Sensory rooms (Snoezelen) as a tool in a psychologist's work
Course Objective
To build practical competencies of psychologists in the safe and evidence-based use of sensory room equipment for conducting individual and group sessions aimed at psycho-emotional stabilization, development of self-regulation skills, and adaptation of children, adolescents, and adults experiencing stress, psycho-emotional exhaustion, or the consequences of traumatic events.
This course is designed for
- Psychologists working with children, adolescents, and adults
- Those who provide psychological support to IDPs, evacuated persons, and people living in frontline regions
- Social workers working with anxiety, emotional tension, consequences of traumatic events, and self-regulation difficulties
- Practical psychologists who already use individual sensory tools and seek to systematize their knowledge and master working in a sensory room
- Specialists of psychological centers, rehabilitation spaces, and organizations providing psychosocial support
Learning Format
- Program duration: 6 modules of 2 academic hours each
- Total duration: 12 hours
- The program includes: lecture modules, practical assignments, case studies, group discussions
- Format: online, offline, or hybrid (by agreement)
What Will Graduates Gain?
- Understanding the principles of safe and trauma-informed sensory work
- Skills in preparing the client for work in the sensory room and establishing a sense of safety
- Ability to select sensory stimuli and equipment according to the needs and current state of the person
- Practical skills in designing and conducting individual and group sensory sessions
- Tools for observing the client's state, evaluating their reactions, and recording session results
- Understanding the criteria for adapting or terminating a session and determining the need for further psychological support
- Practical experience in analyzing professional case studies and modeling sensory sessions
- SkillsUp Certificate subject to meeting the agreed program requirements
Program
- Principles of sensory room operation as a space for psycho-emotional support.
- The psychologist's role in preparing the client for sensory work.
- Establishing contact, building a sense of safety and trust.
- Explaining the goals, format, and specifics of sensory work to the client.
- Voluntary participation, individual boundaries, and the right to refuse any activity.
- Initial observation of psycho-emotional state and identification of current client needs.
- Identifying potential sensory triggers, discomfort, and signs of overload.
- Features of preparing children, adolescents, and adults for sensory work.
- "Safe Place" exercise: first introduction to the sensory environment.
- Functional capabilities of sensory room equipment and rules for its safe use.
- Main groups of sensory stimuli and their application in psychological practice:
- Visual stimulation: starry sky projector, 3D mirror, light effects, and visual stimuli.
- Auditory stimulation: musical and sound instruments, natural sounds, voice, and ASMR elements.
- Olfactory stimulation: use of aromatic materials considering individual sensitivity.
- Gustatory stimulation: opportunities and limitations of working with taste sensations.
- Tactile, vestibular, and proprioceptive stimulation: sensory hammock, ball pit (dry pool), weighted snakes, balance boards, fitballs, kinetic sand, and textured materials.
- Identifying individual reactions to sensory stimuli and selecting appropriate equipment.
- Practical exploration of sensory tools and their potential applications.
- Specifics of working with people experiencing acute stress, anxiety, psycho-emotional exhaustion, and the consequences of traumatic events.
- Initial observation of client state and identification of stabilization needs.
- Principles of trauma-informed interaction in a sensory environment.
- Grounding techniques, orientation to the present moment, and restoring a sense of control.
- Use of visual, auditory, tactile, and proprioceptive stimuli to support self-regulation.
- Working with manifestations of anxiety, emotional numbness, increased tension, and sensory overload.
- Observing client reactions and timely adjustment of stimulation intensity.
- Criteria for adapting or ending a sensory session and determining the need for other forms of psychological support.
- Structure of a sensory session: preparation, establishing contact, main part, and conclusion.
- Determining the session goal in accordance with the current state and needs of the client.
- Selection of sensory stimuli and equipment to achieve the defined goal.
- Adapting sessions for children, adolescents, and adults.
- Specifics of working with evacuated individuals and people experiencing prolonged stress.
- Building individual scenarios for sensory work.
- Principles of organizing group sessions, opportunities and limitations of the group format.
- Practical modeling of sensory sessions based on professional case studies.
- Analysis of client reactions and scenario adaptation during the session.
- Initial assessment of psycho-emotional state and identification of client needs.
- Observation of behavioral, emotional, and sensory reactions during the session.
- Assessment of tension levels, subjective well-being, and sense of safety before and after the session.
- Identification of signs of stabilization, discomfort, anxiety, and sensory overload.
- Use of state self-assessment scales, emotion cards, and observation checklists.
- Principles of applying standardized assessment techniques according to the request and the psychologist's competencies.
- Recording session results, identifying individually beneficial stimuli, and tracking dynamics.
- Interpretation of results, limitations of assessment, and planning further psychological support.
- Analysis of practical situations from the team's working experience.
- Identifying client needs and justifying the choice of sensory tools.
- Developing a scenario for an individual or group sensory session.
- Modeling a session while considering principles of safety, voluntary participation, and trauma-informed interaction.
- Practicing skills of observing client state and adapting the sensory environment.
- Filling out the initial observation form and the template for recording session results.
FAQ
No. The program is suitable for psychologists who already have professional experience and use individual sensory tools, but are just starting to work with sensory room equipment.
The program covers the specifics of sensory work with children, adolescents, and adults, including individuals experiencing acute or prolonged stress, psycho-emotional exhaustion, or the consequences of traumatic events.
The training involves exploring the functional capabilities of sensory equipment, principles of stimulus selection, session modeling, and the analysis of practical case studies.
Yes. Participants will cover session structure, learn to determine its goals, select appropriate sensory tools, observe client reactions, and adapt the process according to their needs.
Yes. Special attention is given to a trauma-informed approach, voluntary participation, client personal boundaries, detecting signs of discomfort and sensory overload, as well as criteria for adapting or ending a session.
Yes. The program covers observing emotional, behavioral, and sensory responses, using self-assessment tools, and recording results before and after the session.
Online, in the format of interactive sessions using video conferencing. The training combines theoretical modules, practical exercises, situation modeling, and analysis of professional case studies.
Yes. Participants who fulfill the agreed program requirements and pass the practical assessment will receive a SkillsUp certificate.
Education provides
