CONTINUING EDUCATION CATEGORIES
1. Counseling Theory/Practice and the Counseling Relationship2. Wellness and Prevention3. Group Dynamics and Counseling4. Clinical Interventions and Evidence-based Practice5. Psychological and Psychotherapeutic Theories and Practice6. Media and Materials in Treatment7. Social and Cultural Foundations8. Client Populations and Multicultural Competence9. Human Growth and Development10. Cross-disciplinary Offerings from Behavioral and Social Sciences11. Assessment
THURSDAY AFTERNOON SESSIONS
Play Therapy Group Supervision with Eliana Gil Eliana Gil, PhD, ATR, RPT-S, LMFT3, 4Objectives:List 3 dimensions of observation that play therapists can utilize to better identify thematic material in children’s play.Give 2 specific prompts that play therapists can use to encourage children to reflect on their work.Give 2 examples of self-care and identifying or working with countertransferential responses in play therapy. Drewes, A. E. & Mullen J. A., (Eds.), (2011). Supervision can be playful: Techniques for child and play therapist supervisors. NY: Rowman & Littlefield Publishers. Heller, S. S. & Gilkerson, L. (2009). A practical guide to reflective supervision. ZERO TO THREE: Danvers: MA. Gil, E., & Rubin, L. (2005) Countertransference play: Informing and enhancing therapist self-awareness through play. International Journal of Play Therapy, 14(2), 87-102. Adlerian Play Therapy with African American Children: Disrupting the Preschool to Prison Pipeline April Duncan, MSW, LCSW, RPT-S1, 4, 9 Objectives: List 3 or more ways to engage African American children in play therapy in order to facilitate healthy social, emotional and cognitive development.List 3 or more effects of trauma on the development of African American children as can be observed in the course of play therapy. Identify 2 or more specific culturally sensitive play therapy interventions effective in treatment of African American children. Gil, E., Drewes, A. A., & Mills, J. C. (2006). Cultural issues in play therapy. New York: The Guilford Press.Kottman, T., & Meany-Walen, K. (2016). Partners in play: an Adlerian approach to play therapy. Alexandria, VA: American Counseling Association. Boyd-Franklin, N. (2003). Black families in therapy: understanding the African American experience. New York: Guilford Press. Countertransference in Play Therapy: It's Not You, It's We Lisa Larrabee, LCSW, RPT-S1, 4, 9, 10
Objectives: Identify 3 reasons that countertransference can be particularly powerful with children. Identify 3 signs of countertransference in play therapy work with children. Identify 2 ways to maintain awareness of countertransference as it may impact a play therapy clinical practice. Drewes, A. (ed) (2011). Supervision can be playful: techniques for child and play therapy supervisors. Lanham, MD: Aronson Stefana, A., Hinshelwood, R. D., & Borensztejn, C. L. (2021). Racker and Heimann on Countertransference: Similarities and Differences. The Psychoanalytic Quarterly, 90(1), 105–137. https://doi.org/10.1080/00332828.2021.1851136 Tsarkova, A. (2015). Exploring clinicians’ experience of countertransference in play therapy. Masters Thesis, Smith College, Northampton, MA. https://scholarworks.smith.edu/these/669
Objectives: Explain 3 or more ways ADHD diagnostic criteria connect with the therapeutic powers of play. Demonstrate 3 or more play therapy interventions for clients with ADHD symptoms in the practice setting. Identify 3 or more intercultural or trauma-based aspects of ADHD symptoms that play therapists can use in the diagnosis, and treatment in children. Schaefer, C. E., & Drewes, A.A. (Eds.). (2014). The Therapeutic Powers of Play: 20 Core Agents of Change. (2nd ed). Hoboken, NJ: Wiley Kottman, T., & Meany-Walen, K. K. (2018). Doing play therapy: From building the relationship to facilitating change. New York, NY, US: Guilford Press. Ray, D. C. (2011). Advance Play Therapy: Essential conditions, knowledge, and skills for child practice. New York, NY: Routledge Using Games in Play Therapy Sheri Mitschelen, LCSW, RTP-S 3, 4, 6, Objectives: 1. List 5 therapeutic benefits of using games in play therapy with children and teens. 2. Describe 5 specific games that can be used in play therapy in-person or in virtual sessions for working with different presenting issues and populations. 3. Name 2 or more differences in how to interact with the client therapeutically while playing games in person versus in virtual telehealth play therapy sessions Hill, M. D. (2016). Using popular games therapeutically. Psychotherapy Bulletin, 51(2), 22-28. Stone, J. (2015). Board Games in Play Therapy. In Handbook of Play Therapy (eds K. J. O'Connor, C. E. Schaefer and L. D. Braverman). Schmierbach, M., Chung, M.-Y., Wu, M., & Kim, K. (2014). No one likes to lose: The effect of game difficulty on competency, flow, and enjoyment. Journal of Media Psychology: Theories, Methods, and Applications, 26(3), 105-110. The Healing Power of Children’s Imagination: Fostering Resilience in Play Therapy for Challenging Times Charlotte Reznick, PhD 1, 2, 4 Objectives: 1. Identify 3 imagination tools that play therapists can use with children and teens to lessen the impact trauma and enhance coping skills. 2. List 3 physical/psychological instances where harnessing the power of imagination can be introduced by play therapists in a structured way as part of a therapeutic play therapy treatment program for children or adolescents. 3. Describe 3 "steps" using visualization and imagination techniques that play therapists and others could apply to their daily clinical practice with traumatized children and adolescents. Goyal M, Singh S, Sibinga EMS, et al. (2014) Meditation programs for psycho-logical stress and well-being: a systematic review and meta-analysis.JAMA Intern Med., 174:357-368. Evans, S., Ling, M., Hill, B. et al.(2018) Systematic review of meditation-based interventions for children with ADHD. Eur Child Adolesc Psychiatry, 27, 9–27. Vagnoli, L., Bettini, A., Amore, E. et al. (2019) Relaxation-guided imagery reduces perioperative anxiety and pain in children: a randomized study. Eur J Pediatr., 178, 913–921. Tele-PLAY Therapy: Creative Virtual Interventions for ConnectionSophia Ansari, LPCC, RPT Cheryl Catron, MEd, LPCC-S, RPT-S 1, 3, 6 Objectives: 1. Identify 3-5 directive and non-directive play therapy interventions to use in telehealth therapy sessions with children and adolescents. 2. Describe 1 or more ways to creatively include caregivers in the treatment plan in order to extend support for clients between play therapy sessions. 3. List 2 or more ways to integrate virtual playrooms, sand tray, and video games in play therapy telehealth sessions with youngsters. Gavin, S., Meany-Walen, K. K., Murray, M., Christians, A., Barrett, M., & Kottman, T. (2020). Play therapists’ attitudes toward using technology in the playroom. International Journal of Play Therapy, 29(1), 1–8. https://doi-org.proxy.library.ohio.edu/10.1037/pla0000104 Hicks, B., & Baggerly, J. (2017). The effectiveness of child parent relationship therapy in an online format. International Journal of Play Therapy, 26(3), 138–150. https://doi-org.proxy.library.ohio.edu/10.1037/pla0000033 Levy, S., & Strachan, N. (2013). Child and adolescent mental health service providers’ perceptions of using telehealth. Mental Health Practice, 17(1), 28.