Klochkova, D., Petrova, E., & Koleva, M. M. (2025). Emotional Integration: How to Build a Safe and Happy Relationship With Children – Online & Hybrid Applications.

Klochkova, D., Petrova, E., & Koleva, M. M. (2025). Emotional integration: How to build a safe and happy relationship with children – Online & Hybrid applications. Tele'Drama Press.




EMOTIONAL INTEGRATION: HOW TO BUILD A SAFE AND HAPPY RELATIONSHIP WITH CHILDREN – ONLINE & HYBRID APPLICATIONS
Demonstrating therapeutic connection in hybrid settings through Tele'Drama

Elena Petrova, CTP-2 [Bulgaria], Maia Maria Koleva, CTP-3 [Bulgaria], Desislava Klochkova, CTP-3 [Bulgaria]

Abstract

This article explores the application of hybrid and online Tele’Drama techniques to support emotional integration in children and improve parent-child relationships. Through a live demonstration that included both in-person and remote participants, the authors showcased how psychomotor therapy, sensory and reflex integration, and co-regulation exercises can be used effectively in a digital therapeutic context. The session offered participants both theoretical grounding and practical tools, illustrating how emotional awareness and resilience can be fostered through body-based and relational methods, even across virtual platforms.

Keywords:

Emotional regulation, parent-child interaction, sensory integration, reflexes, psychomotor therapy, Tele’Drama, hybrid therapy, virtual techniques.

Introduction

As the demand for accessible therapy grows, the use of online and hybrid formats becomes not just a convenience, but a necessity. Hybrid sessions offer a unique opportunity: families who are physically present with one therapist can engage meaningfully, while other therapists and families join from their homes or remote locations. This inclusive model allows for continuity of care, greater reach, and flexible participation across geographic and logistical boundaries.

Equally important is the assurance of safety and confidentiality in these virtual environments. We ensure that each session, whether online or hybrid, adheres to established ethical and clinical standards. Secure digital platforms are used to protect client privacy, and parents and children are guided in creating quiet, distraction-free spaces at home where they feel safe and supported. These considerations form the backbone of a therapeutic environment that prioritizes both emotional safety and data security.

As practitioners deeply engaged in the therapeutic process with children and families, we aimed to move beyond abstract theory. This article shares the structure, rationale, and impact of our session “Emotional Integration: How to Build a Safe and Happy Relationship with Children – Online Applications,” presented at the 2nd Annual Tele'Drama Community Festival.In this session, we integrated children and parents—both in person and online—into a single therapeutic environment. Our aim was not only to describe techniques but to demonstrate them in real-time, showing the possibilities of Tele’Drama as a powerful medium for emotional regulation work.


Session Context and Theoretical BackgroundOur clinical work shows that many emotional and behavioral challenges in children stem from disrupted or incomplete neurological development. Rather than treating only behavior, we focus on whether children have the foundational capacity for emotional regulation—a capacity built on integrated reflexes, sensory processing, and relational safety.We apply psychomotor therapy methods that support children’s physical, emotional, and relational development through movement and structured play. This includes techniques from:

• Relational Psychomotoricity
• Analytical Psychomotor Therapy
• Rhythmic Movement Training International (RMTi)
• MNRI® Reflex Integration Program
  

Our work draws from several key frameworks:

• Attachment Theory (Bowlby, 1988; Ainsworth, 1979): Emphasizes that secure relationships form the base for emotional regulation.
• Polyvagal Theory (Porges, 2011): Highlights how the autonomic nervous system, particularly the vagus nerve, shapes our capacity for social engagement.
• Neurosequential Model of Therapeutics (Perry & Dobson, 2010): Stresses the importance of addressing brainstem-level needs before higher-order functioning can be expected.
  

We also integrate findings from recent literature on psychomotor development and movement-based therapeutic models:

1. Psychomotor Interventions for Mental Health – Children and Adolescents (2021, NVPMT)
2. Smart Start: How Exercise Can Transform Your Child (2009, Margaret Sassé & George McKail)
3. Inhibition of Primary Reflexes (2019, Maria Volemanova)

How the Topic Was Chosen

This session was inspired by the practical needs and emotional struggles we regularly witness in our therapeutic work. Many parents express uncertainty in responding to behaviors that appear disruptive or concerning, often unaware of the underlying neurodevelopmental delays in their child. The growing prevalence of hybrid therapy environments gave us an opportunity to demonstrate how effective interventions could reach families in diverse settings. We sought to bring theory to life and give participants a front-row view into a real-time therapeutic process.

 
Preparation Process

Our preparation involved close collaboration between therapists and families already familiar with our methods. We structured the session to include a theoretical foundation shared in advance, followed by an experiential segment involving both in-person and virtual participants. Exercises were carefully chosen to highlight reflex integration, sensory regulation, and parent-child co-regulation, ensuring both accessibility and clinical impact across formats. The hybrid design required technical planning, emotional preparation with the children, and scenario-based flexibility to adapt in the moment.


Objectives

The goals of the session were:

• To illustrate how primary reflexes and sensory development influence emotional behavior.
• To model practical interventions using psychomotor and body-based therapeutic techniques.
• To engage parents in activities that promote secure attachment and emotional literacy.
• To explore how Tele’Drama can bridge in-person and remote therapeutic experiences.

Delivery & Methodology

The session employed a hybrid format integrating Tele’Drama with live therapeutic work. The applied methodologies included:

• Psychomotor Therapy for body awareness and self-regulation.
• Sensory and Reflex Integration to address developmental readiness.
• Drama Therapy and Expressive Play to facilitate emotional processing.
• Co-regulation exercises for strengthening parent-child bonds.
• Sociometry and experiential sharing to foster group cohesion. Participants were invited to observe and, where applicable, join in simple movements, games, and storytelling that reflect core neurodevelopmental functions.

Outcomes & Insights

Participants reported gaining a deeper understanding of the body-brain-emotion connection, especially the role of movement in managing emotions. Parents noted the value of engaging directly with their children in a structured, playful, and supportive way. The hybrid session worked seamlessly, with virtual participants expressing that they felt just as involved and emotionally engaged as those present physically. Many expressed eagerness to apply what they observed in their own practice or homes.


Expanding the Work

Given more time, we would incorporate breakout sessions for participants to practice techniques hands-on, offer post-session reflection circles, and provide a toolkit of activities for continued use. We would also include case studies tracking long-term progress from hybrid sessions and offer a follow-up workshop for feedback integration.


Evaluation

Our reflections as facilitators revealed that hybrid therapy—when well structured—can be both intimate and effective. It dismantles physical distance and opens emotional space for authentic connection. Audience feedback affirmed this, highlighting the session’s realism, accessibility, and warmth. Participants left feeling informed, empowered, and inspired to implement what they had experienced.

References

• Ainsworth, M. D. S. (1979). Infant–mother attachment. American Psychologist, 34(10), 932–937.
• Bowlby, J. (1988). A secure base: Parent-child attachment and healthy human development. Basic Books.
• Porges, S. W. (2011). The polyvagal theory. W. W. Norton.
• Perry, B. D., & Dobson, C. L. (2010). The neurosequential model of therapeutics. Child Trauma Academy Press.
• Sassé, M. & McKail, G. (2009). Smart Start: How Exercise Can Transform Your Child.
• NVPMT. (2021). Psychomotor Interventions for Mental Health – Children and Adolescents. Boom uitgevers Amsterdam.
• Volemanova, M. (2019). Inhibition of Primary Reflexes.
• Masgutova, S. (n.d.). MNRI – Reflex Integration Program.
• Blomberg, H. (n.d.). Rhythmic Movement Training International.

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