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
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.