Mid-Atlantic Play Therapy Training Virtual Institute: 2021 - Friday Learning Objectives

2021
LEARNING OBJECTIVES

CONTINUING EDUCATION CATEGORIES

1. Counseling Theory/Practice and the Counseling Relationship
2. Wellness and Prevention
3. Group Dynamics and Counseling
4. Clinical Interventions and Evidence-based Practice
5. Psychological and Psychotherapeutic Theories and Practice
6. Media and Materials in Treatment
7. Social and Cultural Foundations
8. Client Populations and Multicultural Competence
9. Human Growth and Development
10. Cross-disciplinary Offerings from Behavioral and Social Sciences
11. Assessment

FRIDAY MASTER CLASSES

Beat the Odds®: Social-Emotional Skill Building Through Drumming in Play Therapy
Ping Ho, MA, MPH
1, 5, 6, 9

Objectives:
Describe 3 ways that rhythmic activities can be useful to play therapists in working with traumatized youth.
Identify at least 2 nonverbal ways in which play therapists can facilitate empathy and connection through rhythmic activities.
Name at least 2 strategies that play therapists can use to facilitate participation among children who are shy, or who are reluctant to share verbally or play the drum.
State 2 rhythmic activities that can be used in play therapy groups to build self-disclosure skills.
List at least 3 overall strategies in adapting the Beat the Odds® curriculum for older children in play therapy.

Ho P, Tsao JCI, Bloch L, Zeltzer L. "The Impact of Group Drumming on Social-emotional Behavior in Low-income Children. Evidence-based Complementary and Alternative Medicine." 2011; Article ID 250708, 14 pages, doi: 10.1093/ecam/neq072.
okal I, Engel A, Kirschner S. "Synchronized drumming enhances activity in the caudate and facilitates prosocial commitment – if the rhythm comes easily." PLoS One. 2011. 6(11): e27272. doi:10.1371/journal.pone.0027272.
Sebastian Kirschner and Michael Tomasello. "Joint Drumming: Social Context Facilitates Synchronization in Preschool Children." Journal of Experimental Child Psychology. 2009; Vol. 102, No. 3: pp 299–314.

FRIDAY MORNING SESSIONS

Child Parent Relationship Therapy: Adapted for Toddlers
Maggie Parker, PhD, LPC, BCS, CCPT-S
Courtney Glickman, MA, LPC
1, 2, 6, 9

Objectives:
Describe 3 or more aspect of the emotional development of toddlers and how that impacts their expression in play therapy.
Identify 3 or more characteristics of developmentally appropriate play in toddlers who participate in play therapy.
Describe 3 or more components of the Child-Parent Relationship Therapy that play therapists can identify as adaptation for toddlers.
List 3 or more criteria that play therapists can utilize to determine appropriate clients for use of CPRT-Toddler model.
Explain 3 or more neurobiological benefits for play therapists and their clients, of using CPRT-Toddler model.

Landreth, G.L., & Bratton, S.C. (2019). Child Parent Relationship Therapy (CPRT): An Evidence-Based 10 session filial therapy model, 2nd ed.
Carnes-Holt, K., & Bratton, S.C. (2014). The efficacy of Child Parent Relationship Therapy for adopted children with attachment disruptions. Journal of Counseling and Development, 92(3), 328-337.
Opiola, K. & Bratton, S. (2018). The efficacy of Child Parent Relationship Therapy (CPRT) for adoptive families: a Replication study. Journal of Counseling and Development, 96 (2), 155-166.

How Play Therapy Enhances Resilience in Grieving & Traumatized Children
Jodi Mullen, PhD, LMHC, RPT-S
1, 5, 8, 9

Objectives:
List 3 or more reasons play therapy is clinically well-suited for traumatized children.
State 3 ways that play therapy builds resiliency in traumatized children.
Identify 3 or more characteristics of the play in play therapy of sexually traumatized children.
Identify typical challenges to using play therapy with traumatized children.
State 3 reasons using a play therapy approach with traumatized children is supported in research.

van der Kolk, B. A. (2014). The Body Keeps the Score: Mind, Brain, and Body in the Transformation of Trauma. New York & London: Allen Lane, Penguin Books.
Crenshaw, D. A., & Kenney-Nozsika, S. (2014). Therapeutic presence in play therapy. International Journal of Play Therapy, 23, 1, 31–43. http://dx.doi.org/10.1037/a0035480
Ritzi, R. M., Ray, D. C., Schumann, B. R. (2017). Intensive short-term child-centered play therapy and externalizing behaviors in children. International Journal of Play Therapy, 26 (1), 2, 33–46. http://dx.doi.org/10.1037/pla0000035

Toward a Growth Mindset: Integrating Play with Action Methods and Writing with for Kids & Teens
Nancy S. Scherlong, MS, PTR, LCSW
3, 4, 9

Objectives:
Identify 2 or more qualities of a growth mindset and distinguish from those in a fixed mindset, as they pertain to play therapy with children.
Name 3 different expressive writing techniques that can be used in play therapy with young people.
Describe 3 different psychodramatic techniques that can be integrated into play therapy sessions with kids and teens.
List 2 or more neuroscientific benefits of writing and dramatic re-enactment that enhance play therapy with children.

Aichinger, A., & Holl, W. (2017). Group therapy with children: Psychodrama with children. Weisbaden,, Germany: Springer.
Brock, A., & Hundley, H. (2016). The growth Mindset coach: A teacher’s month-by-month handbook for empowering students to achieve. Berkeley,, CA: Ulysses Press.
Dweck, C. S. (2016). Mindset: The new psychology of success. New York, NY: Random House.
Ricci, M. C. (2015). Ready-to-use resources for mindsets in the classroom: Everything teachers need for classroom success. Waco,, TX: Prufrock Press.
Ross, D., & Adams, K. (2016). Your brain on ink: A workbook on neuroplasticity and the journal ladder. Lanham,, MD: Rowman & Littlefield.

Play Therapy with Challenging Youth and Families
Althea Simpson, LCSW, RPT-S
3, 4, 5, 8

Objectives:
List 3 or more benefits of using play therapy in assessing and engaging youth and families.
Identify 3 or more factors that influence the play therapist and youth/family engagement.
Identify3 or more key elements of building trust-based relationships with youth and families in play therapy.
Describe 2 or more methods that play therapists can use to manage different types of client resistance.
Demonstrate 2 or more play therapy techniques to identify youth/family’s strengths and needs.

Emmerling, M. E. & Whelton, W.J. (2009) Stages of change and the working alliance in psychotherapy, Psychotherapy Research, 19:6, 687-698, DOI: 10.1080/10503300902933170
Hatcher, R. L. (2015). Interpersonal competencies: Responsiveness, technique, and training in psychotherapy. American Psychologist, 70(8), 747-757. http://dx.doi.org/10.1037/a0
Joseph, S., & Murphy, D. (2013). Person-Centered Approach, Positive Psychology, and Relational Helping: Building Bridges. Journal of Humanistic Psychology, 53(1), 26–51. https://doi.org/10.1177/0022167812436426
Larsen, D. J., & Stege, R. (2010). Hope-focused practices during early psychotherapy sessions: Part 1: Implicit approaches. Journal of P Madsen, W. C. (2009), Collaborative Helping: A Practice Framework for Family‐Centered Services. Family Process, 48: 103-116. doi:10.1111/j.1545-5300.2009.01270.x

Theraplay® for Enhanced Attunement and Co-Regulation: Treatment Planning & Sensory Needs
Mandy Jones, LCSW, RPT, JD
4, 6, 9, 10

Objectives:
1. Translate 2 or more MIM findings into play therapy treatment goals.
2. List the 6 phases of Theraplay treatment that would be incorporated into a play therapy session.
3. Describe how a child’s body movements would indicate whether they could use hypo- or hyper- co-regulation interventions in play therapy treatment.
4. Name the 8 senses and specify the role of each in play therapy treatment with children.

Booth, P., Christensen, G., & Lender, D. (2017). Marschak Interaction Method: Pre-school/School Age, Prenatal, Infant, Toddler & Adolescent Manual. The Theraplay Institute, Evanston, IL.
Lindaman, S., & Mäkelä, J. (2018). The polyvagal foundation of Theraplay treatment: Combining social engagement, play, and nurture to create safety, regulation, and resilience. In S. Porges & D. Dana (Eds.), Clinical applications of the polyvagal theory: The emergence of polyvagal-informed therapies. (pp. 227-247). WW Norton & Company.
Norris, V. & Lender, D. (2020). Theraplay: The practitioner’s guide. Jessica Kingsley Publishers.

FRIDAY AFTERNOON SESSIONS

Creative Clinical Integration: How Play Therapists Can Select and Implement Effective Treatments
Eliana Gil, PhD, ATR, RPT-S, LMFT
4, 5, 6, 9

Objectives:
Describe 3 domains to be considered when crafting play therapy goals.
List 2 examples of integrated play therapy activities.
Define 2 dimensions that guide the choosing of specific techniques to advance play therapy goals.
Define “integrated clinical practices” and list 2 reasons that play therapists can use integrated practices.
List 2 ways that play therapists can assess whether specific approaches appear to be useful with specific clients.
Describe 2 ways play therapists can reduce the ambivalence or hesitancy in their clients.

Norcross, J. C., & Goldfried, M. R. (Eds.). (2005). Oxford series in clinical psychology. Handbook of psychotherapy integration (2nd ed.). Oxford University Press. https://doi.org/10.1093/med:psych/9780195165791.001.0001
Prochaska, J. O. & Norcross, J. N. (2018). Systems of psychotherapy: A transtheoretical analysis, 9th Ed., NY and Oxford: Oxford University Press.
Schaefer, C. E. & Drewes, A. A. (2014). The therapeutic powers of play: 20 core agents of change, 2nd Ed., NY: Wiley & Sons.

Dimensions of Child-Centered Play Therapy that Release a Child’s Creative Self-Healing Capacity
Garry Landreth, EdD, RPTS, LPC
4, 5, 9

Objectives:
Identify 4 or more dimensions of the play therapy relationship that are therapeutic.
Describe 2 or more methods to empower a child in play therapy by returning responsibility to the child.
Identify 2 or more intangible dimensions that impact the play therapy relationship.
Explain 2 or more aspects of play therapy as a process rather than an event.
Identify 4 healing messages needed by children that play therapists can facilitate.

Landreth, G. (2012). Play therapy: The art of the relationship (3rd ed.). New York: Routledge.
Ray, D. (2011). Advanced play therapy: Essential conditions, knowledge, and skills for child practice. New York: Routledge.
Ray, D., & Landreth, G. (2015) Child-centered play therapy in D. Crenshaw & A. Stewart (Eds.), Play therapy: A comprehensive guide to theory and practice (pp. 3-16). New York, NY: Guilford.

Play Therapy 101: Basic Principles, Theories & Application
Quinn Smelser, MA, LPC, RPT
1, 3, 4

Objectives:
Define play therapy and curative aspects of play.
Describe 2 theoretical frameworks for the practice of play therapy.
Differentiate between directive and nondirective play therapy approaches and define an integrative approach.

Axline, V. (1981). Play therapy. Ballantine Books:NY.
Landreth, G. L. (2012, 3rd Ed.). Play therapy: The art of the relationship. NY: Routledge.
Reddy, L. A., Filles-Hall, T. M., and Schaefer, C. E. (2005). Empirically-based play interventions for children. Washington, DC: American Psychological Association.

Puppets in Play Therapy: Feelings at Our Fingertips
Jamie Lynn Langley, LCSW, RPT-S
5, 6, 9

Objectives:
State 2 or more rationales for the introduction of therapeutic puppetry in the history of play therapy.
Identify 2 or more therapeutic powers of play facilitated by puppets in play therapy.
Demonstrate 3 or more specific therapeutic applications of puppets in play therapy.
Apply 2 or more methods for creating therapeutic puppets for use in play therapy.
Describe 2 or more therapeutic puppetry interventions to reduce symptoms and explore feelings in play therapy.

Drewes, A. A., & Schaefer, C. E. (2018). Puppet play therapy: a practical guidebook. New York: Routledge.
Hartwig, E. K. (2014). Puppets in the playroom: Utilizing puppets and child-centered facilitative skills as a metaphor for healing. International Journal of Play Therapy, 23(4), 204-216.
http://dx.doi.org/10.1037/a0038054 Schneider, M. (2015). A hand in healing: the power of expressive puppetry. Self.

The Heroine’s Journey: A Clinical Approach to Assessing Play Themes in Sandplay
Roz Heiko, PhD, RPT-S, ISST
4, 5, 6

Objectives:
List 2 or more sand therapy techniques that can easily be used in play therapy.
Identify the 4 gateway quadrants of the Sandplay Journey map that play therapists can use when using sand therapy.
Describe 2 or more specific ways in which the goals of sand and play therapy are the same.
State 2 or more assessment dimensions to gauge clinical progress in play therapy.

Gil, E. (2011). Helping abused and traumatized children: Integrating directive and nondirective approaches. NY: Guilford Press.
Gil, E. & Crenshaw, D. (2015). Termination challenges in child psychotherapy. NY: Guilford Press.
Green, E. J. (2014). The Handbook of Jungian Play Therapy with Children and Adolescents. Baltimore, MD: Johns Hopkins University Press.
Heiko, R. (2018). A therapists’ guide to mapping the girl heroine’s journey in Sandplay. Lanham, MD: Rowman and Littlefield.
Kalff, D. M. (2020). Sandplay: A psychotherapeutic approach to the psyche. Trans. Boris L. Matthews. Oberlin, OH: Analytical Psychology Press, Sandplay Editions.

FRIDAY EVENING SESSIONS

Digital and Virtual Play Therapy: Theory & Application
Rachel A. Altvater, PsyD, RPT-S
Jessica Stone, PhD, RPT-S
1, 4, 6

Objectives:
Identify 3 core tenants of Digital Play Therapy.
Describe how the 20 therapeutic powers of play apply to the use of digital tools and the virtual play therapy platform.
Identify at least 2 digital tools that can be used in telemental health play therapy and how to transition these interventions back to in-office play therapy sessions.

Altvater, R. A., Singer, R. R., & Gil, E. (2017). Part 1: Modern trends in the playroom – preferences and interactions with tradition and innovation. International Journal of Play Therapy, 26(4), 239-249. http://dx.doi.org/10.1037/pla0000058
Schaefer, C. E., & Drewes, A. A. (2014). The therapeutic powers of play: 20 core agents of change (2nd ed.). Wiley.
Stone, J. (2020). Digital play therapy: A clinician’s guide to comfort and competence. Routledge.

Gifted Children in the Play Therapy Environment: Unique Challenges & Creative Solutions
Mandi Melendez, LMFT, LPC, RPT
1, 4, 7, 8

Objectives:
Identify 3 or more markers of giftedness in child clients in play therapy.
Describe 3 or more aspects of treatment planning for gifted play therapy clients.
List 5 or more symptoms typical of gifted children to avoid mislabeling and misdiagnosis.

Webb, J. T., Amend, E. R., Webb, N. E., Goerss, J., Beljan, P., & Olenchak, F. R. (2016). Misdiagnosis and Dual Diagnoses of Gifted Children and Adults: ADHD, Bipolar, OCD, Asperger's, Depression, and Other Disorders. Scottsdale, AZ: Great Potential Press.
Fonseca, C. (2015). Emotional Intensity in Gifted Students: Helping Kids Cope with Explosive Feelings (2nd edition). Austin, TX: Prufrock Press. Webb, J. T., Gallagher, R. M., & Kuzujanakis, M. (2012). Practice Opportunities with Gifted Children and their Families. The National
Psychologist, July 2012, 14.

Using Play Therapy When Healing Childhood Wounds for Black Women & Their Children
Y Mimi Ryans, LCSW-C, RPT-S, CCTP
4, 5, 7, 8

Objectives:
Identify 3 or more ways that play therapists can use to identify how trauma has historically impacted Black women.
Describe 2 or more ways that play therapists can detect the impact of interpersonal trauma experienced by Black women.
Describe three or more play therapy techniques that Black women can use to promote the healing of their children and themselves.

Carter RT. The Influence of Race and Racial Identity in Psychotherapy. New York: Wiley & Sons; 1
“Cultural Trauma, Compound Trauma, and Posttraumatic Growth: Relevant Concepts for Survivors of Chattel Slavery, Jim Crow Racism, and Hurricane Katrina” Arthur L Whaley, PhD, DrPH Associate Director of Mental Health Services Research, Hogg Foundation for Mental Health And Professor of Psychology University of Texas at Austin
Kiser, Laurel J., Barbara Baumgardner, and Joyce Dorado. "Who Are We, But for the Stories We Tell: Family Stories and Healing." Psychological Trauma: Theory, Research, Practice and Policy. September 01, 2010. Accessed June 13, 2017. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3010736/

Play Therapy Supervision in Spanish: Increasing Awareness and Skills
Myriam Goldin, LCSW, RPT-S
4, 8

Objectives:
Identify 1 or more observable play therapy theme presented by a play therapy client.
Describe 2 or more variables that can increase a child’s sense of safety in a play therapy session.
Practice 1 or more ways to document or chronicle a play therapy session

Drewes, A. (Ed.), (2011). Supervision can be playful: Techniques for child and Play therapy supervisors. NY: Jason Aronson
Gil, Eliana (2010). Working with children to heal interpersonal trauma: The power of play. The Guilford Press, New York.
Crenshaw, David & Stewart, Anne (2015). Play Therapy. A comprehensive guide to theory and practice. The Guilford Press, New York.

Working with Adoption & Foster Care Issues Using Play and Expressive Therapies
Jennifer Hannett, MSW, LCSW
4, 5, 9

Objectives:
State 3 or more specific challenges that play therapists may face when working with adoptive and foster families experience.
Identify 3 or more key vulnerabilities that play therapists can recognize about the adoption experience in adolescence.
List 2 or more play or expressive therapy techniques used with adopted/foster children that can foster sense of self.

Lyles, M. & Homeyer, L.D. (2015). The Use of Sandtray Therapy With Adoptive Families. Adoption Quarterly, 18(1): 67-80.
Riley, Debbie. (2018). Beneath the Mask: For Teen Adoptees. Silver Spring, MD: C.A.S.E publications.
O’Malley, Beth. (2008). Lifebooks: Creating a Treasure for the Adopted Child. Winthrop, MA: Adoption-Works.

Business
conference 2020

Manchester Grand Hyatt, San Diego | California

Business conference 2020

Manchester Grand Hyatt, San Diego | California

Business
conference 2020