Example - Episodic Memory Integration in the Yellow
      12. Social Engagement in the Green
      13. Case Example - Social Engagement in the Green 1
      14. Case Example - Social Engagement in the Green 2

    4. Chapter 4 - Traumatized Children

      1. Single Event Trauma vs Complex Trauma
      2. Social Determinants of Trauma
      3. Developmental Deficits in a Dysregulated Nervous System
      4. Case Study - Single Event Trauma
      5. Case Study - Single Event Complex Trauma

    5. Chapter 5 – Trauma in Primary School Children

      1. Primary School Children in Shutdown
      2. Case Examples - Primary School Children in Shutdown
      3. Hyper and Hypo-aroused States of Shutdown
      4. Supporting Children in Shutdown
      5. Case Example - Supporting Children in Shutdown
      6. Case Study - Supporting Children in Shutdown
      7. Primary School Children in Sympathetic Arousal
      8. Case Example - Primary School Children in Sympathetic Arousal
      9. Supporting Children in Sympathetic Arousal

    6. Chapter 6 - Case Study: Red-Yellow-Green

      1. Introduction to Case Study - Red-Yellow-Green
      2. Case Study - Red-Yellow-Green

    7. Chapter 7 - Trauma in Adolescents

      1. Adolescents in Shutdown
      2. Supporting Adolescents in Shutdown
      3. Case Study - Adolescent in Shutdown
      4. Adolescents in Sympathetic Arousal
      5. Supporting Adolescents in Sympathetic Arousal
      6. Case Study - Adolescent in Sympathetic Arousal
      7. Reflections on Trauma-Informed Practice

    8. Chapter 8 - Practitioner Round Table

      1. Practitioner Round Table - Trauma Informed Practive

    9. Chapter 9 - Conclusion to Module 3

      1. Conclusion to Module 3
      2. Quiz: Test Your Learning - Module 3
      3. Practice Exercise: Module 3 - PDF
      4. Discussion Forum - Join our Community
      5. Recommended Reading: Module 3 - PDF

  4. Module 4 - The Sensorimotor Foundation

    43 lessons

    1. Chapter 1 - The Sensorimotor Cortex

      1. Video Lesson Planner: Module 4 - PDF
      2. Introduction to Module 4
      3. The Sensorimotor Cortex
      4. Traumatized Children in Sensory or Motor Overload
      5. Map of the Central Nervous System - PDF
      6. The Sensory and Motor Divisions of the Central Nervous System

    2. Chapter 2 - Trauma-Informed Interventions to Strengthen the Sensory Division

      1. The Sensory Division of the Central Nervous System
      2. Stimulating the Five Senses
      3. Creating a Safe Place
      4. Case Example - Creating a Safe Place
      5. Nurturing the Felt Sense
      6. Case Example - Nurturing the Felt Sense 1
      7. Case Example - Nurturing the Felt Sense 2
      8. Summary - Strengthening the Sensory Division

    3. Chapter 3 - Case Study: Strengthening the Sensory Division

      1. Case Study - Strengthening the Sensory Division

    4. Chapter 4 - Trauma-Informed Interventions to Strengthen the Motor Division

      1. The Motor Division of the Central Nervous System
      2. Working with Shut-Down and Over-Activated Children
      3. Case Example - Working with Shut-Down and Over-Activated Children 1
      4. Case Example - Working with Shut-Down and Over-Activated Children 2
      5. Case Example - Working with Shut-Down and Over-Activated Children 3
      6. Recognizing Missed Developmental Milestones
      7. Case Examples - Recognizing Missed Developmental Milestones
      8. Rhythmic Movement Exercises to Engage the Motor Division
      9. Applying Pressure to Strengthen the Motor Division
      10. Case Examples - Applying Pressure to Strengthen the Motor Division
      11. Depth Sensibility and Engaging the Body

    5. Chapter 5: Case Study: Strengthening the Motor Division

      1. Case Study - Strengthening the Motor Division
      2. Essay: Francis O'Brien The Making of Mess in Art Therapy - PDF

    6. Chapter 6 - Sequential Development

      1. Sequential Development
      2. Haptic Development at the Clay Field - PDF
      3. The Neurosequential Model of Therapeutics - PDF
      4. The Neurosequential Model of Therapeutics
      5. The Developmental Building Blocks at the Clay Field
      6. Expressive Therapies Continuum

    7. Chapter 7 - Practitioner Round Table

      1. Practitioner Round Table - The Sensorimotor Foundation

    8. Chapter 8 - Conclusion to Module 4

      1. Conclusion to Module 4
      2. Quiz: Test Your Learning - Module 4
      3. Practice Exercise: Module 4 - PDF
      4. Discussion Forum - Join our Community
      5. Recommended Reading: Module 4 - PDF

    9. Chapter 9 - Study Groups

      1. Study Groups 2 - Hosted Q&A and Discussion
      2. Study Group 2 - Stream 1 (Recording)
      3. Study Group 2 - Stream 2 (Recording)

  5. Module 5 - Haptic Development in the First Year of Life

    37 lessons

    1. Chapter 1 - The Developmental Stages

      1. Video Lesson Planner: Module 5 - PDF
      2. Introduction to Module 5
      3. Haptic Development at the Clay Field - PDF
      4. Overview of the Developmental Stages- The Sensorimotor Base
      5. Overview of the Developmental Stages- Ages 4

    2. Chapter 2 - Skin Sense

      1. Introduction to Skin Sense
      2. The Hands as a Diagnostic Tool
      3. Safety and Attachment
      4. Skin Sense at the Clay Field
      5. Creating Safe Skin Contact

    3. Chapter 3 - The Prenatal World of Water

      1. Connecting to Safety through Water
      2. Water as a Resource for Children on the Autism Spectrum
      3. Case Study - Water as a Resource for a Child on the Autism Spectrum
      4. Post-Nurturing the Prenatal Developmental Stage
      5. Case Study - Post-Nurturing the Prenatal Developmental Stage

    4. Chapter 4 - Birth and Birth Trauma

      1. Birth and Birth Trauma
      2. Case Study - Birth and Birth Trauma
      3. The Clay as a Nurturing Womb
      4. Case Examples - The Clay as a Nurturing Womb
      5. Case Study - Complex Developmental Trauma

    5. Chapter 5 - Birth to 6 Months

      1. Developmental Age: 0-6 Months
      2. Skin Sense and the Skin Boundary
      3. Connecting with the Clay for Support
      4. Providing a Hold in the Clay
      5. Case Study - Providing a Hold in the Clay
      6. The Handless Maiden
      7. The Sensory Ability to be with Another

    6. Chapter 6 - 6-12 Months

      1. The Mashed Potato Age
      2. The Inability to Have
      3. The Bog and Introducing Structure
      4. Case Example - The Bog and Introducing Structure
      5. The Sensorimotor Basis of Trust

    7. Chapter 7 - Practitioner Round Table

      1. Practitioner Round Table - Skin Sense

    8. Chapter 8 - Conclusion to Module 5

      1. Quiz: Test Your Learning - Module 5
      2. Practice Exercise: Module 5 - PDF
      3. Discussion Forum - Join our Community
      4. Recommended Reading: Module 5 - PDF

  6. Module 6 - Haptic Development Ages 1-4

    41 lessons

    1. Chapter 1 - The Sensorimotor Foundation: Balance Age 1-2

      1. Video Lesson Planner: Module 6 - PDF
      2. The Discovery of the Body
      3. The Embodied Sense of 'Me'
      4. The Top-Down Development of the Motor Cortex
      5. Embodied Identity
      6. Balance at the Clay Field
      7. Case Examples - Stages of Organizing Balance: Outstretched Arms
      8. Case Examples - Stages of Organizing Balance: Fencing
      9. Case Examples - Stages of Organizing Balance: Rhythmic Movement Patterns
      10. Working with Developmental Ages

    2. Chapter 2 - Balance Age 1–2

      1. Balance as Haptic Development
      2. Object Constancy
      3. Case Example - Object Constancy 1
      4. Case Example - Object Constancy 2
      5. Case Study - Object Constancy
      6. Balance as Spatial Order
      7. Conclusion to Balance

    3. Chapter 3 - Practitioner Round Table: Balance

      1. Practitioner Round Table - Balance

    4. Chapter 4 - Depth Sensibility Age 3-4

      1. Depth Sensibility
      2. Finding the Embodied Self
      3. Triangulation
      4. Triangulation at the Clay Field
      5. The Core Developmental Motor-Achievements in Depth Sensibility
      6. Resource Building in Children with ADHD

    5. Chapter 5 - Trauma and Depth Sensibility

      1. The Impact of Trauma
      2. Uncoupling Trauma from the Body
      3. Impressions and Imprints - The Achievement of Conscious Identity
      4. Case Study - Developing Depth Sensibility

    6. Chapter 6 - Practitioner Round Table: Depth Sensibility

      1. Practitioner Round Table - Depth Sensibility

    7. Chapter 7 - Consolidating the Sensorimotor Base

      1. The Sensorimotor Toolbox
      2. Secondary Skin Sense
      3. Secondary Sense of Balance
      4. Secondary Depth Sensibility
      5. Conclusion to the Sensorimotor Base

    8. Chapter 8 - Conclusion to Module 6

      1. Quiz: Test Your Learning - Module 6
      2. Practice Exercise: Module 6 - PDF
      3. Discussion Forum - Join our Community
      4. Recommended Reading: Module 6 - PDF

    9. Chapter 9 - Study Groups

      1. Study Groups 3 - Hosted Q&A and Discussion
      2. Study Group 3 - Stream 1 (Recording)
      3. Study Group 3 - Stream 2 (Recording)

  7. Module 7 - Haptic Development Ages 5-6

    33 lessons

    1. Chapter 1 - The Clay Field as a Relational and Emotional Experience

      1. Video Lesson Planner: Module 7 - PDF
      2. Introduction to Module 7 - Ages 4-6
      3. Negotiating Balance
      4. Case Examples - Negotiating Balance
      5. Posture as a Diagnostic Tool
      6. Case Examples - Posture as a Diagnostic Tool

    2. Chapter 2 - Creative Destruction

      1. Creative Destruction
      2. Destruction as the Cause of Coming into Being: Sabina Spielrein - PDF
      3. Trauma and Creative Destruction
      4. Case Study - Creative Destruction
      5. The Pleasure of the Clay Field
      6. Sensorimotor Satiation as an Embodied State

    3. Chapter 3 - Haptic Acquisition in Preschoolers

      1. Haptic Acquisition
      2. Hungry Acquisition
      3. Possessive Acquisition
      4. Case Study - Possessive Acquision
      5. Possessive Acquisition - Experimentations with Cause and Effect
      6. Case Study - Experimentations with Cause and Effect

    4. Chapter 4 - Haptic Acquisition in Older Children

      1. Oppositional Acquisition
      2. Aspects of Oppositional Acquisition
      3. Investigating Acquisition
      4. Case Example - Investigating Acquisition
      5. Conclusion to Haptic Acquisition

    5. Chapter 5 - Orientation in Space

      1. Orientation in Space
      2. More Experimentations with Cause and Effect
      3. Landscaping
      4. Case Study - The Landscaping of the Clay Field

    6. Chapter 6 - Practitioner Round Table: Haptic Acquisition

      1. Practitioner Round Table - Haptic Acquisition

    7. Chapter 7 - Conclusion to Module 7

      1. Conclusion to Module 7
      2. Quiz: Test Your Learning - Module 7
      3. Practice Exercise: Module 7 - PDF
      4. Discussion Forum - Join our Community
      5. Recommended Reading: Module 7 - PDF

  8. Module 8 - Haptic Development Ages 6–9

    36 lessons

    1. Chapter 1 - Children at Age 6-9

      1. Video Lesson Planner: Module 8 - PDF
      2. Introduction to Module 8
      3. The Clay Field in Primary Schools
      4. An Emotional and Symbolic Field of Action

    2. Chapter 2 - Balance in the Relational Field of the Parents

      1. Balance as a Physiological and Psychological Acquisition
      2. Posture as a Diagnostic Tool
      3. Case Example - Physiological Embodiment of Parental Conflict
      4. Body Mapping Lay Out Model - PDF
      5. Landscapes as Emotional Body Maps
      6. Case Study - Symbolic Landscaping 1
      7. Case Study - Symbolic Landscaping 2

    3. Chapter 3 - Dealing with Developmental Trauma

      1. Dealing with Developmental Trauma
      2. Developmental Trauma at the Clay Field

    4. Chapter 4 - Dealing with Hyper- and Hypoactivation

      1. Dealing with Hyper- and Hypoactivation
      2. Tools for Dealing with Hyper- and Hypoactivated Children
      3. Case Examples - Dealing with Hyper- and Hypoactivation

    5. Chapter 5 - Dealing with Parental Conflict

      1. Dealing with Parental Conflict
      2. Enacting Parental Conflict in the Clay Field
      3. Case Study - Dealing with Parental Conflict 1
      4. Case Study - Dealing with Parental Conflict 2
      5. Case Study - Dealing with Parental Conflict 3

    6. Chapter 6 - Dealing with Trauma

      1. Dealing with Traumatic Events
      2. Processing Trauma through Symbolic Play
      3. Case Example - Processing Trauma through Symbolic Play
      4. Case Study - Building Resilience through Symbolic Processing

    7. Chapter 7 - Discovering Identity through Symbolic Play

      1. Discovering Identity through Symbolic Play
      2. Case Examples - Finding the Treasure Within
      3. Case Study - Discovering Identity through Symbolic Play 1
      4. Case Study - Discovering Identity through Symbolic Play 2

    8. Chapter 8 - Practitioner Round Table: Symbolic Play

      1. Practitioner Round Table - Symbolic Play

    9. Chapter 9 - Conclusion to Module 8

      1. Conclusion to Module 8
      2. Quiz: Test Your Learning - Module 8
      3. Practice Exercise: Module 8 - PDF
      4. Discussion Forum - Join our Community
      5. Recommended Reading: Module 8 - PDF

    10. Chapter 10 - Study Groups

      1. Study Groups 4 - Hosted Q&A and Discussion

  9. Module 9 - Haptic Development Ages 9–11 and 11–13

    27 lessons

    1. Chapter 1 - Departure from the Relational Field of the Parents: Ages 9-11

      1. Video Lesson Planner: Module 9 - PDF
      2. Introduction to Module 9
      3. Ages 9-11: Departure from the Relational Field of the Parents
      4. Emerging Self-Awareness
      5. Case Examples - Emerging Self-Awareness

    2. Chapter 2 - The Challenge to Fulfill the Possibilities

      1. The Challenge to Fulfill the Possibilities
      2. The Emergence of Centered Landscapes
      3. Case Examples - The Emergence of Centered Landscapes
      4. The Ego and the Self
      5. Case Study - Changing Identity and the Search for Permanence

    3. Chapter 3 - Centering as Discovery of the Inner World: Ages 11–13

      1. Introduction to Ages 11-13
      2. Physiological and Psychological Changes in Pre-Teens
      3. Centering: Posture and Inner Balance
      4. Case Example - Centering
      5. Case Study - Centering

    4. Chapter 4 - Going Inwards

      1. Going Inwards
      2. The Need for Protection
      3. Case Study - Centering and Going Inward
      4. Case Study - Inner Secrets
      5. Case Study - Searching for Permanence
      6. Case Study - The Need for Protection

    5. Chapter 5 - Practitioner Round Table: Ages 9-11 and 11-13

      1. Practitioner Round Table - Ages 9-11 and 11-13

    6. Chapter 6 - Conclusion to Module 9

      1. Conclusion to Module 9
      2. Quiz: Test Your Learning - Module 9
      3. Practice Exercise: Module 9 - PDF
      4. Discussion Forum - Join our Community
      5. Recommended Reading: Module 9 - PDF

  10. Module 10 - Haptic Development Ages 13–16 and 16–18

    35 lessons

    1. Chapter 1 - Centering as Search for Identity: Age 13-16

      1. Video Lesson Planner: Module 10 - PDF
      2. Introduction to Module 10
      3. Observing Teens at the Clay Field
      4. Development of Sexual Identity

    2. Chapter 2 - Working with Teenagers: Age 13-16

      1. Traumatized Teenagers
      2. Case Study - Self-Focused Centering
      3. Working with Disregulated Teenagers
      4. The Importance of Cognitive Processing: Talking
      5. Case Example - The Importance of Cognitive Processing: Talking

    3. Chapter 3- Manifestations at the Clay Field: Age 13-16

      1. Post-Nurturing Developmental Needs at the Clay Field
      2. Case Study - Post-Nurturing Developmental Needs at the Clay Field
      3. Age-Appropriate Development: Towers & Fluidity
      4. Age-Appropriate Development: Central Designs & Permanence
      5. Age-Appropriate Development: Summary
      6. Case Study - Age-Appropriate Development
      7. Conclusion to Teens at the Clay Field: Age 13 - 16

    4. Chapter 4 - Centering as Search for the Own Base: Age 16-18

      1. Centering as Search for the Own Base
      2. Key Client Groups: Eating Disorders and Dual Diagnosis
      3. Nurturing the Developing Identity and Healing Old Wounds
      4. Case Study - Claiming New Ground
      5. Case Study - The Search for My Own Base

    5. Chapter 5 - The Homeland

      1. The Homeland

    6. Chapter 6 - Entities

      1. Entities
      2. Dealing with an Entity

    7. Chapter 7 - Soul Retrieval

      1. Soul Retrieval: Retrieval of the Self
      2. Soul Retrieval: Space Related Identity
      3. Case Study - Soul Retrieval
      4. Summary of Soul Retrieval

    8. Chapter 8 - Practitioner Round Table: Ages 13–16 and 16–18

      1. Practitioner Round Table - Ages 13–16 and 16–18

    9. Chapter 9 - Conclusion to Module 10

      1. Conclusion to Module 10
      2. Quiz: Test Your Learning - Module 10
      3. Practice Exercise: Module 10 - PDF
      4. Discussion Forum - Join our Community
      5. Recommended Reading: Module 10 - PDF

    10. Chapter 10 - Study Groups

      1. Study Groups 5 - Hosted Q&A and Discussion

  11. Module 11 - The 5 Situations - Working with Children

    47 lessons

    1. Chapter 1 - Introduction to the Situations

      1. Video Lesson Planner: Module 11 - PDF
      2. Introduction to the Situations
      3. Understanding the Dynamics of a Session
      4. The Five Situations at the Clay Field - PDF
      5. The Five Situations
      6. Cognitive Integration

    2. Chapter 2 - Situation 1: Finding a Safe Base

      1. Finding a Safe Base
      2. Safety and Orienting
      3. Case Example - Safety and Orienting
      4. Communicating with Caregivers
      5. Building the Safe Base
      6. Case Examples - Situation 1

    3. Chapter 3 - Situation 2: Facing the Clay Field

      1. Making Contact with the Clay Field
      2. Essay: Neuroception at the Clay Field - PDF
      3. Aligning Posture with the Clay Field
      4. Establishing a Safe Relationship with the Clay Field
      5. Dealing with Traumatic Touch Experiences in the Past
      6. Resources for Anxious Children
      7. Case Examples - Situation 2

    4. Chapter 4 - Situation 3: Haptic Questions

      1. Haptic Questions - Orienting
      2. Haptic Orientation and Connection
      3. Haptic Questions - Intention
      4. Case Examples - Haptic Orientation
      5. Finding a Hold
      6. Case Examples - Finding a Hold

    5. Chapter 5 - Situation 4: Haptic Answers – Finding Fulfilment

      1. Haptic Answers - Finding Fulfillment
      2. Sensory and Embodied Fulfillment
      3. Case Study - Haptic Answers 1
      4. Case Study - Haptic Answers 2
      5. Case Study - Haptic Answers 3
      6. Case Study - Haptic Answers 4
      7. Case Study - Haptic Answers 5
      8. Case Study - Haptic Answers 6
      9. Case Study - Haptic Answers 7

    6. Chapter 6 - Situation 5: Building my own Base in the World

      1. Building My Own Base in the World
      2. Trusting My Own Ground
      3. Case Examples - Situation 5

    7. Chapter 7 - Situation 6: Self-Perception as Intentionally Feeling

      1. Essay: The Bottom-Up Approach - PDF
      2. The Bottom-Up Language at the Clay Field - PDF
      3. Self-Perception as Intentionally Feeling
      4. Age-Specific Examples of Verbalizing

    8. Chapter 8 - Practitioner Round Table: The Five Situations

      1. Practitioner Roundtable - The Five Situations

    9. Chapter 9 - Conclusion to Module 11

      1. Conclusion to Module 11
      2. Quiz: Test Your Learning - Module 11
      3. Practice Exercise: Module 11 - PDF
      4. Discussion Forum - Join our Community
      5. Recommended Reading: Module 11 - PDF

  12. Module 12 - Working at the Clay Field

    52 lessons

    1. Chapter 1 - The Role of the Therapist

      1. Video Lesson Planner: Module 12 - PDF
      2. Introduction to Module 12
      3. The Role of the Therapist
      4. Settings
      5. Facilitating Safety
      6. Trusting the Process

    2. Chapter 2 - Regulating Nervous Systems

      1. Stabilization
      2. Case Examples - Implicit and Explicit Stabilization
      3. Pendulation
      4. Case Examples - Pendulation
      5. Trauma-informed Practice

    3. Chapter 3 - Haptic Dialogue

      1. Introduction to Dialogue
      2. Expressive Therapies Continuum and Clay Field Therapy - PDF
      3. Language to Support the Kinesthetic-Sensory Level: "Flow"
      4. Case Examples - Language to Support the Kinesthetic-Sensory Level: "Flow"
      5. Language to Support the Perceptual-Affective Level: "How"
      6. Case Examples - Language to Support the Perceptual-Affective Level: "How"
      7. Language to Support the Cognitive-Symbolic Level: "What"
      8. Case Examples - Language to Support the Cognitive-Symbolic Level: "What"
      9. Verbalizing Experiences
      10. Case Examples - Verbalizing Experiences

    4. Chapter 4 - Haptic Dialogue: Strengthening the Sensorimotor Base - Skin Sense

      1. Strengthening the Sensorimotor Base: Haptic Diagnosis
      2. Haptic Language to Support: Skin Sense - PDF
      3. Sensory Connection through Skin Sense
      4. Case Examples - Sensory Connection through Skin Sense
      5. Skin Sense as Safe Attachment
      6. Case Example - Skin Sense as Safe Attachment
      7. Skin Sense: Sensory Integration

    5. Chapter 5 - Haptic Dialogue: Strengthening the Sensorimotor Base - Balance and Depth Sensibility

      1. Balance: Age Appropriate Dialogue and Landscaping
      2. Landscaping the Clay Field: The Lay Out Model - PDF
      3. Haptic Language to Support: Balance - PDF
      4. Case Examples - Haptic Dialogue to Support Balance
      5. Case Examples - Haptic Observations for Regaining Balance at Fulfillment
      6. Depth Sensibility: Supporting the Base for Confidence and Competence
      7. Haptic Language to Support: Depth Sensibility - PDF
      8. Case Examples - Haptic Observation for Compromised Depth Sensibility
      9. Case Examples - Haptic Dialogue to Support Depth Sensibility

    6. Chapter 6 - Haptic Dialogue: Developmental Ages

      1. Age-Adequate Accompanying
      2. Empowering the Child
      3. Attention Seekers
      4. Conclusion to Facilitating a Haptic Dialogue

    7. Chapter 7 - Practitioner Round Table

      1. Practitioner Round Table - The Role of the Therapist

    8. Chapter 8 - Study Groups

      1. Study Groups 6 - Hosted Q&A and Discussion

    9. Chapter 9 - Conclusion to the Course

      1. Quiz: Test Your Learning - Module 12
      2. Practice Exercise: Module 12 - PDF
      3. Individual Clay Field Sessions - PDF
      4. Discussion Forum - Join our Community
      5. Conclusion to the Course
      6. Repairing the Sensorimotor Base through Clay
      7. What Next...
      8. Testimonials and Feedback Survey
      9. Thank you and Congratulations!

Course start date 1 March 2026

We are now accepting enrollments to join this group training.

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A comprehensive training presented by Cornelia Elbrecht

The course has been developed in collaboration with Prof Heinz Deuser and his extensive, pioneering research and development in the Work at the Clay Field®.

Founder & Director
CORNELIA ELBRECHT

 

BA. MA. (Art Ed), AThR; SATh; IEATA; IACAET; SEP. Cornelia is the Founder and Director of the Institute for Sensorimotor Art Therapy. She has over 45 years of experience as an art therapist and has been conducting professional certified training in Initiatic Art Therapy, Guided Drawing® and Clay Field Therapy® for nearly two decades. She has studied at the School of Initiatic Art Therapy in Germany, is trained in Jungian and Gestalt therapy, Bioenergetics, Shiatsu and Naturopathy. More recently Cornelia has completed her trauma therapy training with the Somatic Experiencing Training Institute (SETI). She has published four books on Sensorimotor Art Therapy®. Cornelia works in private practice and conducts training throughout Australia, internationally and online. She is an accredited supervisor with ANZACATA.

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This training is recognised as professional development with the Australian Counselling Association (ACA). The Australian, New Zealand and Asian Creative Arts Therapies Association (ANZACATA) accepts our courses as professional development.

 

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The Institute for Sensorimotor Art Therapy acknowledges the Gadubanud people, of the Eastern Maar nation, as the Aboriginal Traditional Custodians of the land upon which we are based. We thank them for their continuous care for Country over thousands of generations.

We extend our respect to First Nations peoples across all continents upon which our training takes place.

 

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