Boredom in the Playroom
Boredom in the playroom is something most therapists experience – from an unyielding yawn to counting the ticks of a slow-moving clock, we’ve all found ourselves less than enthused in one session or another. But boredom isn’t always a negative thing. Sometimes, it’s a gentle reminder that it’s time to grow.
1:00 Lisa provides an overview of the Lessons from the Playroom series
2:13 The normalcy of boredom
2:34 Why therapists assume they shouldn’t be bored
3;05 What are the two major reasons for boredom?
3:45 Boredom through a neurobiology lens
4:10 Boredom as a felt experience
4:30 Boredom and the nervous system
6:10 The difficulty of connecting to self and others when bored
7:10 Why do we check out?
7:36 Understanding the projective process of the mind
8:15 Boredom may occur when a child offers information on how it feels to be them
9:00 Hyperaroused children versus hypoaroused children
10:50 What can you do about boredom?
12:09 The importance of naming your experience
12:50 Working with instead of against boredom
13:15 Boredom as a reflection of career
14:07 Boredom may occur when things are no longer meaningful
14:29 Viewing boredom as a teacher
14:55 Congruence and authenticity in the playroom – how does boredom get in the way?
16:01 Boredom may mean that it’s time for growth
16:55 Can children feel new energy?
17:30 Boredom as a messenger
18:20 It’s vital to use boredom instead of shying away from it