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
SUNDAY MORNING SESSIONS De-Escalation & Symptom Management Through Play-Based Activities Dana Wyss, PhD, LMFT, ATR-BC Pamela Robertson, PsyD, LCSW 4, 6, 10 Objectives: Identify 3 or more methods of self-regulation in aggressive clinical situations. State 4 or more defensive responses in clients of all ages and abilities. Identify 3 or more underlying issues of aggressive client behavior in daily clinical work. Demonstrate 2 or more de-escalation methods for maintaining or regaining safety in the play room. Apply 3 or more de-escalation intervention strategies in aggressive clinical situations. Crenshaw, D. A., & Hardy, K. V. (2007). The crucial role of empathy in breaking the silence of traumatized children in play therapy. International Journal of Play Therapy, 16(2), 160-175. http://dx.doi.org/10.1037/1555-6824.16.2.160 Moser, J., Dougherty, A., Mattson, W., Katz, B., Moran, T., Guevarra, D., Shablack, H., Ozlem, A., Jonides, J., Berman, M., & Kross, E. (2017). Third-person self-talk facilitates emotion regulation without engaging cognitive control: Converging evidence from ERP and fMRI. Sci Rep, 7(1), 4519. Price, O., Baker, J., Bee, P., & Lovell, K. (2018). The support-control continuum: An investigation of staff perspectives on factors influencing the success or failure of de-escalation techniques for the management of violence and aggression in mental health settings. International Journal of Nursing Studies, 77(C), 197-206. Integrating Relational Neuroscience with Child & Play Therapy Robyn Gobbel, LCSW, LMSW, RPT-S 4, 5, 9, 10 Objectives: State 3 basic stages of brain development that play therapists can use for assessment and treatment planning. Practice 2 or more regulation tracking sequences to increase communication of felt-safety with play therapy clients. Identify 2 or more ways, both directive & non-directive, that play therapists can teach their clients about their brain. Practice 2 or more movement-based activities to co-regulate clients during challenging moments in play therapy. Hong, R. & Mason, C.M. (2016). Becoming a Neurobiologically-Informed Play Therapist. International Journal of Play Therapy. 25(1), 35-44. Stewart, A. L., Field, T. A., & Echterling, L. G. (2016). Neuroscience and the magic of play therapy. International Journal of Play Therapy, 25(1), 4. Gaskill, R. & Perry, B. (2014). The Neurobiological Power of Play: Using the Neurosequential Model of Therapeutics to Guide Play in the Healing Process in Malchiodi, C. & Crenshaw, D. (Eds.), Creative Arts and Play Therapy for Attachment Problems (pp.178 – 194). New York, NY: The Guilford Press. Play Therapy with Children in High Conflict Divorce Cases Heather McTaggart Bryan, RPT, LPC 1, 4, 9Objectives: 1. Name 2 play therapy assessment strategies for children. 2. Describe 2 play therapy treatment strategies for working with young children under stress. 3. Name 2 play therapy treatment strategies that would be effective for working with children involved in contentious divorce cases. 4. Identify 2 ways that play therapists can set clear boundaries with family members engaged in divorce-based conflicts. 5. Name 3 themes that typically emerge in play therapy with children involved in high conflict divorces. Johnston, J. and Roseby, V. (2009). In the Name of the Child, A Developmental Approach to Understanding and Helping Children of Conflicted and Violent Divorce. Springer Publishing Company. Lowenstein, L. (2006). Creative Interventions for Children of Divorce. Champion Press. Gil, E. (1991). The Healing Power of Play: Working with Abused Children. The Guilford Press. Treating Attachment & Trauma: Teens, Tweens, Play Therapy, and the Arts Clair Mellenthin, LCSW, RPT-S 4, 5, 8, 9 Objectives: Demonstrate 2 or more techniques of expressive arts for use in play therapy. Describe 2 evidence-based play therapy interventions. Apply 3 or more blended therapeutic modalities in play therapy. Describe 2 or more impacts of trauma on attachment bonds. Explain 2 or more impacts of trauma on behavior and emotional responses. Garrett, M. (2014). Beyond play therapy: using the Sandtray as an expressive arts intervention in counseling adult clients. Asia Pacific Journal of Counselling and Psychotherapy, (5),1 , p. 99-105. Green, E.J., Myrick, A.C., & Crenshaw, D.A. (2013). Toward secure attachment in adolescent relational development: Advancements from sandplay and expressive play-based interventions. International Journal of Play Therapy, 22(2), 90-102. Perryman, K.L., Moss, R., & Cochran, K. (2015). Child-centered expressive arts and play therapy: School groups for at-risk adolescent girls. International Journal of Play Therapy (24), 4, p. 205220. SUNDAY AFTERNOON SESSIONS Collage-Making for Complicated Grief: Artful Approaches for Trauma-Focused Play Therapists Peggy Kolodny, MA, ATR-BC, LCPAT Sharon Strouse, MA, ATR-BC, LCPAT 4, 5, 6Objectives: 1. Articulate 4 major grief and bereavement theories as applied to the expressive arts. 2. Identify 3 major areas of focus addressed by survivors during their grief journey over the course of treatment. 3. Distinguish the difference between “Normal Grief” and “Complicated Grief” as a form of Complex Trauma. 4. Participants will effectively describe four creative interventions that support trauma and grief work in addressing the somatic and neurobiological impact on bereaved clients. 5. List four features of Complicated Grief as a form of Complex Trauma. Cohen, J., Mannarino, A., Deblinger, D. (2017) Treating Traumatic Grief in Children and Adolescents. New York: Guilford. Gaskill, Rick & Perry, Bruce. (2014). “The Neurobiological Power of Play: Using the Neurosequential Model of Therapeutics in the Healing Process.” In Malchiodi and Crenshaw (eds), Creative Arts and Play Therapy for Attachment Problems.” New York: Guilford Press Neimeyer, R. (Eds). (2012). Techniques of Grief therapy: Creative practices for counseling the bereaved. New York: Routledge. A Breath of Fresh Air: Promoting Attachment with Nature-Based Play Therapy Anne Stewart, PhD, RPT-S 1, 2, 4, 6 Objectives: 1. Describe how reports regarding the decreased time spent in play, and time spent in nature (and more time with technology) for children across generations is relevant for play therapists to share with parents, teachers, and other health professionals. 2. Name at least one reason for the negative impact of less play and less time in nature on the mental health of children in play therapy, their families, and communities. 3. List 2 or more findings from research indicating how interaction with nature enhances creativity, attention and focus, and an overall physical and mental well-being for child clients in play therapy. 4. List 4 or more hands-on nature-based play therapy activities to promote attachment and regulation. 5. Name 2 nature-based play therapy activities to support children’s opportunities to interact with and in nature. Jordan, M. (2015). Nature and therapy. New York, NY: Routledge Press. Louv, R. (2012). Vitamin N. New York, NY: Algonquin Books. Pont, S., Zaplatosch, J., Lamar, M., Milligan-Toffler, S., Louv, R. & Jordan, C. (2018). Green schoolyards support healthy bodies, minds and communities. Pediatrics, 142. Drama Therapy Principles & Techniques for Play Therapists Eliana Gil, PhD, ATR, RPT-S Teresa Dias, MA, LMHC, RPT 1, 3, 4 Objectives: Name 2 drama therapy principles that resonate with play therapy List 2 drama therapy techniques that could be used at the outset of play therapy sessions to regulate children List 2 reasons mirroring can be helpful in play therapy sessions Identify 2 variables that can make therapeutic story-telling more attractive to play therapy clients Name 2 helpful variables in drama therapy that can bolster the play therapy-client relationship Jones, P. (2007). Drama as therapy: Theory, practice, and research, Vol. 1., NY: Taylor and Francis Jones, P. (2010). Drama as therapy: Clinical work and research into practice, Vol. 2, NY: RoutledgeWeber, A. M. & Haen, C. (Eds.), (2005). Drama therapy in child and adolescent therapy. NY: Brunner-Routledge EMDR Techniques with Sandtray to Cultivate Inner Resources in Play Therapy Marshall Lyles, LMFT-S, LPC-S, RPT-S 1, 5, 6, 11 Objectives: State the 6 steps of the sandtray therapy process that play therapists can consider when working in the sand. Describe 4 types of EMDR resourcing that play therapists can utilize and integrate into their practices. Identify 4 components of creating an EMDR resource sandtray prompt. Explain 3 attachment theory principles that inform play therapy and EMDR resourcing. Apply 3 attachment-informed EMDR principles that can be easily integrated with play and sandtray work and processing. Cassidy, J. & Shaver, P.R. (Eds.). (2016). Handbook of attachment: Theory, research, and clinical applications (3rd Ed). New York: The Guilford Press. Homeyer, L. & Sweeney, D. (2017). Sandtray: A practical manual. New York, NY: Routledge. Gomez, A. (2013). EMDR Therapy and Adjunct Approaches with Children. Springer Publishing Company. Engaging Gender Expansive Children & Adolescents Through Play Therapy & Sandtray Mandi Melendez, LMFT, LPC, RPT 1, 4, 6, 9 Objectives: List 5 or more common terms and misconceptions about gender expansive people that play therapists can address with their clients and their parents. Describe 2 or more components of the role of gender expansive identity development in children and adolescents that the play therapist can identify. Identify 2 or more treatment goals for play therapists when working with gender expansive children and their families. Identify 2 or more components of a safe and playful play therapy environment for gender expansive clients. Practice 2 or more creative play/expressive therapy interventions to reduce symptoms for gender expansive children and support their families. Brill, S. & Pepper, R. (2016). The transgender teen: A handbook for parents and professionals supporting transgender and non-binary teens. San Francisco: Cliess Press Inc. Ehrensaft, D. & Spack, N. (2016). The gender creative child: Pathways for nurturing and supporting children who live outside gender boxes. New York, NY: The Experiment Publishing Company. Thomas, B. (2011) Creative expression activities for teens: Exploring identity through art, craft and journaling. London: Jessica Kingsley Publishing. Relational Anxiety: Assessment & Treatment Through Play Therapy Amy Romero, LPC, NCC, RPT 1, 2, 5 Objectives: List 4 or more components of healthy parent-child attachment styles that play therapists can employ. Explain 3 or more effects of anxious parental behaviors that play therapists can identify as contributing to childhood anxiety. Describe 3 or more play therapy techniques to assess and treat childhood anxiety. Apply 1 or more play therapy assessments of dyadic concerns within a parent-child relationship in play therapy treatment. Identify 2 or more ways that play therapists can assess adoption issues that might promote anxiety in children. Booth, P. and Jernberg, A. 2010. Theraplay: H elping Parents and Children Build Better R elationships Through Attachment-Based Play. San Francisco: John Wiley and Sons. Powell, B., Cooper, G., Hoffman, K., and Marvin, B. 2014. The Circle of S ecurity Intervention: Enhancing A ttachment in Early P arent-Child R elationships. New York: The Guildford Press. Malchiodi, C. and Crenshaw, D. 2014. Creative Arts and Play Therapy for Attachment Problems. New York: The Guildford Press.