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 NASW, NBCC 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

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

 







  Go
  • Closed  Closed
  • Optional  Optional
  • Fee  Fee
  • Thursday, June 27, 2019
  •  

    Thursday Afternoon Supervision

    4:00 pm  -  6:00 pm
    Play Therapy Group Supervision with Eliana Gil

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

    This 2-hour evening session will provide play therapists with continuing education contact hours in group supervision that can be applied towards an RPT credential. To structure our time, we invite interested pre-registrants to apply for the opportunity to present a case that features a consultation question specific to the application of play therapy with child or family clients. (Note: Presenting a case is not required. This opportunity is completely voluntary.) Case presenters may present a videotaped session if they wish (signed consent forms required) or artwork, images of sand trays, or other play therapy work on a flash drive. After they present a concise consultation question, the group supervisor and session participants will engage in focused discussion and feedback designed to advance treatment goals. Countertransference issues will be highlighted and participants will be encouraged to “think play.” If you are interested in presenting, please contact Dr. Gil at elianagil@me.com as soon as you register. Limited seating. 

    Please Note: There is an additional fee for this session.

    Eligible for 2.0 Credit/Clock Hours: NBCC, ATCB; APA, MFT; SWNYS, LCAT, NY-LMHC; APT**
    **Play therapy credit will not be awarded to non-mental health professionals.

    This session not eligible for NASW credits.




    Faculty Bio(s):
    Fee  Optional 
     

    Thursday Evening Supervision

    7:00 pm  -  9:00 pm
    Supervision Session: Play Therapy for Sexual Behavior Problems
    Jennifer Shaw, PsyD, RPT-S

    Play therapists often have opportunities to work with children who present with a range of dysregulated behaviors, including those that are sexually inappropriate. This 2-hour evening supervision session will explore play therapy strategies that can be applied in both assessment and treatment of young children, and provide a context for responding to sexually abusive youth in a purposeful way. To structure our time, we invite interested pre-registrants to apply for the opportunity to present a case that features a consultation question specific to the topic. (Note: Presenting a case is not required. This opportunity is completely voluntary.) Case presenters may present a videotaped session if they wish (signed consent forms required). After they present a concise consultation question, the group supervisor and session participants will engage in focused discussion and feedback designed to advance treatment goals. If you are interested in being one of the two participants to present a case, please submit a summary of your case and consultation question to Jennifer Shaw (jshaw@gilinstitute.com) as soon as you register for this 2-hour group supervision. Seating limited. 

    Please Note: There is an additional fee for this session.

    Eligible for 2.0 Credit/Clock Hours: NBCC, ATCB; APA, MFT; SWNYS, LCAT, NY-LMHC; APT**
    **Play therapy credit will not be awarded to non-mental health professionals.

    This session not eligible for NASW credits.

    Faculty Bio(s):
    Fee  Optional 
     

    Thursday Evening Workshops

    7:00 pm  -  9:00 pm
    Combining Parent-Child Interaction Therapy with the Arts and Play: An Introduction
    Claudia Camargo, LICSW

    Parent-Child Interaction Therapy (PCIT) is an evidence-based treatment model that incorporates attachment, play therapy, and behavioral theories to treat children with disruptive, hyperactive, anxious, and depressed behaviors. Play therapists in this 2-hour evening session will gain a basic working knowledge of PCIT skills, including relationship enhancement verbalizations and recommendations regarding in-home practices. We will begin by laying a foundation of PCIT in which we will conceptualize what relationship enhancement looks like, identify skills to use, and consider limit setting during play. Next, we will weave-in expressive interventions through dyadic role play. Treatment outcomes using this approach in play therapy may include increased self-esteem, improvement in self-regulation, enhanced attention span, and an introduction or improvement in pro-social behaviors. No previous training in PCIT, dyadic models, or expressive arts therapies is required.

    Please Note: There is an additional fee for this session.

    Eligible for 2.0 Credit/Clock Hours: NBCC, ATCB; NASW, APA, MFT; SWNYS, LCAT, NY-LMHC; APT**
    **Play therapy credit will not be awarded to non-mental health professionals.




    Faculty Bio(s):
    Fee  Optional 
    7:00 pm  -  9:00 pm
    Integrating Music & Dance in Play Therapy with Families and Young Children

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

    This interactive evening workshop will offer play therapists and other mental health professionals opportunities to experience the mindful musical and movement play critical in promoting self-regulation, co-regulation, and engagement in parent-child dyads. Experiential exercises will illustrate the regulatory power of song and gesture with this population.  Based on the presenters’ more than 20 years of experience creating an attachment-based, trauma-informed, play therapy model serving homeless babies and their parents, we will investigate multiple uses of music and movement as stand-alone play therapy sessions that can be integrated into any therapeutic encounter.  Join us for a joyful exploration!

    Please Note: There is an additional fee for this session.

    Eligible for 2.0 Credit/Clock Hours: NBCC, ATCB; NASW, APA, MFT, Nursing; SWNYS, LCAT, NY-LMHC; APT**
    **Play therapy credit will not be awarded to non-mental health professionals.




     Optional 
    7:00 pm  -  9:00 pm
    Mandala-Making for Play Therapists: A Clinical Technique for Expression & Mindful Reflection

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

    Session Full

    Mandalas—circular artwork that can be seen in most all cultures throughout the ages—were popularized as a therapeutic drawing technique once Carl Jung declared them a representation of the wholeness of the Self. This 2-hour evening workshop will give play therapists the opportunity to make a mandala and process them in groups to promote reflection and dialogue.  Play therapists will be encouraged to consider this powerful art-based strategy in two important ways: to help clients have a mindful expressive experience that is often therapeutic in and of itself; and to use language-specific prompts to encourage reflection and insight. In this limited time, play therapists will receive a quick overview to the more in-depth process of using mandalas in assessment by trained and/or certified professionals, however this brief introductory experience will not prepare play therapists to do more in-depth treatment using this technique. No previous art experience required.

    Please Note: There is an additional fee for this session.

    Eligible for 2.0 Credit/Clock Hours: NBCC, ATCB; NASW; SWNYS, LCAT, NY-LMHC; APT**
    **Play therapy credit will not be awarded to non-mental health professionals.

    Please Note: This session is NOT eligible for APA, MFT or Nursing credits.





    Faculty Bio(s):
    Fee  Optional  Closed 
    7:00 pm  -  9:00 pm
    Play Therapy in the Identification & Treatment of Posttraumatic Dissociation

    Mary DeRaedt, PhD, LPC, NCC

    Play therapists working with traumatized child and adolescent clients often overlook the problematic symptoms of dissociation, which can be mistaken for the false appearance of functionality as well as a variety of acting-out behaviors. Grounded in leading-edge neurological understanding of dissociation and cross-cultural play therapy work with refugee youth coping with severe, daily trauma, this 2-hour evening workshop will describe and demonstrate interventions that will help play therapists to identify and clarify this rather elusive coping mechanism. Participants will also learn how to provide more effective play therapy treatment for treating this often-misunderstood, and ultimately dysfunctional, trauma response which, if caught in childhood, can be much more easily reversed, than if it goes undiscovered until adulthood. 

    Please Note: There is an additional fee for this session.

    Eligible for 2.0 Credit/Clock Hours: NBCC, ATCB; NASW, APA, MFT, Nursing; SWNYS, LCAT, NY-LMHC; APT**
    **Play therapy credit will not be awarded to non-mental health professionals.




    Faculty Bio(s):
    Fee  Optional 
  • Friday, June 28, 2019
  •  

    Friday Morning Plenary

    10:00 am  -  11:30 am
    How Neurobiology Guides Play Therapy with Traumatized Children

    Rick Gaskill, EdD, RPT-S

    Play therapy has a long history of providing excellent, developmentally appropriate treatment to emotionally disturbed children. Today, neuroscience is providing new and increasingly powerful insights that offer play therapists greatly enhanced capabilities in the application of play therapy techniques and interventions. Play therapists who develop the essential skills to assess the neurobiological source of a child’s trauma symptoms are better able to develop and offer therapeutic interventions that maximally benefits the child. Eliana Gil and colleagues will help bridge theory and practice by demonstrating some brain-based play therapy techniques.

    Eligible for 1.5 Credit/Clock Hours: NBCC, ATCB; NASW, APA, MFT; SWNYS, LCAT, NY-LMHC; APT**
    **Play therapy credit will not be awarded to non-mental health professionals.




    Faculty Bio(s):
     Optional 
     

    Friday Lunch: Pre-Purchase Options

    Don't Forget to Pre-Purchase a Grab & Go Lunch — Eat Outdoors or Wherever You'd Like

    Grab & Go lunches are available daily. They include a sandwich, beverage, and snack. Pre-order one during the online registration process, pick yours up at the start of the lunch break, and go!

    $18 ticket required


     Optional 
    Roast Beef, Apple and Brie Sandwich on Brioche
    Roast beef, apple and brie sandwich on Lyon Bakery brioche with horseradish cream, plus a can of soda or bottled water, and a choice of chips, pretzels, or popcorn.
    Fee  Optional 
    Grilled Vegetable, Greens and Hummus Wrap
    Grilled vegetables, greens and hummus wrap plus a can of soda or bottled water, and a choice of chips, pretzels, or popcorn.
    Fee  Optional 
    Grilled Chicken Caesar Salad Wrap
    Grilled Bell & Evans chicken caesar salad wrap plus a can of soda or bottled water, and a choice of chips, pretzels, or popcorn.
    Fee  Optional 
     

    Friday Master Classes

    1:00 pm  -  5:30 pm
    Adlerian Play Therapy with African American Children: Disrupting the Preschool to Prison Pipeline
    April D. Duncan, MSW, LCSW, RPT

    African American preschoolers make up 18% of the school population, but account for 48% of the suspensions and expulsions in schools. These disciplinary rates are feeding into what has become known as the “preschool to prison pipeline” — essentially feeding young black students into the criminal justice system. This master class will explore how play therapy can help to reduce acting-out behaviors, thus reducing the number of disciplinary actions against black students in schools. Using an Adlerian play therapy framework, attendees will learn how to apply play therapy principles to address “disruptive” behaviors in African American children while taking into account difficulties they may experience due to racial discrimination. Participants will learn how to engage African American children and their families in play therapy as a way to address and potentially reduce suspension/expulsion as a result of the behavioral symptoms of trauma, including those stemming from familial and community violence.


    Eligible for 4.5 Credit/Clock Hours: NBCC, ATCB; NASW, APA, MFT, Nursing; SWNYS, LCAT, NY-LMHC; APT**
    **Play therapy credit will not be awarded to non-mental health professionals.


    Faculty Bio(s):
     Optional 
    1:00 pm  -  5:30 pm
    Assessing Children Using Play Therapy & Art-Based Techniques
    Eliana Gil, PhD, LMFT, ATR, RPT-S

    SESSION FULL

    Children can be hesitant to verbalize concerns because stressful or traumatic events create difficult emotions that they may not feel able to name or express. In addition, many children arrive in the play therapy office with pressure to say—or not say—specific things to their therapists. These typically include information regarding their parents’ divorce, alleged abuse, parental fighting, drugs or alcohol, bullying, and a host of other possible situations at home or school. Consequently, one of the most difficult tasks for child and play therapists is becoming trustworthy, creating a safe environment, and helping children talk or show (in constructive ways) what they are thinking and feeling. Many children use a range of behaviors, often symptomatic, to show or act out concerns, worries, or fears. Play therapists must work efficiently to make connections and offer them an array of invitations to elicit their meaningful participation. This 4.5 hour master class will focus on a number of art-based assessment tools including the Kinetic Family Drawing, the PPAT (Person Picking an Apple from a Tree), the Bird’s Nest, Rosebush, and Affective Color Codes. In addition, we will process actual play sequences in order to deepen the level of understanding that can occur by observing the sequence and type of play, reading metaphors with or without verbal explanations, and encourage play therapists to slow down, process thematic material in the play, and deepen their ability to translate children’s communications.


    Eligible for 4.5 Credit/Clock Hours: NBCC, ATCB; NASW, APA, MFT, Nursing; SWNYS, LCAT, NY-LMHC; APT**
    **Play therapy credit will not be awarded to non-mental health professionals.



    Faculty Bio(s):
     Optional  Closed 
    1:00 pm  -  5:30 pm
    Autoregulation and Play Interventions: Healing the Body

    Jennifer Lefebre, PsyD, RPT-S

    Session Full

    Many of our young clients are referred to treatment due to rapidly shifting states of arousal, affect, thinking, and/or behavior. Affective disorders, ADHD, sensory processing issues, and developmental trauma may all lead to these dysregulated states. Knowing how to accurately read these cues and provide appropriate play therapy and other interventions is key to working with these challenges. Adapting to the environment—and the constantly changing needs and demands on the nervous system—requires very complex processing in the brain, which is not always possible. Depending on the neuro-behavioral state of the brain, a child may need an increased or a decreased amount of sensory input. In this 4.5-hour master class, participants will be introduced to movement, sensory, and play therapy interventions to help them learn to strengthen the regulatory capacities of the children with whom they work. They will learn the importance of co-regulation in developing a child’s ability to self-soothe, and how to determine which sensory strategies and play therapy interventions are appropriate for differing levels and types of dysregulation.


    Eligible for 4.5 Credit/Clock Hours: NBCC, ATCB; NASW, APA, MFT, Nursing; SWNYS, LCAT, NY-LMHC; APT**
    **Play therapy credit will not be awarded to non-mental health professionals.




    Faculty Bio(s):
     Optional  Closed 
    1:00 pm  -  5:30 pm
    Beat the Odds®: Social-Emotional Skill Building Through Drumming in Play Therapy
    Ping Ho, MA, MPH

    Beat the Odds® is a trauma-informed program that integrates the power of contemporary drum circles with play therapy and group counseling to build core strengths such as focusing and listening, team building, positive risk taking, self-esteem, awareness of others, leadership, expressing feelings, managing anger/stress, empathy and gratitude. UCLA research has shown that drumming within the context of mental health counseling can reduce a spectrum of behavior problems in children, such as those related to withdrawn/depression, post-traumatic stress, anxiety, attention deficit/hyperactivity, oppositional defiance, and sluggish cognitive tempo (all common presenting problems in play therapy). In addition, this program has been shown to be particularly effective with children in special education classrooms. Beat the Odds® emphasizes process and not performance. It includes familiar therapeutic strategies such as positive affirmations, emotional coping strategies, and guided interaction with rhythmic activities serving as a metaphor for life, followed by reflection and dialogue—without the stigma of therapy. The scripted curriculum, well suited to the skill sets of play therapists, enables sustainable delivery and does not require musical experience on the part of facilitators or children. This inclusive and culturally relevant program accommodates diverse abilities as well as family participation. The training will also offer guidelines on adapting the curriculum to both younger and older groups of children in play therapy settings.

    Eligible for 4.5 Credit/Clock Hours: NBCC, ATCB; NASW, APA, MFT, Nursing; SWNYS, LCAT, NY-LMHC; APT**
    **Play therapy credit will not be awarded to non-mental health professionals.




    Faculty Bio(s):
     Optional 
    1:00 pm  -  5:30 pm
    Neuroscience-Informed Play Therapy Interventions with Traumatized Children for Enhanced Efficacy
    Rick Gaskill, EdD, LCPC, RPT-S

    Neuroscientific studies over the past two decades are providing new and increasingly powerful insights into brain development and function. This information offers play therapists the potential for greatly enhanced capabilities in the application of play therapy techniques and interventions because it clarifies region-specific responses to sensory and movement input, rhythm, relational attunement, sense of reward, affective expression, as well as comprehension reason, and language, and much more. Play therapists acquiring this essential knowledge will be better able to assess the neurobiological origin of trauma symptoms and thereby better able to design and provide therapeutic interventions that benefit the child maximally. Experiential activities will augment lecture content in this 4.5 hour master class.


    Eligible for 4.5 Credit/Clock Hours: NBCC, ATCB; NASW, APA, MFT, Nursing; SWNYS, LCAT, NY-LMHC; APT**
    **Play therapy credit will not be awarded to non-mental health professionals.




    Faculty Bio(s):
     Optional 
    1:00 pm  -  5:30 pm
    Reflective Practice in Play Therapy with Young Children & Families
    Susan Taylor, LCSW-C, CMA, RPT-S
    Kimberly Cosgrove, LCSW-C
    Carole Norris-Shortle, LCSW-C, LCMFT, RPT-S


    Play therapy sessions, particularly with parents and very young children, can flow, or may have tension, feel stuck, and become derailed.  Reflective Practice can provide a structured framework to create the security needed to explore growing edges in clients, in families, and for therapists.  Mindful self-regulation promotes the curiosity and self-awareness that facilitate the reflective process and clinical growth. Drawing upon the speakers' more than 20 years of experience in creating an attachment-based, trauma-informed, play therapy model serving homeless infants and their parents, participants will have the opportunity to delve deeply into various forms of Reflective Practice. In this 4.5 hour master class, they will be introduced to the Facilitated Attuned Interaction (FAN), a meta-framework for supporting family engagement using a Reflective Practice approach.  Please join us as we notice and explore the cycle of self-awareness and learning for our play therapy clients—and for ourselves as clinicians.


    Eligible for 4.5 Credit/Clock Hours: NBCC, ATCB; NASW, APA, MFT, Nursing; SWNYS, LCAT, NY-LMHC; APT**
    **Play therapy credit will not be awarded to non-mental health professionals.




     Optional 
    1:00 pm  -  5:30 pm
    Sand Therapy Competencies: Principles & Practices for Play Therapists and Colleagues
    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. In clinical work, it is especially important to be attuned to the psychic impact of the symbolic aspects inherent in sand therapy. Understanding theory, contexts, and the construction of meaning that occurs in sand work are critical factors in grasping a client's process. Play therapists must remain aware of projections, attitude toward symbols, sense of boundaries, and an understanding of the unique play therapy client-clinician relationship with sand, 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 participants will have the opportunity to work with peers to explore the core principles and practices that will be featured. Volunteers are invited from among the group to help demonstrate play therapy approaches with sand.

    Eligible for 4.5 Credit/Clock Hours: NBCC, ATCB; NASW, APA, MFT, Nursing; SWNYS, LCAT, NY-LMHC; APT**
    **Play therapy credit will not be awarded to non-mental health professionals.




    Faculty Bio(s):
     Optional 
    1:00 pm  -  5:30 pm
    Theraplay Up Close: Advantages & Challenges When Treating Complex Trauma
    Myriam Goldin, LCSW, RPT-S

    Theraplay is an attachment-based play therapy modality that trained Theraplay providers can use to facilitate healing for children and families impacted by trauma. This 4.5 hour master class will explore the use of Theraplay with trauma clients. Videotaped sessions will be shown and analyzed to provide participants with a deeper understanding of the variables to consider when working with complex trauma, including the management of emotional dysregulation and clients who are unable (or unwilling) to invest fully, thus compromising their participation. Attendees will also experience Theraplay by engaging in different playful activities that highlight the Theraplay framework. Additionally, this session will address some of the limitations and challenges when using the Theraplay method with this population. This master class is designed in particular for play therapists and other clinicians who have a basic understanding of the Theraplay modality and are interested in learning more about its application with traumatized clients.

    Eligible for 4.5 Credit/Clock Hours: NBCC, ATCB; NASW, APA, MFT, Nursing; SWNYS, LCAT, NY-LMHC; APT**
    **Play therapy credit will not be awarded to non-mental health professionals.


    Faculty Bio(s):
     Optional 
     

    Friday Evening Supervision

    7:00 pm  -  9:00 pm
    Theraplay Supervision: Enhancing Skills Through Case Presentations & Collaborative Learning

    Myriam Goldin, LCSW, RPT-S

    This 2-hour evening session will provide continuing education contact hours in group supervision that can be used towards RPT credentials. To structure our time, we invite interested pre-registrants to apply for the opportunity to present a case that features a consultation question specific to Theraplay. (Note: Presenting a case is not required. This opportunity is completely voluntary.) Case presenters may present a videotaped session if they wish (signed consent forms required). After they present a concise consultation question, the group supervisor and session participants will engage in focused discussion and feedback designed to advance treatment goals. If you are interested in being one of the two participants to present a case, please submit a summary of your case and consultation question to Myriam Goldin (mgoldin@gilinstitute.com) as soon as you register for this 2-hour group supervision. Seating limited. 

    Please Note: There is an additional fee for this session.

    Eligible for 2.0 Credit/Clock Hours: NBCC, ATCB; APA, MFT; SWNYS, LCAT, NY-LMHC; APT**
    **Play therapy credit will not be awarded to non-mental health professionals.

    This session not eligible for NASW credits.





    Faculty Bio(s):
    Fee  Optional 
     

    Friday Evening Workshops

    7:00 pm  -  9:00 pm
    Books that Come Alive Through Play Therapy
    Cindy Bridgman, LCSW
    Deanne Ginns-Gruenberg, MA, LPC, BSN, RPT-S


    Children’s literature can provide the perfect scaffold for a therapeutic session on almost any topic. This 2-hour evening session will explore resources for a variety of topics and guide play therapists and others in learning how to take advantage of themes and subject matter for creating unforgettable, effective therapy sessions. Enhanced by art, music, and play, the inherent psychoeducation in kids' stories comes alive for children as they experience it firsthand. Play therapists and other mental health professionals will leave this session with a trunkful of therapeutic tools to help children and their caregivers. They will never look at a child's book the same way again.


    Please Note: There is an additional fee for this session.


    Eligible for 2.0 Credit/Clock Hours: NBCC, ATCB; NASW, APA, MFT, Nursing; SWNYS, LCAT, NY-LMHC; APT**
    **Play therapy credit will not be awarded to non-mental health professionals.




    Faculty Bio(s):
    Fee  Optional 
    7:00 pm  -  9:00 pm
    Engaging Resistant Adolescents by Adapting Child-Centered Play Therapy

    Justin Barrasso, MS, LPC, NCC

    Engaging “resistant” teenagers in play therapy can induce feelings of frustration and incompetence, and elicit doubt in our clinical approach—especially once we've already tried using everything in our “toolbox.” In today’s age of manualized treatments, diagnostic protocols, and other structured solutions, it is no wonder why “rebellious” teens can be “resistant” to any sort of therapy. Luckily, adapting the principles of child-centered play therapy to the needs of teens can provide a new direction for therapists who find teens resistant to their agendas, their parents' agendas, and most all other efforts to be helpful: Without an agenda, there isn't much for a teen to resist. Conveniently, the child-centered play therapy approach creates stronger opportunities for a therapeutic alliance. Through here-and-now interactions that promote autonomy, teen clients can begin to establish a clearer sense of reality in terms of whose responsibility their challenges actually are, rather than being driven by someone (or something) outside their locus of control. A child-centered play approach adapted for teens can "set the table" for developing a therapeutic rapport more conducive to what research has shown us to make therapy effective across theoretical lines. In this 2-hour evening workshop, participants will learn what ingredients are needed to make therapy successful, understand how a child-centered play approach can help the therapist move therapy in a more successful direction, learn how to adjust child-centered play therapy for adolescents, and discover how child-centered play therapy can facilitate motivation in adolescents, inspiring them to change. We will also discuss how to teach parents about this approach so that they can establish more effective relationships with their adolescents.

    Please Note: There is an additional fee for this session.


    Eligible for 2.0 Credit/Clock Hours: NBCC, ATCB; NASW, APA, MFT, Nursing; SWNYS, LCAT, NY-LMHC; APT**
    **Play therapy credit will not be awarded to non-mental health professionals.


    Faculty Bio(s):
    Fee  Optional 
    7:00 pm  -  9:00 pm
    Stressbusting: Using Your Pen with Your Brain in Mind
    Deborah Ross, LPC, CJT

    Experiencing modern life anxieties? Let's pause, take a breath, and bust some stress! In this 2-hour evening workshop, play therapists and other mental health professionals be given a template for a one-hour journal group on "stressbusting" through writing. They will be expertly guided through the experience of creating a new relationship with stress through short, structured, sequenced "writes," informed by research that comes from the neuroscience world.  We'll talk about ways you can use this ready-made template with child and adolescent clients and groups in play therapy as well as other forms of counseling and treatment. You'll leave the workshop with a simple yet powerful tool to share with your clients, students, or group members. And you'll have a valuable new method for your own stress busting!

    Please Note: There is an additional fee for this session.

    Eligible for 2.0 Credit/Clock Hours: NBCC, ATCB; NASW, APA, MFT, Nursing; SWNYS, LCAT, NY-LMHC; APT**
    **Play therapy credit will not be awarded to non-mental health professionals.


    Faculty Bio(s):
    Fee  Optional 
    7:00 pm  -  9:00 pm
    Technology & Play Therapy: Innovations, Integration & Impact
    Rachel Altvater, PsyD, RPT-S

    Children, teens, and their play habits have transformed over the past decade or more, largely due to a broad-based sociocultural shift towards technology. For this reason, it is important that play therapists understand how these changes impact their child clients’ lives—and play therapy treatment with young people in general—regardless if they decide to welcome technology and innovative techniques into their playrooms. In this 2-hour evening session, we'll begin with a research literature review about current technological trends, including the benefits, detriments, challenges, and other considerations regarding introducing technology into play therapy. Additionally, we will review current standards and ethics of using technology in play therapy practice.

    Please Note: There is an additional fee for this session.

    Eligible for 2.0 Credit/Clock Hours: NBCC, ATCB; NASW, APA, MFT, Nursing; SWNYS, LCAT, NY-LMHC; APT**
    **Play therapy credit will not be awarded to non-mental health professionals.




    Faculty Bio(s):
    Fee  Optional 
    7:00 pm  -  9:00 pm
    Therapeutic Clown Play: Facilitating Communication, Expression & Wellbeing
    Teresa Dias, MA, LMHC
    Jason Jedrusiak, CYT


    Through play’s smallest mask, the clown nose, participants will be invited to explore therapeutic clown play and discover how clowning can be paired with other play therapy techniques in sessions with youth and adolescents. The presenters will discuss their experience using improv, circus, and clowning games and activities in both clinical and non clinical settings.  In this highly experiential master class, participants will take away tools to help support affect expression and identification in their clients and how to assist clients in the exploration of difficult emotions and/or situations by encouraging imagination and flexibility in spontaneous play.

    Please Note: There is an additional fee for this session.


    Eligible for 2.0 Credit/Clock Hours: NBCC, ATCB; NASW, APA, MFT, Nursing; SWNYS, LCAT, NY-LMHC; APT**
    **Play therapy credit will not be awarded to non-mental health professionals.


    Faculty Bio(s):
    Fee  Optional 
  • Saturday, June 29, 2019
  •  

    Saturday Morning Plenary

    9:00 am  -  10:30 am
    Creative Expression at Home: Helping Parents Unlock Art’s Potential to Connect & Heal
    Erica Curtis, LMFT, ATR-BC

    Parenting is a key component to healing children’s struggles and many of the issues that get worked through in the play therapy office. However, parents are often at a loss when it comes to intervening at times of acute need at home. Even best practices in talking with children don’t consistently help them to regulate, problem solve, or connect. Art can help parents get through to children quickly when words won’t. But how? In this informative and artful plenary lecture, play therapists will learn simple art interventions that can be taught to parents to use in daily life in order to build connection with their children and help heal emotional turmoil. Play therapists will learn how to help parents adapt art therapy interventions to use with varying ages in a pinch at home, as well as develop creative home practices to build sustainable connection between parents, siblings, and children in distress. Maximizing their unique position to guide parents in unlocking the power of creativity, play therapists will also learn versatile tools to help parents access their own internal strengths at times when they are the hardest to tap into—but most needed.


    Eligible for 1.5 Credit/Clock Hours: NBCC, ATCB; NASW, APA, MFT, Nursing; SWNYS, LCAT, NY-LMHC; APT**
    **Play therapy credit will not be awarded to non-mental health professionals.




    Faculty Bio(s):
     Optional 
     

    Saturday Lunch: Pre-Purchase Options

    Don't Forget to Pre-Purchase a Grab & Go Lunch — Eat Outdoors or Wherever You'd Like

    Grab & Go lunches are available daily. They include a sandwich, beverage, and snack. Pre-order one during the online registration process, pick yours up at the start of the lunch break, and go!

    Note: Master Classes will break for lunch for approximately 90 minutes

    $18 ticket required


     Optional 
    Roasted Turkey and Cheddar on Sourdough
    Roasted turkey and cheddar on Lyon Bakery sourdough bread plus a can of soda or bottled water, and a choice of chips, pretzels, or popcorn.
    Fee  Optional 
    Portabella on Ciabatta with Roasted Pepper and Arugula
    Portabella mushroom on ciabatta with roasted pepper and arugula plus a can of soda or bottled water, and a choice of chips, pretzels, or popcorn.
    Fee  Optional 
    Firecracker Chicken Lettuce Wrap
    Firecracker chicken lettuce wrap - buffalo chicken tenders in lettuce wrap plus a can of soda or bottled water, and a choice of chips, pretzels, or popcorn.
    Fee  Optional 
     

    Saturday Master Classes

    11:00 am  -  5:00 pm
    Complicated Grief, Collage & Trauma Theory: An Artful Integration
    Peggy Kolodny, MA, ATR-BC, LCPAT
    Sharon Strouse, MA, ATR-BC, LCPAT


    Trauma and grief work supports the effectiveness of nonverbal creative arts and play therapy interventions to address the somatic impact on mind and body. This 4.5 hour master class focuses on a collage making technique that trauma-focused play therapists and art therapists—who are often hesitant to treat grief—can use in their practices. 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 material is grounded in the grief and bereavement work of Neimeyer's Constructivist Theory of Meaning Making, Shear’s Complicated Grief Theories, Worden’s Task Model of Bereavement, and Stroebe's Dual Process Model. The impact of traumatic grief on the social, behavioral, emotional, and psychological development of children and families will be reviewed along with age-appropriate creative interventions for play therapists. Experiential activities will include diverse collage-making directives including containers and books. Jungian active imagination processing of collages will be demonstrated.


    Eligible for 4.5 Credit/Clock Hours: NBCC, ATCB; NASW, APA, MFT, Nursing; SWNYS, LCAT, NY-LMHC; APT**
    **Play therapy credit will not be awarded to non-mental health professionals.




    Faculty Bio(s):
     Optional 
    11:00 am  -  5:00 pm
    Coordinating Clinical Care with School Personnel: An Ecosystemic Approach to Play Therapy & the Arts
    Lyla Tyler, LMFT, RPT-S
    Kim Hutson

    Children spend many more hours a week in school than with us in play therapy, yet we spend little time coordinating their care with school counselors or teachers. Since skills learned in the play room can be used in the classroom to help children learn better, and experienced teachers can provide us with interventions and feedback that help our clients at home and in play therapy treatment, it is imperative that both groups of professionals make a concerted effort to coordinate care. In this 4.5 hour master class, participants will engage in play therapy and arts-based exercises to address ADHD and emotional dysregulation as well as sensory and self-esteem issues. These can be used in the classroom or in individual, group, or family clinical sessions. School counselors, educators, play therapists, and others will learn ways to coordinate a continuum of care based on an ecosystemic approach. In particular, we’ll discuss and practice interventions derived from the Nurtured Heart Approach®, Theraplay, as well as art therapy and play therapy.


    Eligible for 4.5 Credit/Clock Hours: NBCC, ATCB; NASW, APA, MFT, Nursing; SWNYS, LCAT, NY-LMHC; APT**
    **Play therapy credit will not be awarded to non-mental health professionals.




    Faculty Bio(s):
     Optional 
    11:00 am  -  5:00 pm
    Helping Kids to Open Up and Engage in a Therapeutic Conversation

    Steven Baron, PsyD
    David A. Crenshaw, PhD, ABPP, RPT-S

    Session Full

    Have you ever spent a session in a stalemate with a child or adolescent? The goal of any child therapy, of course, is to provide opportunities for our young clients to feel safe and secure when expressing their thoughts and feelings. However, as play therapists and their colleagues have experienced, this sense of safety can be difficult to cultivate. Sometimes children or adolescents are deliberately oppositional, sometimes they are bound by anxiety or fear, and other times they simply lack the cognitive or expressive language skills to be able to share. As play therapists and counselors, it is our responsibility to find ways to help youngsters top overcome these impediments to treatment and progress. In this 4.5 hour master class, participants will learn creative—both verbal and artistic—methods to enable children and adolescents to express their concerns in treatment through safe, secure, and fun ways. Strategies to be described and demonstrated will include direct as well as open-ended questions, as well as projective art and storytelling tasks, to encourage narratives that provide clues as to their fears, struggles, and hopes for enhanced efficacy in play therapy.


    Eligible for 4.5 Credit/Clock Hours: NBCC, ATCB; NASW, APA, MFT, Nursing; SWNYS, LCAT, NY-LMHC; APT**
    **Play therapy credit will not be awarded to non-mental health professionals.




    Faculty Bio(s):
     Optional  Closed 
    11:00 am  -  5:00 pm
    Managing Big Behaviors in Kids & Teens Through Art
    Erica Curtis, LMFT, ATR-BC

    Necessity is the mother of invention, and there is hardly a more necessary time to get innovative than when children are having "big behaviors." This can be especially true when trying to respond at critical moments when even best-practice interventions and tried-and-true play therapy strategies don't work. Accessing the versatility of art and creativity can benefit play therapists when children and teens do not respond to more traditional approaches. In this 4.5 hour master class, play therapists and others who work with children will learn easily accessible arts-based strategies to integrate into the play therapy process while addressing big behaviors. Hands-on art experientials will promote creative problem solving and inspire the development of novel ideas for addressing challenging behaviors in play therapy settings. Because play therapists are in a unique position to help parents help children, the topic of teaching parents to use art as an avenue for connection and communication at home will also be addressed.


    Eligible for 4.5 Credit/Clock Hours: NBCC, ATCB; NASW, APA, MFT, Nursing; SWNYS, LCAT, NY-LMHC; APT**
    **Play therapy credit will not be awarded to non-mental health professionals.




    Faculty Bio(s):
     Optional 
    11:00 am  -  5:00 pm
    Narrative Sand Therapy©: Into the Heart of Healing with Children & Teens
    Dee Preston-Dillon, MA, PhD

    Along life's journey, children and play therapists alike develop many stories, big and small, nestled deep in the heart. Narrative Sand Therapy©, developed by the presenter, encourages clients of all ages 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 4.5 hour 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. Play therapists and those who treat children will also learn four primary tenets—permission, protection, empowerment, and presence—that guide the clinician and support the young client's explorations of stories in the sand. This approach to exploratory process distinguishes Narrative Sand Therapy© from sandtray and sandplay therapies, and is eminently compatible with the work of play therapists.


    Eligible for 4.5 Credit/Clock Hours: NBCC, ATCB; NASW, APA, MFT, Nursing; SWNYS, LCAT, NY-LMHC; APT**
    **Play therapy credit will not be awarded to non-mental health professionals.




    Faculty Bio(s):
     Optional 
    11:00 am  -  5:00 pm
    Play Therapy for Sexual & Gender Identity Development and Exploration
    Quinn K. Smelser, MA, NCC, LPC, RPT

    The DSM-V has removed Gender Identity Disorder and replaced it with Gender Dysphoria for children, adolescents and adults. As part of the growing emphasis on social justice and diversity within counseling and play therapy, attention to best practices with gender diverse adults has increased, but little of this attention has focused specifically on best practices for working with children in play therapy. This 4.5 hour master class will focus on the intersection of play therapy with gender and sexual identity development. In it, we will highlight how play therapy inherently encourages gender and sexuality exploration. Techniques to assess and treat for traumatic experiences this population has experienced will be shown, practiced, and discussed. Together, we'll explore this emerging area of need and discuss ideas for play therapists to better advocate for child clients. This session will provide opportunities for participants to reflect on their worries, biases, and awareness around sexual and gender identity issues in their work with children.


    Eligible for 4.5 Credit/Clock Hours: NBCC, ATCB; NASW, APA, MFT, Nursing; SWNYS, LCAT, NY-LMHC; APT**
    **Play therapy credit will not be awarded to non-mental health professionals.




    Faculty Bio(s):
     Optional 
    11:00 am  -  5:00 pm
    Shadow Play: Working with Darker Metaphors in Play Therapy
    Jennifer Lefebre, PsyD, RPT-S
    John Burr, LCSW RPT-S

    Children who have experienced complex trauma, particularly sexual abuse, often generate themes and symbols representative of their abuse within the play therapy room. These include aggression, morbidity, violence, and sexualized play. This 4.5 hour master class will introduce play therapists to a Jungian perspective regarding these darker and more challenging themes that emerge when engaging in trauma work. It will demonstrate how they can focus on the positive aspects that remain hidden underneath a client's shadow material during play. Participants will learn play therapy interventions that can help children and adolescents express and process these internal emotional states and behaviors. Clinical issues to be addressed include how to work with enuresis, encopresis, hygiene challenges, self-harm, hypersexuality, suicidal/homicidal ideation, and other symptomatic behaviors that are often expressed but rarely discussed in the context of play therapy.


    Eligible for 4.5 Credit/Clock Hours: NBCC, ATCB; NASW, APA, MFT, Nursing; SWNYS, LCAT, NY-LMHC; APT**
    **Play therapy credit will not be awarded to non-mental health professionals.




    Faculty Bio(s):
     Optional 
    11:00 am  -  5:00 pm
    Thinking Outside the Sand Tray: The Clinical Use of Miniatures & Metaphors in Play Therapy

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

    Session Full

    In this 4.5 hour master class, play therapists will have the opportunity to explore viable options for using miniatures in treatment, but outside of the sand tray.  Several techniques will be demonstrated, and participants will get the opportunity to practice them for quick inclusion in the play therapist’s repertoire. These include play and work genograms, Solution Circles, the use of common symbols such as those found in nature, color as symbol, embodying chosen figures, and others.  Play therapists will be invited to create their own interventions by applying their creative skills and insights once a foundation for symbol and metaphor work has been established. Using miniatures in play therapy treatment is particularly helpful with teens—and clients of any age, really—who are ambivalent or hesitant about communicating verbally regarding feelings or issues.

    Eligible for 4.5 Credit/Clock Hours: NBCC, ATCB; NASW, APA, MFT, Nursing; SWNYS, LCAT, NY-LMHC; APT**
    **Play therapy credit will not be awarded to non-mental health professionals.




    Faculty Bio(s):
     Optional  Closed 
    11:00 am  -  5:00 pm
    Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) in Play Therapy - Day 1 of 2
    Amy Hoch, PsyD
    Trauma and abuse are widespread and can be extremely deleterious in their psychological impact. The purpose of this 2-day training is to teach play therapists and others working with young clients empirically-validated interventions designed to help children and adolescents who have suffered traumatic experiences, including child sexual abuse, physical abuse, and domestic violence. The focus of these two days will be on how to apply the components of Trauma-Focused Cognitive Behavior Therapy with particular emphasis on play therapy techniques for children between 3 and 17 years of age.

    The focus of Day 1 will be on initiating TF-CBT with children and establishing stabilization. Psychoeducation using books, games, and activities will be featured.  We’ll address how to teach coping skills and personal safety behaviors to kids using fun, interactive ways.  (See also Learning Objectives)
     
    Those who take this 2-day master class and would like to get formal TFCBT certification are required to complete the TFCBT online training at tfcbt2.musc.edu prior to the June Institute and confirm with Dr. Hoch. Taking the online webinar plus the 2-day live training — as well as participating in a number of group supervision calls — constitutes the required training necessary for TFCBT certification. The calls require an additional fee and are not included with the Institute 2-day registration.   Those wishing to pursue certification are encouraged to contact Dr. Hoch in advance at amyhochpsyd@aol.com.  

    ALSO NOTE: The online webinar component is not eligible for APT credit, but this live 2-day training is.

    Eligible for 4.5 Credit/Clock Hours: NBCC, ATCB; NASW, APA, MFT, Nursing; SWNYS, LCAT, NY-LMHC; APT**
    **Play therapy credit will not be awarded to non-mental health professionals.




    Faculty Bio(s):
     Optional 
     

    Saturday Evening Event

    7:00 pm  -  9:00 pm
    From Story to Performance to Insight: Playback Theater for Play and Expressive Arts Therapists
    Back by Popular Demand!

    Teresa Dias, LMHC
    Jason Jedrusiak, CYT

    In this unique Saturday evening event, Play Therapy Institute faculty Teresa Dias and Jason Jedrusiak, also members of True Story Theater in Boston, invite fellow registrants and their guests to an informative and transformative Playback Theater experience. They will be joined by members of Synergy Playback of Washington, DC. 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. In addition, Dr. Gil will informally comment on the relevance of Playback Theater to clinical play therapy with children and adolescents. No theater experience, nor active participation in sharing, is required!


    Please Note: There is an additional fee for this session.

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

    Faculty Bio(s):
    Fee  Optional 
  • Sunday, June 30, 2019
  •  

    Sunday Morning Plenary

    8:30 am  -  10:00 am
    Treating Traumatized Children Through Play Therapy: Flexibility, Consensus, Integration
    Eliana Gil, PhD, ATR, RPT-S, LMFT

    This lecture will provide state of the art information about the impact of traumatic childhood experiences and subsequent target areas for treatment. Integrating neuroscientific developments of the last decade, play therapy, and the expressive arts is positioned to be a useful and necessary dimension of treatment, particularly because traumatic experiences are embedded in the right hemisphere of the brain. Combining guidelines from Perry’s Neurosequential Model of Therapeutics and the critical role of sequencing treatment, the presenter will explore the benefits of child-centered and directive play therapy approaches. A flexible, integrative model will be explored and the presenter will encourage play therapists to consider a systemic lens and attachment issues with careful attention to culture and gender variables. The need for individualized treatment plans will be prioritized along with therapist flexibility. Self-care and ongoing attention to countertransference in working with trauma will be highlighted.

    Eligible for 1.5 Credit/Clock Hours: NBCC, ATCB; NASW, APA, MFT, Nursing; SWNYS, LCAT, NY-LMHC; APT**
    **Play therapy credit will not be awarded to non-mental health professionals.


    Faculty Bio(s):
     Optional 
     

    Sunday Lunch: Pre-Purchase Options

    Don't Forget to Pre-Purchase a Grab & Go Lunch — Eat Outdoors or Wherever You'd Like

    Grab & Go lunches are available daily. They include a sandwich, beverage, and snack. Pre-order one during the online registration process, pick yours up at the start of the lunch break, and go!

    Note: Master Classes will break for lunch for approximately 90 minutes

    $18 ticket required


     Optional 
    Caramelized Onion, Rapini, Sundried Tomatoes and Fresh Mozzarella on Sourdough
    Caramelized onion, rapini, sundried tomatoes and fresh mozzarella on Lyon sourdough bread plus a can of soda or bottled water, and a choice of chips, pretzels, or popcorn.
    Fee  Optional 
    BLT with Roasted Turkey on Sourdough
    BLT with roasted turkey on a Lyon Bakery sourdough bread plus a can of soda or bottled water, and a choice of chips, pretzels, or popcorn.
    Fee  Optional 
    Chicken Salad Sandwich on Brioche
    Bell & Evans chicken salad sandwich on Lyons Bakery brioche plus a can of soda or bottled water, and a choice of chips, pretzels, or popcorn.
    Fee  Optional 
     

    Sunday Panel

    10:30 am  -  4:30 pm
    Effective & Innovative Play Therapy Techniques: A Panel Presentation
    Eliana Gil, PhD, LMFT, ATR, RPT-S
    Rachel A. Altvater, PsyD, RPT-S
    Heather McTaggart Bryan, RPT, LPC
    Mary DeRaedt, PhD, LPC, NCC
    Andrea Driggs McLeod, RPT-S, LCSW
    Quinn K. Smelser, MA, NCC, LPC, RPT

    This 4.5 hour master class, taught by a panel of play therapy colleagues, will fully engage participants in trying out an array of play therapy techniques designed to promote therapy goals when working with children and families. Most importantly, this session will allow participants to “think play,” “listen for metaphors,” and find ways to elicit a deeper level of client cooperation by going around whatever natural hesitancies or distrust might exist. Our goal is to provide play therapists and other child therapists with a number of easy and fun play therapy techniques while also encouraging them to trust their own professional creativity and clinical intuition so they they can feel more capable of innovating with purpose. Participants will not only leave with a variety of new techniques, but they will also feel more confident that their creative—even innovative—clinical work is solidly grounded in theory and will help their clients.


    Eligible for 4.5 Credit/Clock Hours: NBCC, ATCB; NASW, APA, MFT, Nursing; SWNYS, LCAT, NY-LMHC; APT**
    **Play therapy credit will not be awarded to non-mental health professionals.


     Optional 
     

    Sunday Master Classes

    10:30 am  -  4:30 pm
    A Breath of Fresh Air: Promoting Attachment with Nature-Based Play Therapy
    Anne Stewart, PhD, RPT-S

    The Kaiser Family Foundation reports that children are spending an average of 7.5 hours in front of a screen for entertainment each day with 4.5 hours spent watching TV. As our children's time interacting with peers and in nature declines, play therapists, educators, researchers, and parents have begun to examine the impact on children’s development and general well-being. They've discovered that a childhood spent disengaged from nature, in particular, has been associated with increased levels of anxiety, depression, and higher incidences of ADD/ADHD.  On the other hand, research findings indicate that exposure to (or interaction with) nature enhances creativity, attention, and focus, as well as an overall sense of well-being. Play therapists are uniquely placed to help promote an interactive, relationship-based connection to the natural world for children struggling with emotional and behavioral challenges. Using an attachment-based approach, this experiential master class offers activities to promote healing and build relationship through nurturing play therapy experiences with—and in—nature.


    Eligible for 4.5 Credit/Clock Hours: NBCC, ATCB; NASW, APA, MFT, Nursing; SWNYS, LCAT, NY-LMHC; APT**
    **Play therapy credit will not be awarded to non-mental health professionals.




    Faculty Bio(s):
     Optional 
    10:30 am  -  4:30 pm
    A Neurosequential Art Approach for Working with Kids
    Peggy Kolodny, MA, ATR-BC, LCPAT

    Developmental trauma affects children impacted by chronic and complex traumatic events. This didactic and art/play experiential master class will describe and demonstrate how neurodevelopmental approaches to trauma such as Perry’s Neurosequential Model of Therapeutics (NMT) can be integrated into stages of art development leading to appropriate art and play therapy interventions for each stage. A brief overview of how trauma impacts neurodevelopment and results in trauma responses in children will be presented. The Expressive Therapies Continuum (ETC) and the benefits of bilateral drawing will be considered. Art/play therapy experientials will highlight the Neurosequential Model to deepen understanding and provide art and play therapists with effective and creative therapeutic interventions in trauma–informed treatment for clients of all ages. Participants will be engaged in joint neurosequential art activities from bilateral scribbling leading to The Squiggle Story and the Clay Squiggle techniques. These highly playful creative directives that can be used in play therapy, art therapy, and counseling settings, promote the organization of chaotic trauma experiences by offering structured meaning, attunement, containment, and affect regulation, while following the tenets of the Neurosequential Model.


    Eligible for 4.5 Credit/Clock Hours: NBCC, ATCB; NASW, APA, MFT, Nursing; SWNYS, LCAT, NY-LMHC; APT**
    **Play therapy credit will not be awarded to non-mental health professionals.




    Faculty Bio(s):
     Optional 
    10:30 am  -  4:30 pm
    Approaches to Sandtray Therapy for Enhancing Therapeutic Attunement
    Marshall Lyles, LPC-S, LMFT-S, RPT-S

    It goes without saying that all counselors and play therapists, regardless of theoretical orientation or other considerations, aspire to being attuned to their clients, so their clients can feel seen and heard. Effective attunement impacts client engagement in play therapy, client retention, and overall therapeutic effectiveness. Sandtray therapy, whether used in individual or group play therapy settings, offers unique opportunities for creating space for felt experiences with attunement. This 4.5 hour, highly experiential master class will introduce protocols for practicing effective sandtray therapy while offering even advanced sandtray practitioners the opportunity to enhance their skills by focusing on creative applications for increased attunement with clients. This session might elicit strong emotions among participants, but special attention will be paid to establishing safety and support within the group.


    Eligible for 4.5 Credit/Clock Hours: NBCC, ATCB; NASW, APA, MFT, Nursing; SWNYS, LCAT, NY-LMHC; APT**
    **Play therapy credit will not be awarded to non-mental health professionals.




    Faculty Bio(s):
     Optional 
    10:30 am  -  4:30 pm
    Drumming Strategies for Play Therapists: Strengthening Alliances, Clinical Goals & Affect Regulation

    Dan Walsh, MS, MT-BC

    Like all clinicians, play therapists can find it challenging to form therapeutic alliances with their more resistant clients, and this is particularly true of those youngsters who shy away from self-expression and creative activities. Since most everyone has drummed in one way or another — even if only by banging on a saucepan — mutual drumming in treatment can provide a format and experience through which play therapists and other mental health professionals can facilitate or deepen a therapeutic alliance, and by doing so, provide an environment in which treatment goals can be more easily achieved. In this 4.5 hour master class, participants will learn to apply the concept of the iso principle, a technique by which music is matched with a client's affective state and can then be used to modify moods or even affect physiological responses. A simple means for providing structure such as establishing tempo and phrase length will be introduced. Participants will also engage in drumming activities that will illustrate and demonstrate Bruscia's clinical techniques of improvisation, featuring strategic approaches such as empathy, elicitation, and redirection. They will be given opportunities to apply these concepts while facilitating group and individual drumming experiences with youth and teens. We will also discuss how play therapists can help clients manage affect regulation, reality orientation, and improve self-expression. This session is appropriate for play therapists, other clinicians, and educators whose work would benefit from a drumming-based structure for enhancing alliances with clients of any age who might otherwise have difficulty connecting or flourishing using more traditional treatment approaches.


    Eligible for 4.5 Credit/Clock Hours: ATCB; NASW, APA, MFT, Nursing; SWNYS, LCAT, NY-LMHC; APT**
    **Play therapy credit will not be awarded to non-mental health professionals.

    Not eligible for NBCC credits.



    Faculty Bio(s):
     Optional 
    10:30 am  -  4:30 pm
    Dyadic Developmental Psychotherapy Principles for Enhancing Safety, Connection & Meaning
    Dafna Lender, LCSW

    Dyadic Developmental Psychotherapy (DDP) is an attachment informed family therapy developed by clinical psychologist Dan Hughes. This 4.5 hour master class will introduce the core components of DDP and then illustrate different aspects of its practice via play activities and role play. Within the DDP model, providing opportunities for intersubjective experiences between people is a key focus. The aim is to create as much genuine connection as possible, and the content of what gets verbalized is secondary to the atmosphere of togetherness. In this session participants will get to practice the DDP attitudes: Playful, Accepting, Curious and Empathic. They will also learn to lead activities that "surprise" the brains of guarded clients with novel responses that can interrupt their defensiveness and generate curiosity. These activities will help play therapists to increase intensity and shift energy in a session. For example, during a "slippery slip" or "paper punch" game, the client, who is rather withdrawn, pre-occupied, or disconnected, becomes completely alert, and—looking straight into your eyes—giggles spontaneously at the surprising shared event between the two of you, and you laugh in turn. The discrepancy between what the client expected and what actually happened is surprising. These type of experiences show the client that new things can happen, but that these new things can be both fun, exciting, and safe! Play therapists and others are invited to join us to learn playful exercises to help angry clients feel more relaxed, open, and ready to connect, and to develop skills (resonant humming, more focused gaze, open body posture, curious face) that create small but quite transformative moments in therapy.


    Eligible for 4.5 Credit/Clock Hours: NBCC, ATCB; NASW, APA, MFT, Nursing; SWNYS, LCAT, NY-LMHC; APT**
    **Play therapy credit will not be awarded to non-mental health professionals.




    Faculty Bio(s):
     Optional 
    10:30 am  -  4:30 pm
    Play Therapy for Aggression & Bullying in Boys: Managing Sorrow, Rage and the Dynamics of Hope
    David A. Crenshaw, PhD, ABPP, RPT-S
    Alyssa Swan, PhD, LPC, NCC


    Would you have a visceral reaction if you were informed that a young client exhibiting aggressive behaviors was just referred to you for play therapy? How would it change once you learned that it was a boy . . . a teenaged boy? This master class will provide an overview of the diverse contributing factors to the development of aggression in boys from childhood through adolescence. Although, mostly due to cultural changes, gender differences among adolescents are less marked than in previous decades, we'll also consider the ways boys manifest aggression/bullying in contrast to girls. Practical knowledge for play therapists treating children and teens will be emphasized including: the evidence-base of play therapy with children exhibiting aggressive behaviors; effective play therapy interventions for working with young people who present with this problem; the dialectic of bravado/vulnerability in treating adolescents who exhibit rage; the crucial role of empathy in breaking the cycle of violence; recognizing and working through the profound sorrow that often underlies seething rage in adolescent boys; re-channeling and sublimating rage through artistic creation, play, sandtray, poetry, and verbal-expressive trauma narratives; the relevance of “stealth therapy” and narrative therapy interventions with adolescents disillusioned with traditional forms of therapy; and the delicate dynamics of hope in the therapeutic work. We will also consider the robust transtheoretical value of a “competence-based” mindset when doing this work.


    Eligible for 4.5 Credit/Clock Hours: NBCC, ATCB; NASW, APA, MFT, Nursing; SWNYS, LCAT, NY-LMHC; APT**
    **Play therapy credit will not be awarded to non-mental health professionals.




    Faculty Bio(s):
     Optional 
    10:30 am  -  4:30 pm
    Play Therapy to Assess & Treat Family Anxiety: Highlighting the Metaphor
    Amy Romero, LPC, NCC, RPT

    When parents bring their child to treatment for anxiety, it is often the case that one or both parents also exhibit symptoms or have a diagnosis of anxiety. In order to effectively manage the child’s anxiety, the play therapist is urged to use a systemic approach to assessment and treatment that incorporates familial histories of parents and children. Incorporating Theraplay and the four components of healthy attachment styles into play therapy assessment and treatment can provide clinicians with critical information on how anxiety might manifest as well as how to treat it through a variety of individual, dyadic, and family therapy formats. Doing so will often strengthen a secure attachment between parent and child leading to less anxiety in both. This master class will demonstrate and provide participants with experiential activities using play therapy modalities, including expressive arts and sand therapy. Participants will be presented with a clinical case that will illustrate and help them learn ways to assess and treat family anxiety. The use of metaphors in play therapy will also be highlighted as an effective way to facilitate parent-child communication on a deeper level.


    Eligible for 4.5 Credit/Clock Hours: NBCC, ATCB; NASW, APA, MFT, Nursing; SWNYS, LCAT, NY-LMHC; APT**
    **Play therapy credit will not be awarded to non-mental health professionals.




    Faculty Bio(s):
     Optional 
    10:30 am  -  4:30 pm
    Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) in Play Therapy - Day 2 of 2
    Amy Hoch, PsyD

    Trauma and abuse are widespread and can be extremely deleterious in their psychological impact. The purpose of this 2-day training is to teach play therapists and others working with young clients empirically-validated interventions designed to help children and adolescents who have suffered traumatic experiences, including child sexual abuse, physical abuse, and domestic violence. The focus of these two days will be on how to apply the components of Trauma-Focused Cognitive Behavior Therapy with particular emphasis on play therapy techniques for children between 3 and 17 years of age.

    Day 2 will focus on exposure and cognitive processing work using writing, role play, music, and play.   Joint session work with caregivers will also be described. Lastly, we will outline how to know when termination is appropriate.  (See also Learning Objectives)
     
    Those who take this 2-day master class and would like to get formal TFCBT certification are required to complete the TFCBT online training at tfcbt2.musc.edu prior to the June Institute and confirm with Dr. Hoch. Taking the online webinar plus the 2-day live training — as well as participating in a number of group supervision calls — constitutes the required training necessary for TFCBT certification. The calls require an additional fee and are not included with the Institute 2-day registration.   Those wishing to pursue certification are encouraged to contact Dr. Hoch in advance at amyhochpsyd@aol.com.  

    ALSO NOTE: The online webinar component is not eligible for APT credit, but this live 2-day training is.

    Eligible for 4.5 Credit/Clock Hours: NBCC, ATCB; NASW, APA, MFT, Nursing; SWNYS, LCAT, NY-LMHC; APT**
    **Play therapy credit will not be awarded to non-mental health professionals.




    Faculty Bio(s):
     Optional 
Top