CUSTOMIZE YOUR EXPERIENCE!

Construction Heads


Create a schedule that best suits your interests

                                       
HOW TO NAVIGATE THE AGENDA

  • Use the drop down menu or the tabs below to access each day's program.
  • Hide or display session speakers and descriptions by clicking on [+] and [-] below. 
This will enable you to look at the schedule more easily.
  • Abstracts, times, faculty profiles, and CE credit information for all sessions can be found in the descriptions below.

CONTINUING EDUCATION CREDITS

  • Most sessions are eligible for ASWB, NBCC, APA, and/or ATCB credits. Most of the Play Therapy sessions also qualify for APT credits. To be certain, always refer to the list of "eligible credits" located below each session description in the daily schedule.

    For details regarding Continuing Education Credits and Clock Hours CLICK HERE



TO SEE THE WHOLE SCHEDULE OFFLINE — OR WITHOUT ABSTRACTS

Select 'AGENDA AT-A-GLANCEfrom dropdown 'SHOWmenu below, 
then click
 'GO' . . . 
or download one of these pdfs
2017 MPTTI Agenda-at-a-Glance (4-30)       2017 MPTTI Full Agenda (4-30)

Attending with a Colleague or Friend?
Select different sessions • Share your notes • Learn more skills!





  Go
  • Closed  Closed
  • Optional  Optional
  • Fee  Fee
  • Thursday, June 8, 2017
  •  

    Thursday Evening Consultations

    6:30 pm  -  9:30 pm
    RPT-S Clinical Supervision
    Salon K

    Eliana Gil, PhD, ATR, RPT-S, LMFT

    Session Full — Wait List Initiated

    This 3-hour supervision group will be primarily instructional, using live clinical supervision as a way of expanding participant understanding of supervision issues in play therapy. Specifically, the didactic material will cover how play therapy supervision is unique, models of supervision, and incorporating play therapy activities into supervision. Several supervisees will make case presentations and observers will participate by implementing strategies designed to enhance the play therapy supervision experience. Group participants will learn to guide supervisees with a sequential list of relevant questions for presenting cases and take notes in a structured way so that the supervision question informs the supervisor’s creation of organized, succinct feedback. In addition, both supervisees and supervisors will process the supervision questions utilizing experiential activities that expand understanding of countertransference and self-care.

    This is an innovative model that will demystify supervision and make it more collaborative between supervisees/supervisors. Those supervisees presenting will have the benefit of the contextual feedback of the larger group as well as the specific feedback from the group supervisor. The overall goal of this supervision course is to enhance the play therapy supervision experience for both supervisees and supervisors and to provide written materials to encourage a more structured and clearly documented process of supervision for play therapists.

    The 3-hour session will include two live case presentations that will be carefully structured and processed and provide an implementation of didactic/instructional material presented by the course instructor.

    Please note: There is an additional $89 fee for this session.

    Eligible for 3.0 Credit/Clock Hours: APT**
    **APT CE only available to mental health practitioners

    Faculty Bio(s):
    Fee  Optional  Closed 
    7:00 pm  -  9:30 pm
    Symbols in the Sand: An Interactive Exploration for Play Therapists and Others
    Salon C

    Dee Preston-Dillon, MA, PhD

    Sand therapy encompasses varied theoretical approaches that support the child or play therapist's reflective practice and ways to understand a client’s inner world. Also a type of projective process, sand is a powerful modality for working with trauma clients in play therapy and other types of treatment, especially with youngsters unable to speak frankly about their experiences. This evening consultation session will focus on understanding sand scenes through a communal examination of case material. Topics include: the symbolic nature of sand scenes, the ethics of using sand with trauma themes, and developmental and cultural implications. We will touch briefly on three different models for case conceptualization: Jungian, Client­-Centered, and social constructionist’s Narrative Therapy. Recommended for counselors, play therapists, social workers, expressive arts therapists, and clinicians of all persuasions!

    Eligible for 2.5 Credit/Clock Hours: NBCC, ATCB; ASWB, APA, MFT, Nursing; APT**
    **APT CE only available to mental health practitioners

    Please note: There is an additional $79 fee for this session.


    Faculty Bio(s):
    Fee  Optional 
  • Friday, June 9, 2017
  •  

    Friday Morning Keynote

    10:00 am  -  11:30 am
    Partners in Play: An Overview of Adlerian Play Therapy
    Salons CDE

    Terry Kottman, PhD, NCC, RPT-S

    In Adlerian play therapy, therapists use concepts from Alfred Adler’s Individual Psychology to “conceptualize" children and their parents and teachers, while using toys, art, and metacommunication to connect with them. This process of co-creating a relationship with the child allows therapists to communicate—mostly through metaphor, but sometimes through direct verbal interaction—in a way that facilitates exploration of the child’s patterns of thinking, feeling, and behaving; helps the child gain insight into those patterns; and invites the child to make changes in any patterns that are self-defeating or destructive. Play therapists and those with child practices will learn about these techniques for establishing relationships with young clients, reorienting and reeducating them, as well as exploring their lifestyles with them and helping them gain related insights.

    Eligible for 1.5 Credit/Clock Hours: NBCC, ATCB; ASWB, APA, MFT, Nursing; APT**
    **APT CE only available to mental health practitioners


    Faculty Bio(s):
     Optional 
     

    Friday Symposium

    1:00 pm  -  5:30 pm
    Choosing an Effective Play Therapy Model: Understanding their Strengths & Differences
    Salon B


    Cognitive Behavioral Play Therapy
    Jennifer Lefebre-McGevna, PsyD, RPT-S
    Cognitive Behavioral Play Therapy (CBPT) is a developmentally sensitive treatment for children that relies on flexibility, decreased expectation of verbalizations from the child, and increased reliance on experiential approaches. CBPT is structured and goal-oriented. Intervention is directive in nature, and addresses a child's feelings, actions, and thoughts through play therapy interventions.

    Theraplay
    Jodi Cobb, PhD, LCMFT
    Theraplay® (Booth & Jernberg, 2009) is a child and family therapy for building and enhancing attachment, self-esteem, trust in others, and joyful engagement. It is based on the natural patterns of playful, healthy interaction between parent and child.  It is personal, physical, and fun!  A brief overview of the theory and principles of the intervention will be provided, and application of some of the techniques will be demonstrated. Following the discussion of a case example, participants will be invited to put their learning into practice by trying out some of the demonstrated techniques.  

    Integrated/Prescriptive Play Therapy
    Jennifer Shaw, PsyD

    Over the past decade, play therapy research suggests an increased interest in—and increasing openness to—merging or integrating approaches and their therapeutic techniques. Integration has become the preferred term to describe the blending of theory, technique, and common factors. This presentation provides an overview of the basic principles of integrative play therapy and a review of current research on psychotherapy integration and child therapies. A brief review of this theory will be followed by a case example illustrating the use of integrated play therapy with a child with a complex trauma history. An experiential activity illustrating the use of an integrative approach will be presented and practiced with volunteer discussants. Directive and nondirective treatment strategies within the integrative model will be reviewed and described. 

    Child-Centered Play Therapy
    Quinn K. Smelser, MA, NCC, LPC, RPT

    Child-Centered Play Therapy is relationship-based and provides children with 1) the opportunity to self-direct; 2) the experience of control and mastery; and 3) permit children to access natural healing mechanisms such as post-trauma play. By giving children opportunities to work in a permissive setting, clinicians are able to gain an understanding of the child’s perspective and traumatic experiences. With this approach, children are given space to discharge affect, explore alternative coping skills to gain understanding, and begin to manage experiences that can feel overwhelming or frightening. This presentation will also introduce participants to the benefits of—and how to convey the value of—children’s pacing, respect for defensive strategies, and allowing the child the supportive environment to cope with difficult thoughts, emotions, or behaviors.

    Eligible for 4.5 Credit/Clock Hours: NBCC, ATCB; ASWB, APA, MFT, Nursing; APT**
    **APT CE only available to mental health practitioners

     Optional 
     

    Friday Master Classes

    1:00 pm  -  5:30 pm
    Complicated Grief, Collage & Trauma Theory: An Artful Integration
    Salon H

    Sharon Strouse, MA, ATR-BC, LCPAT
    Peggy Kolodny, ATR-BC, LCPAT

    This master class focuses on experiential collage for trauma-focused therapists who are often hesitant to treat the symptoms arising from intense grief. Participants will learn how to discuss these issues with their clients through didactic and mindful art experiential approaches. The neurobiological effects of complicated grief as they relate to van der Kolk's and Perry’s trauma theory will be briefly reviewed. Images created by an art therapist in response to the suicide of her seventeen year old daughter will be presented as visual representations of complicated grief and complex trauma. This case study is grounded in the grief and bereavement work of Neimeyer's Constructivist Theory of Meaning Making, Worden's Task Model of Bereavement, and Stroebe's Dual Process Model. Trauma and grief work supports the effectiveness of nonverbal creative interventions to address the somatic impact on mind and body.

    Eligible for 3.0 Credit/Clock Hours: NBCC, ATCB; ASWB, APA, MFT, Nursing
    Not eligible for APT credits

    Faculty Bio(s):
     Optional 
    1:00 pm  -  5:30 pm
    Engaging the LGBTQIA Client Effectively in Treatment: What Play and Arts Therapists Need to Know
    Salon G

    Daniel Blausey, MA, ATR-BC, LCAT

    In order for therapists to improve their clinical work with children and families within the LGBTQIA community, it is critical that they learn to use proper terminology within a cultural context to assist clients as they differentiate between sexual orientation, gender identity, and gender expression. This recognition is an essential component for therapeutic engagement, as well as attunement, in the therapeutic relationship. Together, we will reflect on the unconscious bias of the therapist, and address its potential impact in treatment.  Additionally, we’ll consider the importance of the client/family’s journey to integrate a fitting identity leading to self-acceptance of sexual orientation and gender identity. Arts and/or play based therapy interventions for nurturing a positive and empowered sense of identity will be explored through lecture, discussion, and creative activities that can be used by clinicians working with clients of all ages and abilities in a variety of settings.

    Eligible for 4.5 Credit/Clock Hours: NBCC, ATCB; ASWB, APA, MFT, Nursing
    This session not eligible for APT credits

    Faculty Bio(s):
     Optional 
    1:00 pm  -  5:30 pm
    Essentials of Adlerian Play Therapy: Conceptualizing for Successful Treatment
    Salon K

    Terry Kottman, PhD, NCC, RPT-S

    In Adlerian play therapy, the client's lifestyle is the basis for treatment planning and developing intervention strategies. By formulating hypotheses about such factors as the client's assets, personality priorities, mastering of life tasks, psychological birth order, family atmosphere, lifestyle convictions, mistaken beliefs, private logic, and others, the Adlerian play therapist creates a foundation for the unfolding process of therapy. Just as each client is unique, so each treatment plan must reflect that, taking into account where the client is currently functioning and where the client needs to go, therapeutically speaking. Using "example" children for study cases, participants will learn how to assess the presenting problem, the client’s preferred modalities of expression, goals of misbehavior, Crucial Cs, life task, personality priorities, lifestyle convictions, mistaken beliefs, and private logic. Based on their conceptualization of these clients, participants will be able to deepen their understanding of the process of custom-designing play therapy interventions to help their clients gain insight and make behavioral, cognitive, attitude, and affective changes to enhance their progress in treatment.

    Eligible for 4.5 Credit/Clock Hours: NBCC, ATCB; ASWB, APA, MFT, Nursing; APT**
    **APT CE only available to mental health practitioners

    Faculty Bio(s):
     Optional 
    1:00 pm  -  5:30 pm
    Making Altered Books in Play & Expressive Therapy with People of All Ages
    Salon F

    Katerina Evans, MA, LCPC, ATR

    Just Added!

    Altered books begin with a hardbound book and through the process of changing, crafting, removing, painting, journaling, and more, the maker is empowered to take ownership, becoming both author and creator of a new and customized work of art. In this master class, we'll explore aspects of identity formation that are facilitated by using this process in clinical and educational settings. We'll work on our own altered books, and we'll learn about different populations that can benefit from this empowering process. Examples of altered books will be shared and explored, featuring themes of empowerment, permission, play, growth, freedom of expression, containment and safety, community, and rebellion. This versatile artform can be used with most ages and populations, and is an effective technique with individuals, groups, in supervision, as well as for self-care and personal growth. No art talent required!

     
    Eligible for 4.5 Credit/Clock Hours: NBCC,  ATCB; ASWB, APA, MFT, Nursing
    This session not eligible for APT credits

     



    Faculty Bio(s):
     Optional 
    1:00 pm  -  5:30 pm
    Music, Movement, and Mindful Play with High-Risk Children & Their Parents
    Jefferson

    Susan Taylor, CMA, LCSW-C
    Carole Norris-Shortle, LCSW-C, RPT-S
    Kim Cosgrove, LCSW-C
     

    Mindful awareness skills are instrumental in developing a strong parent-child bond, increasing the likelihood of a healthy attachment and improved outcomes, and can be implemented with a wide variety of ages and populations. This experiential master class will offer play therapists and others an opportunity to learn "by doing" as we review the theory and benefits of training high-risk parents in Mindful Awareness Play and Family Music Time techniques. Clinical case examples will be discussed as part of an overview of an inner-city therapeutic nursery program for high-risk homeless children and their parents that incorporates both attachment and mindfulness interventions through music, movement, and play in dyadic and multiple family group work. Experiential exercises that can be incorporated into play therapy will allow participants to explore body awareness practices, mindful awareness practices, uses of musical tone and rhythm, and mindful play. Relationship-based activities integrate development of the dyadic capacity for creative play in therapy and communication to strengthen the parent-child relationship thereby promoting age-appropriate functioning for the children by increasing their self-regulation, creativity, and problem-solving. 

     
    Eligible for 4.5 Credit/Clock Hours: NBCC, A ATCB; ASWB, APA, MFT, Nursing; APT**
    **APT CE only available to mental health practitioners

     Optional 
    1:00 pm  -  5:30 pm
    Post-Traumatic Play Therapy: Co-Creating Family Narratives
    Salon J

    Eliana Gil, PhD, ATR, RPT-S, LMFT

    Session Full — Wait List Initiated

    Post-traumatic play, which can occur naturally in many traumatized children, will be defined in this master class, including a description of its three stages and the expected outcome for children. Most importantly, play therapists and other clinicians who attend will be provided with a clear understanding of when post-trauma play is clinically useful and when it is potentially dangerous and contraindicated. Play therapists and those with child practices will learn to identify signs of health and/or distress in traumatized children by observing the evolution of their play. Finally, clinician participants will be encouraged to allow their young clients to share their post-trauma play with their protective parents, and to provide opportunities for the creation of dyadic narratives to help children gain meaning and mastery of their traumatic experiences.

    Eligible for 4.5 Credit/Clock Hours: NBCC, ATCB; ASWB, APA, MFT, Nursing; APT**
    **APT CE only available to mental health practitioners

    Faculty Bio(s):
     Optional 
    1:00 pm  -  5:30 pm
    Sand Therapy Competencies: Principles & Practices for Play Therapists and Colleagues
    Salon A

    Dee Preston-Dillon, MA, PhD

    Sand therapy is a three-dimensional projective process appropriate for clients across the lifespan, often practiced by expressive arts and play therapists. For clinicians, it is especially important to be attuned to the psychic impact of the symbolic inherent in sand therapy. Understanding theory, contexts, and the construction of meaning that occurs in sand are critical factors in grasping a client’s process. Clinician awareness of projections, attitude toward symbols, sense of boundaries, and an understanding of the unique client-clinician relationship with sand is essential for an ethical practice. In this master class, the speaker will provide an overview of the core principles and practices for safe, ethical, and empowering sand therapy by play therapists, expressive arts therapists, and others. Relevant research and case examples will be offered and complemented by an experiential component during which registrants will have the opportunity to work with peers to explore the core principles and practices that will be featured. Volunteers are invited to help demonstrate play therapy approaches with sand.

    Eligible for 4.5 Credit/Clock Hours: NBCC, ATCB; ASWB, APA, MFT, Nursing; APT**
    **APT CE only available to mental health practitioners

    Faculty Bio(s):
     Optional 
     

    Friday Lunch & Learns

    12:00 pm  -  12:50 pm
    Bibliotherapy & Play Therapy: Stories for Healing
    Salons CDE

    Tammi Van Hollander, RPT, LCSW

    Children are naturally drawn to both books and play, making bibliotherapy a powerful approach to pair with play therapy. This lunchtime session will give child and play therapists the tools to create a therapeutic library for the office and playroom, and demonstrate how books can be coupled with other creative and playful interventions that can enhance the healing experience in counseling and treatment. Bibliotherapy can strengthen the relationship between clinician and client as well as between client and family members. Most importantly, it empowers young clients to work out what is troubling them in a safe context and metaphorical format that fit perfectly with other play therapy approaches and techniques.

    Eligible for 1.0 Credit/Clock Hour: NBCC, ATCB; ASWB, APA, MFT, Nursing; APT**
    **APT CE only available to mental health practitioners

    Faculty Bio(s):
     Optional 
     

    Friday Evening Event

    5:45 pm  -  7:45 pm
    Digital Dangers & Opportunities: Guiding Kids and Parents Regarding Online Play
    Salons CDE
    Terry Kottman, PhD, NCC, RPT-S, LMHC

    The ample benefits of the internet are not without related risks and dangers. As social media and mobile technology continue to exert increased influence, families and professionals must face a new set of challenges that include online bullying, pornography, and sexting. These issues have been well documented, with serious—and even tragic—consequences in some cases. Children are especially vulnerable to cruel and persistent bullying on the internet, and parents need to take every opportunity to educate and guide them regarding this danger. This brief presentation will explore clinical issues related to children who have encountered cyberbullying and other pitfalls of our online society, and recommend ways that play therapists, families, and others can take a proactive approach against these complex potential dangers, even as we enjoy the rewards of this pervasive technology.

    Some play therapists are video game novices, others are video game haters. While play therapists and their colleagues can try to ignore video games and their obsessed fans, pretending they are going to go away, their work will be much more effective if they can learn to use the culture and structure of video games and the gaming community in their daily play therapy practices. They might as well, since video games are here to stay—playing a major role in the lives of many of our clinical clients. Registrants will learn how they can use vocabulary derived from video games for building relationships with "gamer" play therapy clients. They will also learn two interventions that feature video game characters and concepts that can be used effectively in play therapy and other therapeutic situations for connecting, communicating, and intervening with clients for whom video gaming is itself a way of life.

    Eligible for 2.0 Credit/Clock Hours: NBCC, ATCB; ASWB, APA, MFT, Nursing; APT**
    **APT CE only available to mental health practitioners

    Faculty Bio(s):
     Optional 
  • Saturday, June 10, 2017
  •  

    Saturday Morning Keynote

    9:00 am  -  10:30 am
    Sounds Like Fun! Play Therapy with Tweens & Pre-teens
    Salons CDE

    Jeffrey Ashby, PhD, ABPP, RPT-S

    Reluctant to work with pre-teens or teens because they can be resistant, uncommunicative, or otherwise difficult? Be prepared to have some fun while learning play therapy interventions to help preteens and teens gain a sense of belonging and positive identity, increase self-esteem, build relationships, and learn to share power. Keeping in mind the primary issues and challenges in working with latency and adolescent age clients, you will also learn strategies for helping families of tweens and teens improve communication and interactional patterns through creative play therapy techniques.

    Eligible for 1.5 Credit/Clock Hours: NBCC, ATCB; ASWB, APA, MFT, Nursing; APT**
    **APT CE only available to mental health practitioners

    Faculty Bio(s):
     Optional 
     

    Saturday Master Classes

    11:00 am  -  5:00 pm
    Assessment of Parents & Children Using Play and Theraplay
    Jefferson

    Myriam Goldin, LCSW, RPT-S

    This master class will feature the core elements of the Extended Play-Based Developmental Assessment (EPBDA, Gil), an integrative play-based model for assessing children that uses both directive and non-directive play therapy approaches. The EPBDA enables clinicians to assess general functioning in child clients, including their perception of their primary relationships. Several play-based activities will be demonstrated, including specific art techniques, play genograms, sand therapy, and other creative strategies that can be incorporated into the process. There will be opportunity for clinical discussion as well as experiential work. Participants will also be taught the Marschak Interaction Method (MIM), a parent-child dyadic play therapy method that can be used to assess unique aspects of the parent-child relationship. The MIM is a key component in the work of Theraplay and a valuable tool to guide overall family treatment. 
     
     
    Eligible for 4.5 Credit/Clock Hours: NBCC, ATCB; ASWB, APA, MFT, Nursing; APT**

    **APT CE only available to mental health practitioners

    Faculty Bio(s):
     Optional 
    11:00 am  -  5:00 pm
    Creativity & Resilience: A Guide to Using Music, Movement & Art for Play Therapists and Others
    Manassas

    Flossie Ierardi, MM, MT-BC, LPC
    Dawn Morningstar, MA, BC-DMT, NCC, LPC 
    Michele Rattigan MA, ATR-BC, NCC, LPC
     

    Creativity and resilience share characteristics such as flexibility, optimism, and self-efficacy that fit well with the treatment goals of expressive arts and play therapy. During this highly interactive master class, the presenters will offer expressive arts-based experiences that promote the therapeutic relationship, encourage creative responses, and reflect strength-based methods that can be used with a wide variety of populations in the play therapy office, art studio, and therapist’s office. Participants will have the opportunity to experience how art, movement, and music can help clients of all ages and abilities to access resilience through creativity. Specific attention will be given to ensuring psychological safety when integrating these disciplines into trauma treatment. Guidelines for the therapeutic use of creative arts techniques vs. referral to, or collaboration with, creative arts therapists will be discussed. Participants will also be able to identify and develop creative arts approaches for clinician and client self-care.

    Eligible for 4.5 Credit/Clock Hours: NBCC, ATCB; ASWB, APA, MFT, Nursing, APT**
    **APT CE only available to mental health practitioners

     Optional 
    11:00 am  -  5:00 pm
    Integrating Sandplay with Play Therapy: Consultation & Practice
    Salon A

    Rosalind Heiko, PhD, ISST
    Eliana Gil, PhD, ATR, RPT-S, LMFT

    Session Full

    In this 4.5 hour master class, the presenters will demonstrate how to incorporate sand and play therapies in treatment, highlighting the varied uses of sand work in a larger play or family therapy practice. They will also discuss when and how to select indirect and direct methods to meet a young client's needs. Several clinical sand therapy cases will be pre-selected from participants for live consultation, and examined in small group discussions. Finally, the co-presenters will demonstrate the use of sand work when doing group supervision or consultation. Special emphasis will be given to countertransference and co-transference, and how this informs therapist-client experiences. Video presentation, mindfulness and symbol exercises, reflective discussion, and didactic presentation of related case material will illustrate theory and practice. In this way, participants will have ample opportunity to deepen their understanding of this clinical approach in assessment, treatment, consultation, and supervision, and its potential for healing.

    Please Note: Participants will have the opportunity to submit sandplay-oriented play therapy cases to the speakers in advance of the Institute for in-session review and group consultation.

    Eligible for 4.5 Credit/Clock Hours: NBCC, ATCB; ASWB, APA, MFT, Nursing; APT**
    **APT CE only available to mental health practitioners


    Faculty Bio(s):
     Optional  Closed 
    11:00 am  -  5:00 pm
    Journaling, Play Therapy & Mindfulness: Walking a Path to Resilience
    Lee

    Tammi Van Hollander, RPT, LCSW
    Cherie Spehar, CTC-S, RPT-S, LCSW

    This master class will focus on techniques for nurturing the wounded heart and soul by taking participants on a healing path of resilience through creative arts and play therapy. These creative play-based interventions are designed to awaken your senses and cultivate a mindset for resiliency that can be used by clinicians with a child or play therapy practice. Exploring new ways to enlighten clients on their journey, we’ll engage in the ancient practice of walking a large-scale labyrinth for spiritual restoration. We'll also paint, write, play, and leave this session with innovative tools to cultivate resilience ... and more. We are sharing our most beloved methods that are effective for use with children, teens, adults, groups, and families, both at home and in clinical practice. All are welcome!

    Eligible for 4.5 Credit/Clock Hours: NBCC, ATCB; ASWB, APA, MFT, Nursing; APT**
    **APT CE only available to mental health practitioners

    Faculty Bio(s):
     Optional 
    11:00 am  -  5:00 pm
    Neurobiology of Play Therapy: Neurosensory Play Interactions in the Treatment of Childhood Trauma
    Salon C

    Ken Schwartzenberger, LCSW, RPT-S, EPT-D

    Neuroscience has shown that motivational play circuits located deep in the subcortical areas of the brain come online during repeated sensory play interactions with a child. This master class begins with a review of sequential neurodevelopment and a closer look at the interpersonal neurobiology of play and the importance of sensory attunement in the child-parent attachment dyad. Information about a child’s developing sensory systems, central nervous system and emotional brain connection will be presented. Experiential Play Therapy theory (Norton & Norton), sensory-based practice methods, and translation of metaphorical themes in the child’s play will be introduced. The neurobiology of childhood trauma will be examined and video of play sessions will be shown that illustrate experiential play therapy techniques, trauma re-enactment, and self-soothing responses initiated by the child in pretend play. Trauma-informed neurosequential play therapy activities that target specific areas of the brain impacted by trauma to calm/soothe a child’s nervous system and provide patterned neural activation necessary for reorganization and the formation of new neural systems will be taught. Participants will learn and practice neurosensory play skills that build neural circuitry to promote healthy development, improve self-regulation and social emotional functioning, mitigate the effects of trauma, and enhance secure attachment.

    Eligible for 4.5 Credit/Clock Hours: NBCC, ATCB; ASWB, APA, MFT, Nursing; APT**
    **APT CE only available to mental health practitioners

    Faculty Bio(s):
     Optional 
    11:00 am  -  5:00 pm
    TF-CBT, EMDR, CPP in Play Therapy & Trauma Treatment
    Salon B
    Jennifer Lefebre-McGevna, PsyD, RPT-S

    Since approximately five million children experience some form of trauma each year, it is essential that child and play therapists have access to a clinical framework that incorporates trauma principles, and is based upon neuroscientific research, in order to enhance the capacity for healthy play among trauma survivors. But knowing which approach to employ is a daunting task! 
    This master class will outline and discuss the core components of Trauma-focused Cognitive Behavioral Therapy (TF-CBT), Eye-movement Desensitization & Reprocessing (EMDR), Child-Parent Psychotherapy (CPP), and Attachment, Regulation & Competency (ARC) in the context of play therapy principles and neuroscience in order to facilitate the development of a trauma-informed clinical framework. Through creative and playful techniques, participants will learn how to incorporate nonverbal and sensory-based play therapy techniques into the evidence-based core components of trauma therapy. And with this knowledge, play therapists and other mental health professionals will be able to evaluate which trauma-informed treatment components "fit" with the specific needs of the children with whom they work.

    Eligible for 4.5 Credit/Clock Hours: NBCC, ATCB; ASWB, APA, MFT, Nursing; APT**
    **APT CE only available to mental health practitioners

    Faculty Bio(s):
     Optional 
    11:00 am  -  5:00 pm
    Therapeutic Puppetry Approaches for Play Therapists and Others
    McLean

    Matthew Bernier, MCAT, ATR-BC

    Therapeutic puppetry combines techniques and principles from art therapy, play therapy, psychodrama, and puppetry in which puppets serve as animated symbols and intermediary objects. Thoughts and feelings are projected onto the puppets and are worked through, allowing for the dramatic release and resolution of emotional conflict. Puppetry stimulates memory and provides a safe opportunity for creative and imaginative expression of past experiences. Puppetry stimulates storytelling, fostering language development and providing useful diagnostic information. Puppetry offers the opportunity for clients in child and play therapy to express and explore a range of emotions, experiences, and relationships with limited anxiety, fear, and guilt. This hands-on and didactic master class will introduce the rationale, goals, and techniques of therapeutic puppetry. Clinician participants will learn how several types of puppets recommended for therapeutic work can be created, and they will be introduced to several therapeutic puppetry techniques including client-directed puppet play, object puppetry, and Puppet Playback Theatre. No previous puppetry experience is required.

    Eligible for 4.5 Credit/Clock Hours: NBCC, ATCB; ASWB, APA, MFT, Nursing; APT**
    **APT CE only available to mental health practitioners

    Faculty Bio(s):
     Optional 
    11:00 am  -  5:00 pm
    Use of Art in Play Therapy with Traumatized Children
    Jackson

    Peggy Kolodny, ATR-BC, LCPAT

    Seats Just Added!

    Art making is a natural component of almost any play therapy work with children. Art therapy, when provided by a trained clinician, is recognized as best practice for treating survivors of traumatic events. Trauma’s impact on young children can result in developmental trauma and attachment issues, limiting the use of verbal expression to disclose, process, and resolve the trauma history. Art’s ability to “tell” the trauma narrative, calm the brain’s survivor reactions, foster healthy attachments, support resiliency, and promote recovery will be illustrated and demonstrated in this master class through hands-on art activities and case presentations. Theoretical overviews from the work of Bruce Perry, Dan Siegel, and Bessel Van der Kolk, mindfulness and art-making will be reviewed. Ethical aspects and safety issues for using art with traumatized children in child and play therapy will be examined, including recommendations for non-specialists. 

    Eligible for 4.5 Credit/Clock Hours: NBCC, ATCB; ASWB, APA, MFT, Nursing; APT**
    **APT CE only available to mental health practitioners

    Faculty Bio(s):
     Optional 
    11:00 am  -  5:00 pm
    Working with Aggression in Play Therapy
    Salons DE

    Jeffrey Ashby, PhD, ABPP, RPT-S

    This master class is designed to help child and play therapists understand the internal dynamics of the angry child. Using an Adlerian approach, participants will learn how to conceptualize the child’s lifestyle and resulting behavior. Session participants will also have the opportunity to learn and practice a variety of techniques that can be used in their play therapy and other clinical practices to help clients gain insight about their lifestyles and resolve underlying issues that result in angry and defiant behavior. In addition, participants will have the opportunity to learn and practice a variety of art, expressive, experiential, and play techniques to appropriately express and manage their anger.

    Eligible for 4.5 Credit/Clock Hours: NBCC, ATCB; ASWB, APA, MFT, Nursing; APT**
    **APT CE only available to mental health practitioners

    Faculty Bio(s):
     Optional 
     

    Saturday & Sunday Intensive

    10:00 am  -  5:30 pm
    Diagnostic Drawing Series Training: 30 Years of Assessment through Art - Day 1
    Mount Vernon

    Anne Mills, MA, ATR-BC, LPC, LCPAT
    Barry M. Cohen, MA, ATR-BC
     

    2-Day Training Intensive

    Participants must register for both days to attend

    The Diagnostic Drawing Series (DDS) is a standardized three-picture art interview developed in 1982 by art therapist Barry M. Cohen. Not tied to any particular psychological or theoretical model, the DDS was the first art assessment to be systematically correlated with the nomenclature of the DSM. It can be administered individually and in groups with psychiatric and medical populations, where its use has been recommended or required by JCAHO and other authorities. The varied task structure of a DDS elicits valuable content, structural, and process information that, together, can inform clinicians as to the strengths and psychopathology of the subject.

    Each of the pictures in the Series is rated for the presence of a total of 23 attributes that lead the trained rater toward an evidence-based assessment. DDSs have been collected and grouped according to the DSM diagnoses of subjects. Studies of the pictures in the diagnostic groups have revealed statistically significant graphic profiles. These graphic profiles show specific commonalities within each diagnostic group and specific distinguishing differences between diagnostic groups. After 30 years of international clinical use and empirical research, evidence has accrued that the DDS and the DDS Rating Guide are highly reliable and valid instruments. The DDS also provides a rich source of material for treatment planning.

    The DDS is designed for use only with people 13 years and older.

    Open only to mental health professionals.

    Please Note: There is an additional $20 notebook fee for this 2-Day Training Intensive.

    REGISTRANTS: Please CLICK HERE to download important DDS collection instructions (Review at least 2 weeks prior to training).

    Eligible for 6.0 Credit/Clock Hours: NBCC, ATCB; ASWB, APA, MFT, Nursing
    Not eligible for APT credits

    Faculty Bio(s):
    Fee  Optional 
     

    Saturday Lunch & Learns

    1:00 pm  -  1:50 pm
    Introduction to Laughter Yoga
    Manassas

    Jason Jedrusiak, CYT

    *PLEASE NOTE NEW DAY, TIME AND LOCATION 

    Laughter Yoga is for everyone. If you can laugh, you can do it (regardless of fitness or mobility level). In this method, “fake” laughter soon turns into real, contagious laughter, releasing stress-relieving endorphins and effecting wonderful physiological and psychological benefits–similar to traditional yoga, but with less demand on the body. This lunchtime workshop will blend yoga breathwork with laughter exercises for a process that builds community, inspires playfulness, and that can paired with any kind of creative arts therapies. Join us to experience a joyful form of yoga! No poses, mats, special outfits (or comedy skills) necessary.

    This session is not eligible for continuing education credits or hours.


    Faculty Bio(s):
     Optional 
     

    Saturday Evening Consultation

    6:30 pm  -  9:30 pm
    Saturday Evening Play Therapy Supervision: Exploring Difficult Cases
    Jefferson

    David A. Crenshaw, PhD, ABPP, RPT-S

    In this 3-hour small group supervision session, participants will be asked to present play therapy cases that have been most challenging to them, and the presenter and group will share observation and clinical insights about those cases. We will pay particular attention to the reactions of the therapist, identifying ways that these most difficult cases can arouse strong reactions in us. We will also discuss healthy ways for the play therapist to use reflective supervision in order to work productively with such reactions.

    Please note: There is an additional $89 fee for this session.


    Eligible for 3.0 Credit/Clock Hours: NBCC, ATCB; ASWB, APA, MFT, Nursing; APT**
    **APT CE only available to mental health practitioners

    Faculty Bio(s):
    Fee  Optional 
     

    Saturday Evening Event

    7:00 pm  -  9:00 pm
    From Story to Performance to Insight: Playback Theatre for Play and Expressive Arts Therapists
    Manassas

    Jennie Kristel, MA, REAT, APTT, RMT
    Jason Jedrusiak, CYT

    Playback Theater was developed in the 1970s as a method for exploring the concerns and experiences of a community—or a group in need of connection. During a Playback performance, audience volunteers are asked to describe stories from their lives. In response, Playback actors empathically and respectfully improvise using movement, song, dance, and spoken word to create a focused, yet multi-layered, embodied narrative that represents the heart of the storytellers’ experiences.

    As the actors bring to life the stories offered up by our community, we’ll discover more about ourselves as story tellers and as story changers. Join us for an exciting and enlightening evening — and learn how Playback Theater can help participants attain broadened perspectives and deeper insight related to any issue or theme, much as might occur through play and expressive arts therapy.

    The evening will conclude with a brief talk back with the actors following the performance. No theater experience, nor active participation in sharing, is required. Last year's Playback performance received stellar evaluations!

    This session is not eligible for continuing education credits or hours.

    Faculty Bio(s):
    Fee  Optional 
  • Sunday, June 11, 2017
  •  

    Sunday Morning Keynote

    8:30 am  -  10:00 am
    Courageous Kidz: Play Therapy for the Anxiety Disorders
    Salons ABC

    Scott Riviere, MS, LPC, RPT-S

    This keynote will review common anxiety disorders in childhood ranging from Separation Anxiety, Obsessive-Compulsive Disorder, Generalized Anxiety Disorder and Simple Phobias. We will cover several Play Therapy techniques that can be put into practice immediately. We will review assessment methods that help children communicate their symptoms and develop appropriate coping skills. Experiential activities to help the child express feelings in a safe and effective manner will be used to help the participant gain insight into the child’s world.

    Eligible for 1.5 Credit/Clock Hours: NBCC, ATCB; ASWB, APA, MFT, Nursing; APT**
    **APT CE only available to mental health practitioners

    Faculty Bio(s):
     Optional 
     

    Sunday Master Classes

    10:30 am  -  4:30 pm
    Big Bag-O-Tricks: Creative Play Interventions for Attention Different Children
    Salon A

    Scott Riviere, MS, LPC, RPT-S

    Children with Attention Deficit Hyperactivity Disorder are a common reason for a referral to a mental health professional. These children often struggle at home as well as in the school setting. Both parents and professionals need an effective treatment program that builds on the strengths of the child rather than his or her weaknesses. This master class will review diagnoses that often accompany disruptive behaviors. Assessment tools and diagnostic criteria will be presented to assist the clinician in confirming a diagnosis. A review of Directive and Nondirective techniques will be explored with an emphasis on basic behavior modification principles. Experiential activities will be used to help participants gain insight into the child’s world. Play Therapy interventions to help build trust, teach self-discipline, and develop positive social skills will be demonstrated.

    Eligible for 4.5 Credit/Clock Hours: NBCC, ATCB; ASWB, APA, MFT, Nursing; APT**
    **APT CE only available to mental health practitioners

    Faculty Bio(s):
     Optional 
    10:30 am  -  4:30 pm
    From Neuropsychological Assessment to Art & Play Therapy Interventions Using the ETC
    Salon B

    Dawn Burau, LMHC, ATR
    Daniel Reinstein, PhD
     

    Neuropsychological and psychological evaluations give clinicians a better understanding of a client's relative strengths and vulnerabilities in daily functioning. In this master class, a psychologist and art therapist, co-authors of two books on integrating neuropsychological and psychological evaluations, will explore the various neuropsychological functions that are accessed and influenced by play and creative activities, and identify ways to integrate their results into creative, strength-based treatment. The Expressive Therapies Continuum (ETC) is a multidisciplinary model that provides a framework for selecting types of interventions (kinesthetic, symbolic, sensory, etc.) and related media qualities (fluid, resistive, etc.) based on a client’s level of functioning and the clinician’s treatment goals. Using the ETC to bridge assessment and treatment, the speakers will explore ways to develop customized art and play therapy interventions for clients that align with their neuropsychological assessment results. This session will combine case studies, discussion, and hands-on creative activities to illustrate and demonstrate how neuropsychological functioning influences art making and play activity in children, and how individualized art making and play interventions can be used to promote healthy functioning in young people. No previous experience of neuropsychology or psychological testing is required.

     
    Eligible for 4.5 Credit/Clock Hours: NBCC, ATCB; ASWB, APA, MFT, Nursing; APT**

    **APT CE only available to mental health practitioners

    Faculty Bio(s):
     Optional 
    10:30 am  -  4:30 pm
    Narrative Sand Therapy©: Into the Heart of Healing
    Salon C

    Dee Preston-Dillon, MA, PhD

    Along life’s journey there are many stories, big and small, nested deep in the heart. Narrative Sand Therapy, developed by the presenter, encourages clients to use symbols to represent their experiences and reclaim parts of the self previously left behind in trauma and shame, re-shaping their stories through a heart-healing process. Narrative Sand Therapy is a collaborative process between play therapist and client wherein developmental stories, personal myths and histories can unfold by using therapeutic metaphors, symbol amplification, and respectful exploration. In this master class, participants will explore poetry, personal letters, dialogues, and mini-dramas to animate the symbolic, while mindful of the role of silence and subtle engagement to deepen client work. Child and play therapists will also learn four primary tenets—permission, protection, empowerment, and presence—that guide the clinician and support the client's explorations of stories in the sand. It is this approach to exploratory process that distinguishes Narrative Sand therapy from Sandtray and Sandplay.

    Eligible for 4.5 Credit/Clock Hours: NBCC, ATCB; ASWB, APA, MFT, Nursing; APT**
    **APT CE only available to mental health practitioners

    Faculty Bio(s):
     Optional 
    10:30 am  -  4:30 pm
    Play Therapy Cases that Taught Me the Most: Pacing & Safety, Affect & Resilience
    Jefferson

    David A. Crenshaw, PhD, ABPP, RPT-S

    As play therapists, we always learn from the children we treat, and our young clients often prove to be our best teachers. In this primarily didactic master class, the speaker will share valuable lessons learned from cases that enriched his work as a play therapist with a number of child clients. Lessons learned, and to be discussed, include: issues of pacing, timing, safety, windows of affect tolerance, resilience, countertransference, the impact of trauma, and the complexity of termination. In addition to theory and case illustrations, small group discussion will engage participants more actively in the learning process.

     

    Eligible for 4.5 Credit/Clock Hours: NBCC, ATCB; ASWB, APA, MFT, Nursing; APT**
    **APT CE only available to mental health practitioners

    Faculty Bio(s):
     Optional 
    10:30 am  -  4:30 pm
    Play Therapy for Relational Treatment of Children on the Autism Spectrum
    Jackson

    Jodi Cobb, PhD, LCMFT

    Session Full — Wait List Initiated

    Children on the autism spectrum struggle with communication and connection to the outside world. This master class will explore ways to help parents and caretakers establish and enhance a warm, structured, playful, and connected relationship with their children who are diagnosed with ASD. Drawing on relationship-focused, developmental, and play therapy approaches, we will focus on an integrated approach designed to support and enhance parent-child dyadic interactions. Based on a synthesis of research identifying the core deficits of autism underlying outward behaviors, we will examine how these challenges disrupt the guided participation relationship between parent and child, which reduces opportunities for playful engagement and learning. Additionally, we will emphasize how play therapy techniques and other relationship-based strategies can move families beyond crisis toward an improved quality of life.

    Eligible for 4.5 Credit/Clock Hours: NBCC, ATCB; ASWB, APA, MFT, Nursing; APT**
    **APT CE only available to mental health practitioners

    Faculty Bio(s):
     Optional  Closed 
    10:30 am  -  4:30 pm
    SoulCollage® for Parts Work: Harnessing the Power of Archetypal Imagery & Collage
    McLean

    Katerina Evans, MA, LCPC, ATR 

    JUST ADDED!

    SoulCollage® involves a process of creating imagery-rich cards that represent different aspects of the maker’s personality. Working with these images facilitates access to deeper self-knowledge, bypassing the commonly used (verbal) defenses clients employ to avoid dealing with otherwise uncomfortable or shameful feelings. In this master class, participants will learn a number of ways to use this collage making process, dialogue with the resulting images, and investigate the world of archetypes as they relate to personality and parts work. SoulCollage® techniques can be used with individual and groups of clients and students, from children to adults. Typically, this process becomes a welcome addition to the practice of wellness and growth—even for the clinician or educator—since the SoulCollage® process is accessible, its materials are inexpensive and readily available, and it's fun! Participants will leave the session with a great start to building their own deck of cards.

     

    Eligible for 4.5 Credit/Clock Hours: NBCC,  ATCB; ASWB, APA, MFT, Nursing
    This session not eligible for APT credits

    Faculty Bio(s):
     Optional 
    10:30 am  -  4:30 pm
    The Use of Touch in Play Therapy
    Manassas

    Janet Courtney, PhD, LCSW, RPT-S

    Play therapists acknowledge the importance of touch toward children’s healthy growth and development; however, the topic has rarely been addressed within the literature or professional trainings. This master class will provide an overview of this topic, including ethical and clinical considerations of touch from birth to adolescence as viewed from the context and mediating factors of children’s presenting situations, and from the standpoint of each practitioner's professional and personal experience. Participants will be invited to participate in discussions (including a Child Professional Touch Questionnaire) and experiential activities that can help to clarify comfort levels and professional awareness related to touch in the practice of child and play therapy. Case vignettes will be presented as well as some cutting-edge and emerging therapies that use touch as an intervention. Participants will gain new skills about how to manage challenging touch and boundary-setting within play therapy sessions, as well as novel ways to teach kids about their own personal space boundaries. Suggested guidelines and competencies of touch will be presented to address risk management concerns including informed consent examples.

    Eligible for 4.5 Credit/Clock Hours: NBCC, ATCB; ASWB, APA, MFT, Nursing; APT**
    **APT CE only available to mental health practitioners

    Faculty Bio(s):
     Optional 
    10:30 am  -  4:30 pm
    Theraplay to Promote Attachment with Groups & Families
    Lee

    Myriam Goldin, LCSW, RPT-S

    This master class will present a number of playful, physical, and creative experiential activities designed to enhance attachment and energize connection between people in larger systems, like families and groups. Participants will also learn the basics regarding Theraplay and the primary goals of this approach. They will also have a chance to observe Theraplay applications within groups or families through videotaped vignettes. Participants will be able to return to work with an array of Theraplay activities that they can implement in a variety of play therapy and other types of settings.

    Eligible for 4.5 Credit/Clock Hours: NBCC, ATCB; ASWB, APA, MFT, Nursing; APT**
    **APT CE only available to mental health practitioners

    Faculty Bio(s):
     Optional 
     

    Saturday & Sunday Intensive

    10:00 am  -  5:30 pm
    Diagnostic Drawing Series Training: 30 Years of Assessment through Art - Day 2
    Mount Vernon

    Anne Mills, MA, ATR-BC, LPC, LCPAT
    Barry M. Cohen, MA, ATR-BC
     

    2-Day Training Intensive

    Participants must register for both days to attend

    The Diagnostic Drawing Series (DDS) is a standardized three-picture art interview developed in 1982 by art therapist Barry M. Cohen. Not tied to any particular psychological or theoretical model, the DDS was the first art assessment to be systematically correlated with the nomenclature of the DSM. It can be administered individually and in groups with psychiatric and medical populations, where its use has been recommended or required by JCAHO and other authorities. The varied task structure of a DDS elicits valuable content, structural, and process information that, together, can inform clinicians as to the strengths and psychopathology of the subject.

    Each of the pictures in the Series is rated for the presence of a total of 23 attributes that lead the trained rater toward an evidence-based assessment. DDSs have been collected and grouped according to the DSM diagnoses of subjects. Studies of the pictures in the diagnostic groups have revealed statistically significant graphic profiles. These graphic profiles show specific commonalities within each diagnostic group and specific distinguishing differences between diagnostic groups. After 30 years of international clinical use and empirical research, evidence has accrued that the DDS and the DDS Rating Guide are highly reliable and valid instruments. The DDS also provides a rich source of material for treatment planning.

    The DDS is designed for use only with people 13 years and older.

    Open only to mental health professionals.

    Please Note: There is an additional $20 notebook fee for this 2-Day Training Intensive.

    REGISTRANTS: Please CLICK HERE to download important DDS collection instructions (Review at least 2 weeks prior to training).

    Eligible for 6.0 Credit/Clock Hours: NBCC, ATCB; ASWB, APA, MFT, Nursing
    Not eligible for APT credits

    Faculty Bio(s):
     Optional 
     

    Sunday Lunch & Learns

    12:30 pm  -  1:20 pm
    Cross Racial Dynamics in the Play Therapy Room
    Salon C

    Eliana Gil, PhD, ATR, RPT-S, LMFT
    Xanthia Johnson, LPC, LCPC, RPT-S


    Seats Just Added!

    Cross racial dynamics are common in the playroom. But when they arise, how does the play therapist know? What does the play therapist say? What does the play therapist do? In this interactive session, two culturally aware play therapists with decades of hearty experience in navigating such situations share their stories. They want to hear yours too! Culturally considerate guidelines, toy considerations, transference, and countertransference are explored.

    Eligible for 1.0 Credit/Clock Hour: NBCC, ATCB; ASWB, APA, MFT, Nursing; APT**
    **APT CE only available to mental health practitioners

    Faculty Bio(s):
     Optional 
Top