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

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