Play Therapy

Gestalt Play Therapy for Children and Adolescents

Description:

Gestalt: the sum is greater than its parts as long as relationship between the parts remain. A process oriented approach to therapy, based on Humanism, Reichian Therapy, Phenomenology, Holism and Existentialism. Gestalt Play Therapy created by Violet Oaklander, PhD, its main focus is to help the client become aware of own process and achieve change through contact, awareness, choices and self- responsibility.

Ultimately, once aware, clients decide to maintain or discontinue behaviors. This training will discuss in depth the Seven Principles of Gestalt Play Therapy with children and adolescents as created and taught by Violet Oaklander, PhD. Using case studies, the application of the principles will be demonstrated using a rich array of art, clay work, music, therapeutic stories, role-play and exercises.

Objectives:

  • Define play therapy.
  • Identify the major contributors to play therapy.
  • Differentiate between Non-Directive and Directive Play Therapy.
  • Describe the seven core Gestalt Play Therapy Principles.
  • Demonstrate Gestalt Play Therapy techniques for each of the seven core GPT principles.
  • Analyze case studies to demonstrate the application of the Gestalt Play Therapy Model

Presenter: Sonia Hinds, APRN, PMH-BC, RPT
CE Hours for Social Workers/ School Psychologists/MFCCs/Play Therapists: 12
NBCC: 12 CE Clock Hours/CEUs 1.2

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Healing the Hurting Child: The Necessary Dimensions of Child-Centered Play Therapy – 2 day

Description:

This workshop will focus on the perceptual world of the child, the dynamic elements of the relationship that facilitate the play therapy process, and structuring the relationship in the playroom. Additionally “reading” themes in children’s play, the four healing messages needed by a child who is hurting will be included. Further, helping children develop self-control and self-responsibility, the ACT model of therapeutic limit setting will be

discussed. Lastly, the language of facilitating change in children, guidelines for selecting appropriate toys and materials and a conceptual model of the process of change in play therapy will be addressed. Workshop activities will center around spontaneous demonstrations by Dr. Landreth dealing with specific problems in the play therapy experience, critique of videos of Dr. Landreth’s play therapy sessions and the art expressions of Ryan, a child who was dying.

Objectives:

  • Discuss the elements and the importance of establishing a therapeutic relationship
  • Identify four healing messages needed by children
  • Describe the three steps in therapeutic limit setting
  • Describe three characteristics of reflective responding in play therapy
  • Identify the process for selecting and not collecting toys needed in play therapy
  • Demonstrate therapeutic interventions from video-taped play therapy sessions

Presenter: Garry Landreth, LPC, RPT-S
CE Hours for Social Workers/ School Psychologists/MFCCs/Play Therapists: 12
NBCC: 12 CE Clock Hours/CEUs 1.2

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Play Therapy Based Applications for Trauma-Focused CBT w/ Children (TF-CBT)

Description:

Trauma-Focused CBT is the most often used empirically-based (and SAMSHA recommended) trauma treatment approach. However, younger children, especially under the age of 8, often need a more playful and play-based approach to any CBT approach due to their developmental limitations.

This didactic and experiential workshop will offer child/play therapists an overview of how to incorporate play therapy-based techniques into Trauma Focused-CBT treatment with children making it a more play therapy- based approach. Advanced-level issues and difficulties in using TF-CBT with children will also be addressed.
Participants are strongly recommended to take the 10-hour free on-line course in TF-CBT (tfcbt.musc.edu), as this seminar will build upon that base.

Objectives:

  • Describe various components of TF-CBT and why play therapy-based applications may need to be inserted;
  • Demonstrate three play therapy-based techniques
  • Identify the benefits of and when to use play therapy/play-based applications in the TF-CBT treatment protocol

Presenter: Athena Drewes, PsyD, RPT-S
CE Hours for Social Workers/ School Psychologists/MFCCs/Play Therapists: 6
NBCC: 6 CE Clock Hours/CEUs 0.6

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Supervision Can Be Playful: The Required Training for RPT-S (Advanced Level)

Description:

This workshop will incorporate perspectives from playful approaches to supervision (Drewes & Mullen, 2008). Participants will learn the’ why and how to’ of incorporating play therapy activities into supervision of developing play therapists. It will also address the ethical, legal and cultural considerations of supervision, and the various stages of development of the supervisee. This workshop will primarily be didactic but will incorporate several experiential activities to allow for the direct experience of how supervision can be playful. Participants should also bring treatment dilemmas for group discussion on an advanced level.

Objectives:

  • Describe at least 3 benefits of incorporating playful approaches to supervision;
  • Identify at least 2 ways that play therapy techniques can be utilized in supervision;
  • Demonstrate at least one play-based technique immediately into their supervision practice.

Presenter: Athena Drewes, PsyD, RPT-S OR Jodi Mullen, PhD., LMHC, RPT-S
CE Hours for Social Workers/ School Psychologists/MFCCs/Play Therapists: 6
NBCC: 6 CE Clock Hours/CEUs 0.6

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Psychodynamic Play Therapy – 2 day

Description:

This training will begin with a review of relevant contributions of the giants in the field to child psychotherapy and play therapy. A rich discussion about the unconscious mind and primary process thinking, psychosexual stages, transference, counter-transference, projection, and resistance will be included. Participants will come away with a deeper understanding of play therapy as a tool to express unconscious feelings and conflicts in a symbolic manner. Additionally, participants will learn to think about how and when to make interpretations in accordance with psychodynamic theories. This training is the cornerstone to understanding the depth of play therapy work and will deepen your awareness and understanding as a clinician. This is a very intense training and is essential to all child play therapists/psychotherapists.

Objectives:

  • Discuss the role of theories by Freud, Klein, and Winnicott in understanding the meaning of children’s symptoms in play therapy
  • Demonstrate the therapeutic value of psychodynamic play by describing four common themes in play therapy
  • Discuss the process of remaining in the metaphor of play therapy when making interpretations and judging the impact of interpretations
  • Describe how to work with resistance in play therapy
  • Analyze play therapy case studies using psychodynamic principles
  • Describe the process of addressing transference and counter-transference in play therapy

Presenter: Kristen Carey, PsyD
CE Hours for Social Workers/ School Psychologists/MFCCs/Play Therapists: 12
NBCC: 12 CE Clock Hours/CEUs 1.2

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Trauma & Attachment-Based Family Play Therapy w/ Children & Teens – 2 day

Description:

Over the last decade researchers have studied the negative impact of trauma and attachment on the brain and healthy development. Interpersonal neurobiology and attachment theory provide an important lens in which to examine family relationships to better understand the behavior of children and adolescents. This workshop will focus on increasing understanding about the neurobiological impact of trauma and attachment issues within a cultural context. Participants will identify a new framework for addressing behavior problems in children and adolescents. Participants will also learn at least three creative strategies to assess and work with families using play and expressive therapies.

Objectives:

  • Describe the impact of trauma & attachment on the brain.
  • Identify the problems that occur with attachment and understand what the child’s behaviors are telling you.
  • Demonstrate an array of play therapy interventions based on child-centered play therapy.
  • Identify the therapeutic power of play within the treatment process.
  • State at least three play & expressive therapies strategies to assess & work with families.
  • Analyze the behavior of children & adolescents using an interpersonal neurobiology framework with cultural sensitivity.

Presenter: Cathi Spooner, LCSW, RPT-S, CTS
CE Hours for Social Workers/ School Psychologists/MFCCs/Play Therapists: 12
NBCC: 12 CE Clock Hours/CEUs 1.2

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Play Therapy with Foster Care Children

Description:

The language of children has always been best represented through play. This premise is the basis for the emerging specialization of play therapy. This experiential workshop will introduce and explore play in a clinical context, particularly for use with children and adolescents who are in foster care. From building a trusting therapeutic rapport to gathering psycho-social history, play therapy can be a powerful tool and resource for those who utilize it in their clinical work with the children and adolescents. Main areas of focus include: how foster care workers can develop an individualized repertoire of play therapy skills-base , basic and popular creative arts interventions to employ i.e. sand tray, coloring therapy, basic interpretative skills and other techniques relative to play therapy.

Objectives:

  • Identify clinical assessment and interpretation skills as related to play therapy.

 

  • Describe specific play therapy techniques for this population.
  • Discuss Attachment Theory relative to children in adoption and foster care.
  • Discuss how secure and insecure attachments develop.
  • Identify five dimension parenting model that can help repair attachment problems in children.

 

Presenter: Xanthia Johnson, LCPC, LPC, ACS, RPT-S
CE Hours for Social Workers/ School Psychologists/MFCCs/Play Therapists: 6
NBCC: 6 CE Clock Hours/CEUs 0.6

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Play Therapy Skills Lab

Description:

One of the goals of our Play Therapy Institute is to provide participants with not only play therapy theory and techniques but also to ensure a level of clinical competence. During this session, participants will discuss authentic cases and devise treatment plans with appropriate play therapy interventions. Additionally, participants are required to bring at least one written case of a real client (child aged 3-10) for group consultation. A discussion to include the purpose of the session, theoretical foundation, play therapy techniques utilized, and outcomes of sessions should be included in the summary.

Objectives:

  • Analyze authentic play therapy cases from a developmentally-sound clinical perspective.
  • Demonstrate application of theory and techniques to cases presented.
  • Evaluate effectiveness of therapeutic interventions.

Presenter: Xanthia Johnson, LCPC, LPC, RPT-S
CE Hours for Social Workers/ School Psychologists/MFCCs/Play Therapists: 6
NBCC: 6 CE Clock Hours/CEUs 0.6

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Child-Centered Play Therapy, Experiential with Children – 2 day

Description:

During this session, participants will be introduced to the entire play therapy process from start to finish, including how to make skilled responses, identifying therapeutic themes and issues, tracking progress, setting limits, responding to questions and making decisions about termination of sessions. Additionally, participants will learn how to select toys for the playroom and work with parents effectively. This workshop will provide a framework for conducting play therapy in order to begin conducting this work immediately. Includes didactic information and videotape presentation, as well as role-play and hands-on practice. If you are serious about play therapy, this workshop is a MUST! It is CBPS’ thought that every therapist working with children in a mental health capacity should have this training as a foundation regardless of the play therapy modality being used.

Objectives:

  • Describe the stages of play therapy and the issues/themes presented.
  • Demonstrate how to utilize empathic responses, tracking responses, and how to respond to questions, requests, commands by the child and set limits in play therapy.
  • Identify methods to constructively engage and maintain a working relationship with parents whose children are in play therapy.

Presenter: Sonia Hinds, APRN-BC, RPT
CE Hours for Social Workers/ School Psychologists/MFCCs/Play Therapists: 12
NBCC: 12 CE Clock Hours/CEUs 1.2

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School-Based Play Therapy

Description:

This workshop is a combination of didactic and experiential lecture. Participants will leave having a better understanding of how to create a therapy space within a school office setting and the essential materials to include; how to deal with the challenges faced by lack of space, lack of administrative support and understanding about play therapy and lack of time; how to blend play therapy with CBT and learn about some of the latest group treatment approaches. Participants will learn and practice several techniques for immediate use in counseling for working with affect regulation and anger management in school age children.

Objectives:

  • Describe how to set up a play therapy office setting and name three categories of materials to include.
  • Explain to how to counter and work out three challenges of including play therapy/techniques within a school setting.
  • Demonstrate how to utilize three play therapy techniques for use within a school setting with angry and affect dysregulated children and teens.

Presenter: Athena A. Drewes, PsyD, RPT-S
CE Hours for Social Workers/ School Psychologists/MFCCs/Play Therapists: 6
NBCC: 6 CE Clock Hours/CEUs 0.6

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The Wisdom of Oz Returning Home: Themes of Integration in Sandplay and Play Therapy – day one

Description:

The Return phase of the hero’s journey is a critical time for reintegration into society. It resembles issues that arise and must be addressed at the completion of a therapeutic process. Many do not realize that Dorothy’s journey in The Wonderful Wizard of Oz continues in Baum’s 13 other Oz stories. In this workshop Dr. Morena presents an overview of the Oz saga, drawing insight from this quintessential fairy tale to examine the Return phase of the archetypal journey and apply this wisdom to the issues that arise in a therapeutic process. She shows how clinicians can recognize and deal with these issues both symbolically and clinically to facilitate their clients return and integration into daily life. Themes of return and ongoing integration are illustrated with sandplay and play therapy case material.

Objectives:

  • Describe the archetypal stages of the Return and the process of integrating therapeutic gains in play therapy
  • Develop skills to identify and address issues from the archetypal phase of the hero’s return that arise with the termination of a therapeutic process in play therapy
    Identify and address clinically and symbolically what is therapeutically necessary for the maintenance of therapeutic gain

Presenter: Gita Dorothy Morena, PhD, LMFT, CST-T
CE Hours for Social Workers/ School Psychologists/MFCCs/Play Therapists: 6
NBCC: 6 CE Clock Hours/CEUs 0.6

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The Wisdom of Oz Archetypal Imagery in Sandplay and Play Therapy – day two

Description:

Drawing insight from L. Frank Baum’s quintessential American fairy tale, The Wonderful Wizard of Oz, Dr. Morena explores Dorothy’s journey into this magical land as a metaphor for Joseph Campbell’s hero’s Journey, Carl Jung’s individuation process and the honoring of feminine values. Dorothy and her companions are seen as symbolic aspects of the psyche that need to be identified, healed, and integrated into wholeness. Examples from sandplay and play therapy case material and opportunities for engaging with the story in a personal way are included to show how Oz imagery expresses issues that emerge during the journey home to wholeness.

Objectives:

  • Demonstrate use of symbolic language and how it is used therapeutically in sandplay and play therapy
  • Identify skills to use the metaphor of The Wonderful Wizard of Oz as it applies to the hero’s journey and the individuation process in play therapy and sandplay.
  • Describe the emphasis of feminine values in The Wonderful Wizard of Oz, and show how this influences psychological development and healing.

Presenter: Gita Dorothy Morena, PhD, LMFT, CST-T
CE Hours for Social Workers/ School Psychologists/MFCCs/Play Therapists: 6
NBCC: 6 CE Clock Hours/CEUs 0.6

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Use of Art to Understand Child Development in Play Therapy

Description:

This workshop will review several theories of child graphic developmental theories and look at how these can reflect cognitive, social and emotional milestones for children in play therapy. Clinical evaluation of children using the “Art Experience” will be experientially explored. Case examples and art techniques for various age groups/clinical populations will be presented and discussed. Additionally, this workshop will discuss principles of play therapy and how to integrate art in play therapy.

Objectives:

  • Identify various graphic developmental theories in relation to child’s cognitive, social and emotional development in play therapy
  • Evaluate children’s art from a developmental perspective
  • Demonstrate and practice child related art techniques from a developmental perspective
  • Demonstrate how to integrate art in the play therapy process.

Presenter: Peggy Kolodny, ATR-BC, LCPAT
CE Hours for Social Workers/ School Psychologists/MFCCs/Play Therapists: 6
NBCC: 6 CE Clock Hours/CEUs 0.6

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Art as a Neurosequential Approach for Developmental Trauma Treatment in Play Therapy

Description:

This workshop will include the work of Bruce Perry, M.D., PhD on Neurosequential therapy theory with Bessel Van Der Kolk’s concept of Developmental Trauma. Includes ethical and clinical guidelines of art treatment as used by the play therapist. Focus will be on sexually traumatized children but other populations will be presented. Appropriate art-based techniques will be demonstrated in both didactic and experiential formats. Case histories and client artwork will be presented. This workshop provides an outstanding foundation for the clinical application of art interventions in play therapy.

Objectives:

  • Discuss foundation of art therapy history and theory.
  • Identify clinical guidelines of art as applied to the play therapy practice.
  • Identify the basic use of art materials needed in therapy as well as the developmental stages of art.
  • Demonstrate skills needed with specific art techniques and interventions for the traumatized child in play therapy.
  • Describe appropriate art assessment tools for the play therapist.

Presenter: Peggy Kolodny, ATR-BC, LCPAT
CE Hours for Social Workers/ School Psychologists/MFCCs/Play Therapists: 6
NBCC: 6 CE Clock Hours/CEUs 0.6

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Effective Parenting Strategies for Play Therapists & Child Psychotherapists

Description:

Parents often seek pediatricians as first responders for significant behavioral issues among children. Pediatricians then defer to therapists for complicated cases. Being equipped with practical and effective discipline and effective parenting strategies are therefore essential for play therapists and child psychotherapists. This workshop will provide practical and useful information to guide parents, based on the work of Rudolf Dreikurs, Amy Lew, Betty Lou Bettner (Adlerian Psychology), Garry Landreth (A.C.T Model), and Becky Bailey (Conscious Discipline). Additionally, participants will learn how to apply Adlerian principles in the play therapy process.

Objectives:

  • Identify the formula for effective parenting.
  • Discuss the Crucial C’s and the Goals of Misbehavior as applied to parenting and play therapy process.
  • Demonstrate how to guide parents to better connect with their children using play therapy techniques.

Presenter: Sonia Hinds, APRN-BC, RPT
CE Hours for Social Workers/ School Psychologists/MFCCs/Play Therapists: 6
NBCC: 6 CE Clock Hours/CEUs 0.6

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Dimensions of Containment – Symbolic Meaning of Sandtray in Play Therapy and Jungian Sandplay – day one

Description:

This course offers an in-depth exploration of the theme of therapeutic containment in the practice of Play Therapy and Jungian Sandplay, examining how clinical issues of securing privacy, confidentiality, trust, emotional safety, and positive transference are visually and tangibly symbolized by the sandtray and the imagery clients create within it. It explores practical and symbolic aspects of the sandtray as a therapeutic container, examining the rationale for its shape, color, size, and function. The question of what it means when clients choose or decline work in the sandtray will be addressed. Visual imagery representing the securing, disruption, and repair of therapeutic containment will be explored.

Objectives:

  • Describe the theme of therapeutic containment in the practice of play therapy and Jungian Sandplay therapy.
  • Discuss the practical and symbolic aspects of the sandtray as a therapeutic container.
  • Describe visual imagery representing security, disruption and repair of the therapeutic containment.

Presenter: Betty Jackson, LCSW, CST
CE Hours for Social Workers/ School Psychologists/MFCCs/Play Therapists: 6
NBCC: 6 CE Clock Hours/CEUs 0.6

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Understanding Symbolic Imagery in Sandtray Play Therapy & Jungian Sandplay

Description:

This course addresses the multi-facetted use of sand and water in the practice of play therapy and Jungian Sandplay, exploring their archetypal symbolism and examining how and why clients approach or avoid tactile engagement with these elements during therapy. The extent to which tactile engagement with the sand reflects the clients’ degree of ego stability and the extent to which inclusion of water mirrors the flow of emotion will be explored. Particular attention will be given to the interplay between these two elements and how they help facilitate cathartic release of emotion within the safety of the therapeutic relationship. This course includes presentation of case material of clients who were able to access and work through trauma by engaging almost exclusively with sand and water, using few, if any miniatures in their respective Sandplay processes.

Objectives:

  • Identify the multi-faceted use of sand and water in Jungian Sandplay and play therapy.
  • Describe archetypal symbolism and how they are used by clients in the process.
  • Describe how client in a case-study access and work through trauma using this process,

Presenter: Betty Jackson, LCSW, CST
CE Hours for Social Workers/ School Psychologists/MFCCs/Play Therapists: 6
NBCC: 6 CE Clock Hours/CEUs 0.6

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Play Therapy for Sexually Traumatized Children – 2 day

Description:

Using the best elements of both directive and non-directive play therapy approaches with traumatized children allows for healing and repair of losses associated with sexual trauma like innocence, trust, and appropriate boundaries. In this workshop, participants will learn about sexual development in children, the psychological markers of sexual trauma, and the special issues these children present in play therapy. Included will be ways to consult with non-offending parents, deal with powerful impact of countertransference, and setting limits.

Objectives:

  • Describe sexualized play in play therapy.
  • List possible physical and behavioral indicators of sexual trauma to include boundary issues.
  • Identify rational for using child-centered play therapy approach.
  • Describe the range of emotional conflict a child might experience with disclosure.
  • Demonstrate specific play therapy techniques for children who have been sexually traumatized.
  • Identify common countertransference issues that often arise and ways to work through them

Presenter: Jodi Mullen, PhD., LMHC, RPT-S
CE Hours for Social Workers/ School Psychologists/MFCCs/Play Therapists: 12
NBCC: 12 CE Clock Hours/CEUs 1.2

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Comprehensive Play Therapy Self-Assessment (Intermediate to Advanced Level)

Description:

Am I as prepared as I think I am as a registered play therapist? Attend this enlightening and empowering training experience to find out. Participants will have an opportunity to challenge their play therapy knowledge and skills by engaging in self-assessment. Participants will respond to clinical scenarios and apply interventions to case studies. This will be followed by a rich discussion of concepts and authentic learning opportunities that will enhance play therapy skills for professional and clinical challenges. Why attend this session? You will have opportunities to have your most burning questions answered about the practice of play therapy, solve dilemmas, learn new concepts and obtain validation of your clinical skills and conceptualizations. There is no pass/fail grade. The purpose is self-assessment and enrichment.
Topic areas to be included but not limited to: History and theory of play therapy, child-centered principles, directive play, psychodynamic principles (transference, countertransference), use of metaphors, Gestalt play therapy, grief and loss issues, use of art, ethical dilemmas, trauma focused evidenced-based practices, sexual abuse, parenting strategies, documentation, court testimony and more!
This training is an Intermediate to Advanced level and is strongly recommended for CBPS Track A participants who are ready to apply for their RPT Credentials.

Objectives:

  • Analyze case studies and apply interventions based on theoretical knowledge.
  • Identify solutions to common dilemmas in play therapy.
  • Discuss ethical practices in play therapy.

Presenter: Jodi Mullen, PhD., LMHC, RPT-S
CE Hours for Social Workers/ School Psychologists/MFCCs/Play Therapists: 6
NBCC: 6 CE Clock Hours/CEUs 0.6

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Social Skills Using CBT & Play Therapy

Description:

Some skills are best taught in a group setting. Using directive play therapy and cognitive behavior therapy approaches this workshop will focus on pro-social behaviors to include how to make and keep friends, anger management, understanding social cues, dealing with bullies, how to join a group, and assertive communication. All of these skills are needed for self-regulation and to sustain relationships. An array of story- telling, role-playing and the creative arts will be used to reinforce concepts.

Objectives:

  • Using directive play therapy approaches, demonstrate how to teach pro-social skills.
  • Demonstrate use of cognitive behavior techniques to teach pro-social skills.
  • Describe strategies for coaching parents to use CBT strategies to help their child.

Presenter: Sonia Hinds, APRN-BC, RPT
CE Hours for Social Workers/ School Psychologists/MFCCs/Play Therapists: 6
NBCC: 6 CE Clock Hours/CEUs 0.6

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Adlerian Play Therapy for Children, Adolescents & Adults

Description:

This experiential workshop will examine principles of Individual Psychology of Alfred Adler as they apply to play therapy with children, adults, and families. Participants will be introduced to and will practice basic Adlerian techniques used in play therapy with children and adults. Participants will discuss a place of self in an Adlerian- based therapeutic process and will have an opportunity to experience movement encouraged by the Adlerian therapeutic process.

Objectives:

  • Describe the major tenents of Individual Psychology of Alfred Adler as applied to play therapy.
  • Demonstrate the applicability of Adlerian Play Therapy to children and adults.
  • Discuss Adlerian-based therapeutic process using case study.

Presenters: Pearnel Bell, PhD & Marina Bluvshtein, PhD, LMFT
CE Hours for Social Workers/ School Psychologists/MFCCs/Play Therapists: 6
NBCC: 6 CE Clock Hours/CEUs 0.6

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Managing the Angry Child Using Play Therapy & CBT

Description:

The psychodynamics of anger, to include common reasons for its occurrence and how it is manifested in children will be discussed. Specific play therapy techniques and CBT strategies for working with the angry child will be explored. The role of parents in coaching children to manage anger will also be included. This workshop is particularly important, given that a significant number of children in play therapy experience anger that is out of control.

Objectives:

  • Identify various reasons for anger in the child.
  • Describe specific play therapy and cognitive behavior techniques for managing anger.
  • Identify specific ways for parents to help child move toward self-regulation

Presenter: Sonia Hinds, APRN-BC, RPT
CE Hours for Social Workers/ School Psychologists/MFCCs/Play Therapists: 6
NBCC: 6 CE Clock Hours/CEUs 0.6

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Kaleidoscope of Play Therapy Techniques for Children & Adolescents

Description:

“I wish I had learned more play therapy techniques!” Participants will first learn that play therapy is more than just a bunch of “techniques” and that it is a way of being with the child in the context of the relationship. After those principles are explained and practiced, Non-Directive play therapy for young children will be discussed and Directive play therapy for older children and adolescents will be discussed and demonstrated. Strategies to build self-esteem, help children and adolescents identify and tolerate feelings and cope with life stressors will be presented.

Objectives:

  • Identify the magical powers of play therapy, how and why it works.
  • Demonstrate a variety of play therapy techniques that can be readily applied for children and adolescents.
  • Discuss the use of play therapy techniques for building self-esteem, managing anger, ADHD symptoms, anxiety and more.

Presenter: Sonia Hinds, APRN-BC, RPT
CE Hours for Social Workers/ School Psychologists/MFCCs/Play Therapists: 6
NBCC: 6 CE Clock Hours/CEUs 0.6

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Multicultural Aspects of Play Therapy

Description:

Play therapy is practiced among various cultures around the world using various approaches and techniques. Being culturally competent is the responsibility of every therapist. This workshop will discuss play therapy as a cross cultural language and discuss how health seeking behaviors within a culture affects participation in play therapy or any type of mental health therapy. Recommendations for culturally inclusive toys for the play room will be discussed. Examples of how transference and countertransference from a personal experience as an African Caribbean perspective will be shared by the presenter.

Objectives:

  • Define cultural competence.
  • Describe health seeking behavior practices among various ethnic groups and how this may affect participation in therapy.
  • Describe play therapy as a cross cultural language.
  • Identify ten culturally-based qualities therapists must have for successful client-centered approach.
  • Identify culturally-influenced play therapy techniques.

Presenter: Sonia Hinds, APRN-BC, RPT
CE Hours for Social Workers/ School Psychologists/MFCCs/Play Therapists: 6
NBCC: 6 CE Clock Hours/CEUs 0.6

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Use of Expressive Arts in Play Therapy

Description:

Activities such as drawing, creative movement, drumming and play allow children, and adults to express their thoughts, and emotions in a way that is different than traditional talk therapy. More specifically, expressive arts uses art media, images and the creative process permitting individuals with the therapeutic means of resolving conflict. The use of play therapy will be explained and demonstrated through the use of the creative arts.
Come prepared for interactive play therapy and fun activities.

Objectives:

  • State benefits and use of expressive art and play therapy.
  • Discuss the history, theory and practice of expressive arts.
  • Demonstrate how to utilize art and play therapy efficiently for children experiencing anxiety, grief, depression and low self-esteem.
  • Demonstrate at least 12 expressive art and play therapy techniques to assist clients with emotional expression.

Presenter: Nikole Jiggetts, LCSW, RPT-S
CE Hours for Social Workers/ School Psychologists/MFCCs/Play Therapists: 6
NBCC: 6 CE Clock Hours/CEUs 0.6

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Innovative Healing Play Therapy Techniques

Description:

Treating children who present with challenging behaviors can be difficult and frustrating for clinicians. At times, clinicians merely react to behaviors and minimize the underlying problems. This training will include child- centered approaches that will enable therapists to truly meet clients where they are. Participants will learn ways of using therapeutic games and other play therapy techniques for working with children who meet the criteria for ADHD, ODD, and childhood depression. Participants will also be introduced to the PATH method of solution-focused treatment planning that enables clients to become more fully engaged in their own goal setting and to become more active participant in their own healing.

Objectives:

  • Describe relevant historical perspectives of play therapy.
  • Identify the stages of play therapy and specific interventions.
  • Identify core conflicts that contribute to the emergence of problem behaviors in play therapy.
  • Describe practical strategies to engage clients in the treatment planning process.
  • Demonstrate how to apply effective, efficient and developmentally appropriate play therapy interventions specific to ADHD, ODD and childhood depression.
  • Discuss the application of art and play therapy in assisting clients to express feelings

Presenter: Nikole Jiggetts, LCSW, RPT
CE Hours for Social Workers/ School Psychologists/MFCCs/Play Therapists: 6
NBCC: 6 CE Clock Hours/CEUs 0.6

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Introduction to Sandtray Play Therapy – 2 day

Description:

Day #1 Part I will begin with the history, therapeutic value of sandtray, non-directive and directive approach as well as the practical concerns regarding how to set up the sandtray space. The use of videos and actual client sandtrays will provide more in-depth opportunities for learning. Participants will rehearse holding and constructing trays.

Day #2: Part II will explore vital components of sandtray in greater depth as well as the significance of symbols and myths. Practitioner awareness of potential harmful projections and how to “hold” the sandtray process will be explored. Additional opportunities to experience the building and holding trays will be provided. You will not need to repeat Part I or Part II sessions if you have already taken an introductory sandtray class. Proof of prior attendance must be demonstrated. 12 CEUs

Objectives:

  • Define Sandtray play therapy.
  • Discuss the origin of Sandtray play therapy.
  • State the difference between Sandtray and sandplay therapy.
  • Identify the therapeutic value of Sandtray in play therapy.
  • Demonstrate the process for creating and holding sandtrays with children and adolescents.
  • Analyze the difference between the use of Sandtray between children and adults.

Presenter: Cathi Spooner, LCSW, RPT-S, CTS
CE Hours for Social Workers/ School Psychologists/MFCCs/Play Therapists: 12
NBCC: 12 CE Clock Hours/CEUs 1.2

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Ethical Dilemmas in Play Therapy

Description:

Working with young children in a therapeutic context can bring a host of ethical challenges. Some of these challenges are even more complex when the therapeutic approach is Play Therapy or a similar approach. We will explore ethical dilemmas and how to provide services in a professional and ethical manner to the youngest, most vulnerable clients. Additionally, ethical dilemmas and common concerns in clinical practice in general will be discussed. This training is suitable for any clinician working with young children.

Objectives:

  • Identify ethical issues specific to treating children and adolescents in Play Therapy or using other modalities.
  • Discuss common ethical dilemmas that may arise when working with young children and how these may differ from working with adults.
  • Describe the responsibility of the Play Therapist of child psychotherapist concerning confidentiality, custody issues, and dual relationships.

Presenter: Jodi Mullen, PhD, LMHC, RPT-S
CE Hours for Social Workers/ School Psychologists/MFCCs/Play Therapists: 6
NBCC: 6 CE Clock Hours/CEUs 0.6

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Theraplay Play Therapy: Level 1

Coming Soon

*Not part of Track A*

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ANNUAL INTERNATIONAL PLAY THERAPY CONFERENCE

Presented by Chesapeake Beach Professional Seminars in collaboration with The Jamaican Academy of Child & Adolescent Mental Health

Location: Kingston, Jamaica, West Indies

Dates: October 27, 28 & 29

Keynote Speaker/Presenter: Garry Landreth, EdD., LPC, RPT-S

Title: Healing the Hurting Child, The Necessary Dimensions of Child-Centered Play Therapy

*Details to follow

*Not part of Track A. REDUCED RATE for Track A participants.

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Medical Play & Play Therapy: Helping Children Overcome Fear & Anxiety of Medical Procedures

Presenter and details to be announced CE Hours for Social Workers/ School Psychologists/MFCCs/Play Therapists: 6
NBCC: 6 CE Clock Hours/CEUs 0.6

Sandtray Play Therapy with Children and Adolescents – 2 day

Description:

Practical aspects of using sandtray with children and adolescents will be explored within an integrated approach to play therapy using the therapeutic powers of sandtray. Participants will identify the various ways in which children utilize the sand to heal, developmental aspects of using sand with children, identifying resiliency indicators and how to use directive and non-directive approaches. The use of videos and actual client sandtrays will provide more in-depth opportunities for learning. Participants will continue the experiential training by creating their own sandtrays.

Presenter: Cathi Spooner, LCSW, CTS-C, RPT-S, Certified in Basic Sand Therapy
CE/Clock Hours: 12

Sandtray Play Therapy with Adults and Couples in Conflict

Description:

Sand is said to provide a direct connection to the unconscious and as such, it works for not just children, but adults as well. Sandtray for adults and couples can be complimentary to traditional therapeutic approaches. Using sand with couples can be a powerful tool to help couples reduce their defenses while exploring the difficulties in their relationship. The dynamics of relationships will be discussed and used as a guide when introducing adults and couples to sandtray therapy. The concepts of unmet emotional needs, unspoken expectations, conflict, connection and communication will be explored through experiential sandtray exercises. Directive and non-directive approaches will be explored and rehearsed. Miniatures suitable for adults in addition to those provided for children will be discussed as well. Participants will continue the experiential training by creating their own sandtrays.

Presenter: Cathi Spooner, LCSW, CTS-C, RPT-S, Certified in Basic Sand Therapy
CE/Clock Hours: 6

Miniature, Myth, and Meaning – Sandplay Play Therapy Collection

Description:

This training explores the acquisition and therapeutic use of Sandplay play therapy miniature collection in clinical practice. Practical issues of acquiring, organizing and tending a collection will be addressed and the theme of miniature in myth and fairytale will be examined in order to elucidate the compelling nature and potency of the various miniature symbols. Child and adult Sandplay Play Therapy case material highlighting personal, clinical and archetypal levels of fire symbolism will be presented.

Presenter: Betty Jackson, LSW, CST-T
CE/Clock Hours: 6

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Sandtray Play Therapy Skills Lab I

Description:

Participants will bring well thought out and written case study to present to the group. A particular format for presentation will be made available prior to the session. Following case presentation, case will be processed by instructor with input from participants.

Presenter: Cathi Spooner, LCSW, CTS-C, RPT-S, Certified in Basic Sand Therapy
CE/Clock Hours: 6

Sandtray Play Therapy with Clients Experiencing Grief and Loss

Description:

Sandtray can be a powerful healing experience, especially when focused around the concepts of grief and loss. Grief and loss issues for children, adolescents and adults will be discussed. Participants will learn through experiential exercises in the sand, how grief and loss manifests and can be transformed through the sandtray process. Participants will continue the experiential training by creating their own sandtrays.

Presenter: Cathi Spooner, LCSW, CTS-C, RPT-S, Certified in Basic Sand Therapy
CE/Clock Hours: 6

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Sandtray Play Therapy with Families and Groups

Description:

Integrating the entire family or a group in the sandtray process can be very rewarding and even move the therapy process along much faster. Family and group therapy concepts will be explored and discussed to learn how to work with families and group in the sand while giving attention and depth needed for healing. Practical concepts to introduce the use of directive and non­directive strategies will be discussed. Participants will explore these treatment modalities through experiential exercises.

Presenter: Cathi Spooner, LCSW, CTS-C, RPT-S, Certified in Basic Sand Therapy
CE/Clock Hours: 6

Why Play Therapy, Sandplay, and Expressive Therapies Work –
Insights from Neuroscience

Description:

From the early 1900’s on, therapists in the developing field of child psychotherapy intuitively understood the need for active, expressive, non-verbal modalities such as play therapy, art therapy, and Sandplay in the treatment of children, especially those who had experienced trauma. Early child clinicians accepted that the efficacy of non-verbal modalities had to do with expressive play being the child’s first, most natural “language”. While true, the revolution in neuroscience and brain-imaging techniques begun in the 1990’s has expanded our understanding of why it is true that non-verbal expressive modalities are in fact, essential in the treatment of childhood trauma. Drawing from the work of contemporary neuroscientists, this workshop will elucidate our understanding of how and why play therapy, expressive arts, and Sandplay modalities work.

Presenter: Betty Jackson, LSW, CST-T
CE/Clock Hours:

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Sandtray Play Therapy Skills Lab II

Description:

Participants will bring well thought out and written case study to present to the group. A particular format for presentation will be made available prior to the session. Following case presentation, case will be processed by instructor with input from participants. Participants will continue their skill development for how to ethically and effectively process sandtrays using their actual clients. Ongoing skill development for how to “hold” the sandtray and understand its symbolic content will continue in this skills lab.

Presenter: Cathi Spooner, LCSW, CTS-C, RPT-S, Certified in Basic Sand Therapy
CE/Clock Hours: 6

Understanding Symbolic Imagery in Sandtray Play Therapy & Jungian Sandplay

Description:

This workshop addresses how to understand symbolic imagery created by clients in Sandtray Play therapy and Jungian Sandplay. It will review the myriad aspects the therapist must pay attention to, including the choice of dry or wet sand, formations in the sand, miniature figure choices & placement, narrative, and sequential progression of themes, illustrating each aspect with case material.  A simple tracking form that can be used with both Sandtray Play Therapy and Jungian Sandplay will be demonstrated.

Also discussed will be the various interpretive faculties the Sandtray Play therapist or Jungian Sandplay therapist must cultivate in order to understand symbolic imagery; cognition, intuition, affective response, and body response.  Issues related to interpretation will be explored, emphasizing the value of delayed or withheld interpretation in clinical practice. Presenter: Betty Jackson, LSW, CST-T CE/Clock Hours: 6

Understanding the Magic of Play!
Directive & Non-Directive Play Therapy Techniques with Children & Adolescents

Description:

This workshop will provide nuts and bolts of play therapy as a modality for working for young children and using a non-directive approach and directive play therapy techniques for older children. Participants will be learn how to be with a child, the language to use, develop hypothesis for metaphors, and develop treatment goals. Participants who conduct patient groups will learn and rehearse various therapeutic activities for anger management, self-control and self-awareness and introspection. This is a hands-on training to broaden your perspective and add to your toolbox of interventions. Don’t miss out on this rich learning experience! Presenter: Sonia Hinds, APRN-BC, RPT. CE/Clock Hours: 6

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