Registered or Un-Registered - what is the difference?

NDIS providers can be divided into two groups: registered and unregistered. Registered NDIS providers are those who have been approved by the National Disability Insurance Agency (NDIA) as meeting certain standards of quality, experience, qualifications or competency to provide services for NDIS participants.
A registered provider has been approved by the National Disability Insurance Agency (NDIA) to deliver support to plan-managed participants while an unregistered service provider may not have received approval yet or they may choose not to register with the NDIS.
At Play Therapy Melbourne we are proud to follow the strict compliance requirements of the NDIS and we are regularly audited to ensure we are meeting these standards. We feel that this provides peace of mind for participants who can be assured we are providing the highest possible quality service.
NDIS registered provider

Working with families to create individualised goals

As an NDIS registered provider we support children and families with NDIS funding. This includes offering support to children in educational settings via outreach. If you have an approved NDIS plan, please contact us so that we can talk with you about how to get started.

We work with families and carers on an individual basis. We will work alongside your specified NDIS goals, but we may also find additional goals that we can address through play therapy.

A lot of our work is with the neurodiverse population. As an increasing number of researchers continue to study the brain in an attempt to gain a better idea of what ASD looks like on a neurological level, we are beginning to understand the condition in a way that has not been possible in the past. In many ways, this research and our understanding of the conditions under which children with ASD thrive are allowing us to tailor our therapeutic approaches to increase children’s experience in a world largely developed for neurotypical brains.

At Play Therapy Melbourne, one of the most important things for us as clinicians is to provide a safe and predictable environment from week-to-week and provide a space for your child to experience a level of control. This means that they see us at the same time each week, in the same room, and with the same rules. As our therapeutic relationship with your child develops, they will learn that we are predictable and safe, and that this is a space where their brain can feel quiet and begin to work on what they need to.

We are there to assist them by co-regulating them as required. We are there to validate their experience, to help them to understand their world in a context and in language that makes sense to them, and to normalise their emotional experience. Having a place to go each week that is structured, predictable and safe, sets the perfect conditions for your child’s brain to change and grow. Play therapy gives your child’s brain a chance to form new, more positive links.

For brain growth to occur, and for long-lasting links to be formed in the brain, it takes repetition, repetition, repetition. This goes beyond applied behaviour analysis therapy. We are connecting and attuning with the child, following their lead, and offering insight into cause and effect. We reflect their emotional responses, give names to feelings, and connect these with the felt sense in your child’s body.

At Play Therapy Melbourne our foundation is Synergetic Play TherapyTM (2008), a researched- informed model of play therapy. It blends the therapeutic power of play with nervous system regulation, interpersonal neurobiology, physics, attachment, mindfulness, and therapist authenticity. Its primary play therapy influences are child-centred, experiential, and Gestalt theories.


Directive therapy

Play Therapy Melbourne uses a combination child-centred play therapy techniques with a more directive approach to help facilitate children’s use of play, while fostering their emotional literacy.

Many children with an autism spectrum disorder struggle with more advanced pretend play skills. These advanced play skills are linked with language development, social interaction and emotional regulation (the very areas many children on the spectrum have difficulty with). That’s why it is important to help children develop play skills.

The clinician focuses on pretend play during sessions (also known as imaginative play, symbolic play or make-believe play). Pretend play is the most complex form of play, and occurs when children inject their imagination into their play. For example, they might play with a puppet who is being mean to a friend and hitting them, or they might lay a blue blanket on the floor and pretend it is a river, or maybe they might dress up as a prince who rescues all the soft toy animals from a storm that is on its way.

Pretend play is linked to:

  • language development
  • abstract thought
  • social competence with peers
  • emotion regulation
  • social and emotional wellbeing
  • creativity

We operate across Melbourne and Geelong, with our main clinics being in Eltham, Frankston, Moonee Ponds and Geelong.

We would love to hear from you