Jessie Blakely MA, LPC Associate

DIR Floortime – Play Therapy while working with Children, The Neurodiverse population, and Persons with Autism Spectrum Disorder

I am certified in the DIR model which focuses on understanding a person’s development, how they function as an individual, and how they view and interact with the world around them. As a DIR Floortime play therapist, I see the importance of a person’s social-emotional development and how it plays a major role in the person’s potential throughout their life.

By focusing on social-emotional development then you thrive for those fundamental skills in relationships and emotional connections. DIR Floortime looks at the, “D”, development and perspective of the individual, and their “I” which is the individual differences of how each person comprehends the world around them. This then promotes the, “R”, relationships that fuel the person’s development and growth. The purpose of the DIR model is to help create healthier foundations for the individual’s social, emotional, and intellectual capacities.

Teens, Young Adults, Parents, Families, and Life Transitions

I have worked with a range of family dynamics while working as a Speech Language Pathologist Assistant, SLPA. I have over 10 years of experience as a SLPA working with individuals with neurodifferences and their families. During this time, I provided my clients with psychoeducation, coping strategies, communication skill building, support, and resources to create a healthier family structure for each and every family member. I like to consider myself a motivator to parents and families by being a good observer and helping them to find their natural strengths. Then we build on these strengths to create and structure a family system that is supportive for each family member.

Furthermore, as a LPC Associate, I worked as the Dean of Student and Family Support for an immersive transition program for young adults. This program worked with young adults, between 18 to 25, who were moving into adulthood and facing challenges with their social and economic independence. I attended to the communication amongst the parents, students, and faculty of key areas of independence like living skills, career training, lifestyle fitness, secondary education, tutoring, mental health needs, and support that the families would need during their child’s transition to adulthood. I also counseled each of the students, their parents, and provided family therapy.

There were many hats that I had to wear which ranged from guiding the students and parents to practice more effective ways of communication, expressing healthier ways of their needs and wants, analyzing the students potential for independence, goal-oriented advising for each family member, social awareness training, and employment coaching.

Along with the above list of transitions, I have also worked with parents transitioning into parenthood with young babies, toddlers, children, pre-teens, teens, and/or young adults. These new chapters can be exciting but also bring up unsettled feelings or even struggles with the parents’ ever changing roles in their children’s lives. These seasons can impact everyone involved and create challenges in the family system. I work with parents to help them provide a supportive and validating home environment. 

We work together to establish healthy communication and understanding which promotes mutual trust and respect in each of the family’s dynamics. I am a non-judgmental therapist here to be supportive and open to your needs.