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, RPT1, 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. Rasic, D. (2010). Countertransference in child and adolescent psychiatry - A forgotten concept? J Can Acad Child Adolesc Psychiairy, 19 (4), 249-254. Drewes, A (Ed.) (2011). Supervision can be playful: techniques for child and play therapist supervisors. Northvale. Edwards, D. (2010). Play and metaphor in clinical supervision: Keeping creativity alive. The Arts in Psychotherapy, 37(3), 248–254. doi: 10.1016/j.aip.2010.04.011
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