CRE Programme on Exceptional Variations in Child Development with Assessments and Interventions

The trainees of the Professional Diploma in Clinical Psychology attended an intensive Continuing Rehabilitation Education (CRE) programme titled *Exceptional Variations in Child Development with Assessments and Interventions*, which offered them a comprehensive learning experience on the developmental, behavioural, and mental health challenges faced by children. The programme was structured into multiple sessions, each focusing on a critical domain of child development and clinical practice. The introductory sessions addressed the mental health of children with disabilities and developmental disorders, providing an in-depth understanding of how internalizing difficulties—such as anxiety, depression, withdrawal, and low self-esteem—and externalizing behaviours—such as hyperactivity, aggression, defiance, and impulsivity—manifest differently in children with atypical developmental patterns. Detailed discussions were held on the underlying psychological, biological, and environmental contributors to these behaviours, helping trainees appreciate the complexity of child psychopathology.

Further sessions delved into a broad spectrum of childhood disabilities and developmental disorders, including intellectual disability (mental retardation), epilepsy, specific learning disabilities, autism spectrum disorder, ADHD, oppositional defiant disorder, and conduct disorder. For each condition, experts outlined the etiological factors, early warning signs, developmental trajectories, and evidence-based diagnostic frameworks. Trainees were also introduced to standardized and culturally appropriate assessment tools used in clinical settings, enabling them to understand the importance of structured evaluation in accurate diagnosis and individualized intervention planning. Case vignettes, observational materials, and assessment demonstrations enriched their practical understanding.

A significant highlight of the CRE programme was the detailed exploration of therapeutic interventions, particularly the use of play therapy in child rehabilitation. The trainees were exposed to both directive and non-directive play therapy approaches. In the non-directive model, the emphasis was on creating a safe, accepting space where children could freely express thoughts and emotions through symbolic play, allowing therapists to understand their inner world without overt guidance. In contrast, the directive approach involved therapist-led activities strategically designed to develop specific skills such as emotional regulation, problem-solving, communication, and behavioural modification. Through demonstrations, role-plays, and supervised practice, the trainees learned how to apply these therapeutic methods according to the child’s developmental level, diagnosis, and individual needs.

Overall, the CRE programme significantly enriched the trainees’ academic knowledge and clinical proficiency. It strengthened their capacity to understand exceptional variations in child development, conduct systematic assessments, formulate accurate diagnoses, and apply appropriate therapeutic interventions. The programme not only deepened their theoretical foundation but also enhanced their practical skills, preparing them to deliver competent and compassionate psychological services to children and families in diverse clinical and rehabilitation settings.