Tag: <span>Play Therapy Training</span>

Play Therapy with Grieving Children

Play Therapy with Grieving Children

 

Online Webinar

 

Saturday, March 20, 2021

9:00 AM to 4:30 PM, ET

6 CEU’s for $69

Presented by: Hilda R. Glazer, ED. D., LPCC-S, RPT-S

 

 

Description:

Grieving children both in private practice and in the school setting present some unique challenges to the therapist.  Play Therapy and group therapy provide appropriate models for these children.  Identifying symptoms of grief and developing appropriate interventions for these children is the focus of this presentation.  Case examples of both school-based groups and individual interventions will be presented.   Issues of working with caretakers will also be discussed.

Play therapy is an appropriate intervention for grieving children. Often the child is seen as not grieving and the parent or caretaker is often unable to relate to the needs of the child as he or she is dealing with his or her own grief and loss issues. There are primary and secondary losses. Within the school, this child may have difficulty completing or focusing on tasks and may be disruptive or may move from a disruptive child to a quiet child.  Either may signify psychological distress.   Thus the play therapist can provide a safe place for the child to express and process grief and change.  The attitude of acceptance of the child without evaluation is a significant part of this process.  This is true for traumatic grief as well.  Given the basic assumption that play is the child’s language, the toys become the vehicle for exploring the loss and processing the impact of the loss on the life of the child. Through the group process, children can share and process grief.  They may also find that they are not the only ones with this experience which may reduce concerns about their own reactions.  Both group play therapy and expressive therapy techniques are useful with this population.

Objectives:

  1. Participants will be able to describe the symptoms of grieving children.
  2. Participants will be able to describe crisis and trauma and their impact on children.
  3. Participants will be able to list the myths of childhood grief.
  4. Participants will be able to describe grief from a developmental perspective.
  5. Participants will be able to describe some of the play related behaviors of grieving children.
  6. Participants will be able to describe at least two assessment techniques for grieving children.
  7. Participants will be able to list at least three treatment goals for grieving.
  8. Participants will be able to list at least three interventions with grieving children.

 

For MPTI’s Cancellation Policy, Grievance Policy, and Accommodations Procedures, Click Here

 

6.0 Hours of continuing education credit will be available to those present for the entire presentation. APT Approved Provider 15-422. Due to COVID-19 health concerns, this one-time online event is pending approval by APT for 6 CONTACT CE Hours.

Documentation in Play Therapy

Documentation in Play Therapy
Dotting the I’s, Crossing the T’s

 

Online Webinar

 

Saturday, February 20, 2020

9:00 AM to 4:30 PM, ET

6 CEU’s for $69

Presented by: Dr. Brian L. Bethel, Ph.D., LPCC-S, LCDC III, RPT-S

 

 

Training Description:

In the current era of mental health practice, clinicians must be accountable to the consumers they serve, third party payer sources, professional colleagues, and the profession as a whole.  Without question, documentation of clinical services, theoretical models, and interventions are core to our professional accountability.  However, such documentation practices are more complex when delivering advanced and specialized therapeutic services like play therapy.  This training will highlight the specific challenges related to play therapy documentation. Participants will be offered strategies to enhance their skills of documentation and acquire additional knowledge to ensure the quality of their written clinical records.

Training Objectives

At completion of this training participants will:

  • Have acquired specific recommendations for documenting the medical need for treatment in play therapy practice.
  • Be able to articulate specific documentation requirements of play therapy interventions to increase quality assurance measures.
  • Have the ability to accurately reflect play themes in their documentation of play therapy settings.
  • Possess increased competencies of incorporating play therapy interventions into the documentation of traditional counseling models.
  • Have an increased understanding of the ethical guidelines specific to the documentation of play therapy practices.
  • Have specific guidance for adherence to professional standards of documentation related to play therapy.

Training Agenda:

9:00 a.m. – 9:30 a.m.
Introduction of training topic. Introduction of self. Review of competencies and goals.
Who’s in the room?
Activity #1: Dotting the I’s and Crossing the T’s

9:30 a.m. – 10:00 a.m.
The purpose of documentation. (Medical Necessity, Assessment, Treatment Planning, Service Activity, Progress Notes, Compliance with Payor Source, and Ethics) The Golden Thread of Documentation. Models of Documentation-Specific Guidance for clinical documentation

10:00 a.m. – 10:30 a.m.
Activity #2: “Putting Your Mouth, Where the Money Is”
What Insurance Companies, Medicaid, Medicare, etc. need in documentation.

10:30 a.m. – 10:45 a.m.
Break

10:45 a.m. – 11:30 a.m.
The challenges of play therapy and documentation. Ensuring that our services are reimbursable.
Common Pitfalls with Play Therapy Documentation.
Reflections from the Playroom-Experiential Examples

11:30 a.m. – 12:00 p.m.
Activity #3: “Our Play on Words”
Tricks, Tips, and Snips of Play Therapy Documentation
Recommendations and Suggestions

12:00 p.m. – 1:00 p.m.
Lunch

1:00 p.m. – 1:30 p.m.
Activity #4: Documentation Practice
The Treatment Plan-The Starting Point (Medical Necessity, Assessment, and Treatment Planning)

1:30 p.m.– 2:00 p.m.
Documenting Play Themes in Play Therapy Practice
Respecting the Process (Service Activity)

2:00 p.m. – 2:30 p.m.
The therapeutic power of play-Documenting the therapeutic outcomes of play therapy (Service Activity)

2:30 p.m. – 2:45 p.m.
Break

2:45 p.m. – 3:30 p.m.
Documentation of Play Therapy Interventions-Compliance with Funding Sources
Recommendations, Strategies and Suggestions.

3:30 p.m. – 4:30 p.m.
The Ethics of Documentation
A review of ethical guidelines (ACA; OCSWMFT Board, Association for Play Therapy) for documentation.
Questions-Closure

 

For MPTI’s Cancellation Policy, Grievance Policy, and Accommodations Procedures, Click Here

 

6.0 Hours of continuing education credit will be available to those present for the entire presentation. APT Approved Provider 15-422. Due to COVID-19 health concerns, this one-time online event is pending approval by APT for 6 CONTACT CE Hours.

Sensory Solutions in Play Therapy

Sensory Solutions in Play Therapy

Using Developmental Play Therapy in Treating Trauma and Stress

 

Online Webinar

 

Saturday, January 9, 2021

9:00 AM to 4:30 PM, ET

6 CEU’s for $69

Presented by: Christina Scott, MEd, LPCC-S, NCC

 

 

Program Description:

As research shows, the impact of trauma and environmental stressors on a child’s brain reveals itself through the disruptions in a child’s sensory and cognitive processing as well as in the child’s observed difficulties in emotional/behavioral self-regulation abilities (Carey, 2006). Additional research (Stewart, Field, & Echterling, 2016) shows us that play therapy has the potential to help the child in creating new neural pathways and repairing the impact of trauma on the brain. Delving into the neuroscience within play, play therapy researchers have examined the role of play within the context of treating the child using a polyvagal theoretical approach. Inherent within this approach is the issue of physical touch. Viola Brody (2006) described a therapeutic rationale for the ethical use of touch within the realm of play therapy practice, discussing that touch serves a role, within Developmental Play Therapy, in helping the child client move toward wellness and improved functioning. In this workshop, play therapy professionals will examine the existing research incorporating concepts from neuroscience, the polyvagal theory of trauma as well as sensory strategies involving physical touch to develop a greater understanding, and enhanced sense of professional confidence, in working with child/adolescent clients in a sensory-based play therapy setting.

Learning Objectives

Upon completion of this training, participants will be able to:

  • Identify the potential influence of trauma and external stressors on a child’s sensory experience.
  • Examine common sensory challenges, associated with trauma/stress, in child and adolescent clients who might present to the play therapist’s office.
  • Discuss the ethical considerations, as well as potential benefits, in incorporating touch into the play therapy session.
  • Demonstrate 3 play therapy strategies incorporating touch within the play therapy session, examining the rationale for such strategies.
  • Recite research on the role neuroscience plays in sensory functioning and trauma response as it pertains to treating children within the play therapy realm.
  • Apply 6 play therapy interventions utilizing a client’s five senses and describe the purpose, rationale, and steps of these interventions.

Course Agenda:

9:00 – 9:30 a.m. Introduction Activity; review learning objectives.

9:30 – 10:30 a.m. Discussion of trauma, external stressors and environmental instability on a child’s functioning. Identify the influence of trauma on client’s sensory experiences and explore potential presenting problems within the play therapy context associated with these sensory issues. (Objective #1 and #2)

10:30 – 10:45 a.m. Break.

10:45 – 11:30 a.m. Lecture: Touch in the Play Therapy Room. Review literature on the use of touch using play therapy principles; discuss ethical considerations as well as potential benefits and pitfalls of incorporating touch in therapy with child/adolescent clients. (Objective #3)

11:30 – 12:00 p.m. Engage participants in examining play therapy strategies involving touch and discuss the purpose, rationale and steps within each strategy. (Objective #4)

12:00 – 1:00 p.m. Lunch.

1:00 – 2:00 p.m. Explore current research on the role neuroscience has within the play therapy context, examining concepts such as the polyvagal theory, mirror neurons, synergetic play therapy, and trauma’s impact on the brain. (Objective #5)

2:00 – 2:30 p.m. Demonstrate play therapy interventions, to be used with clients and caregivers, for the purpose of providing psychoeducation on the role of neuroscience in the child’s affective, behavioral and sensory functioning. (Objective #5)

2:30 – 2:45 p.m. Break.

2:45 – 4:00 p.m. Describe and examine play therapy interventions which incorporate the five senses; analyze the purpose of each exercise, offer a sound rationale for the intervention, and discuss the steps and materials involved. Provide participants with case studies in which these techniques have been used in play therapy practice. (Objective #6)

4:00 – 4:30 p.m. Closure, Questions, and Evaluations.

 

For MPTI’s Cancellation Policy, Grievance Policy, and Accommodations Procedures, Click Here

 

6.0 Hours of continuing education credit will be available to those present for the entire presentation. APT Approved Provider 15-422. Due to COVID-19 health concerns, this one-time online event has been approved by APT for 6 CONTACT CE Hours.

I’m Not Mean, Just Aggressive

I’m Not Mean, Just Aggressive: Working with Aggression in the Play Therapy Room

Co-sponsored by the Ohio Play Therapy Association

Online Webinar

Thursday, December 10, 2020

5:30 PM to 8:30 PM, ET

3 CEU’s for $39

Presented by: Dawn Whiteside, MEd, LPC, Registered Play Therapist and Christina Scott, MEd, LPCC-S, NCC

 

 

Program Description:

Viewing play as a child’s language, the play therapist can utilize a child-centered play therapy approach in meeting the client where he or she is at. Here, the play therapist can offer an authentic, safe space for the client to experience underlying emotions which may be at the root of any outward and observed aggressive behaviors. As Gary Landreth notes (2012), the play of adjusted children looks different than that of a maladjusted child, and the play therapist has an opportunity to witness the child’s inner experience through the child’s demonstration of aggressive play in the session. Furthermore, play therapy approaches, such as Release Play Therapy, demonstrate the Therapeutic Powers of Play of using catharsis and abreaction to foster emotional wellness within the play therapy session. In this training, participants will explore a child-centered play therapy approach in working toward understanding a child’s aggression and setting therapeutic limits as a response to maintaining a therapeutic space conducive to supporting the client’s natural tendency for healing and self-growth.

Learning Objectives

Upon completion of this training, participants will be able to:

  • Discuss a child’s aggressive behaviors or play through the lens of a child-centered play therapy approach.
  • Describe Release Play Therapy and the 3 forms of activities within this play therapy approach.
  • Define the concept of limit setting and identify the four steps in implementing therapeutic limits.
  • List 10 play therapy toys/items to include in the play room for aggression and emotional release.

Course Agenda:

5:30 – 5:45 p.m. Introductions; Review learning objectives.

5:45 – 6:15 p.m. Lecture: Discuss an overview of the child-centered play therapy approach and examine a child’s aggression from this theoretical lens.

6:15 – 6:45 p.m. Educate participants on Release Play Therapy as an approach in working with aggressive behaviors/play and provide an opportunity for group discussion.

6:45 – 7:15 p.m. Engage participants in discussion regarding therapeutic limit setting, as presented from the perspective of Gary Landreth. Provide case examples of when to use this intervention and how to implement limits.

7:15 – 7:45 p.m. Present information regarding additional strategies for the play therapist to use, as well as toys and play therapy supplies recommended, in facilitating therapy with a client displaying aggressive behaviors and play.

7:45 – 8:15 p.m. Examine current research and case studies offering support of a child-centered play therapy approach in working with aggression in children.

8:15 – 8:30 p.m. Question & Answer, final thoughts.

 

For MPTI’s Cancellation Policy, Grievance Policy, and Accommodations Procedures, Click Here

 

3.0 Hours of continuing education credit will be available to those present for the entire presentation. APT Approved Provider 15-422. Due to COVID-19 health concerns, this one-time online event has been approved by APT for 3 CONTACT CE Hours.