Tag: <span>Play Therapy</span>

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.

 

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 3 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.

 

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.

Origin Stories

Origin Stories: The History of Play Therapy

Online Webinar

Thursday, November 12, 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:

The origins of Play Therapy, as a profession, has its roots alongside the development of psychology. In conjunction with the growth of psychology and mental health counseling, professionals in the field began to identify the differences in a child’s inner experience versus that of an adult.  As it evolved, Play Therapy grew to include several major theoretical approaches, which were results of various mental health pioneers as they responded to the cultural and societal needs of the time. Moving from the initial perception that children were possessions, psychologists began to view children with more of a humanitarian perspective, and this evolved into theoretical views, such as the Child-Centered Play Therapy theory that the child is the expert, and we are simply watching the child’s growth process. This training will examine the historical roots of the highly-esteemed, evidenced-based profession of Play Therapy, exploring each of the major theoretical frameworks identified, by the Association of Play Therapy (APT), as seminal and historically significant. The formation and application of the Therapeutic Powers of Play, revealed in the early 1990s by APT co-founder Charles Schaefer, will also be examined in such a way as to illustrate that regardless of the theory from which one views the therapeutic process with the child, play is the essential space for which change occurs.

Learning Objectives

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

  • List at least 8 seminal and historically significant play therapy theories.
  • Identify at least one mental health professional credited for each of the discussed theories’ development.
  • Describe the history of play therapy.
  • Define the 4 main Therapeutic Powers of Play.

Course Agenda:

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

5:45 – 6:45 p.m. Lecture: Discuss an overview of the history of play therapy.

6:45 – 7:45 p.m. Define the various play therapy theories which have formed and identify basic tenets of each theory.  Include one intervention to demonstrate each of the play therapy theoretical models discussed.

7:45 – 8:15 p.m. Provide a list of the Therapeutic Powers of Play and apply historical context to these principles; discuss the permeability of the Therapeutic Powers of Play across all theoretical models.

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

 

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.

DOUBLE HEADER

DOUBLE HEADER

Play the Tape Through: Substance Use and Play Therapy

AND

Gestalt Play Therapy and Sensory Integration using Play Dough with Essential Oils

Saturday, October 10, 2020

10:00 AM to 12:00 PM & 1:00 PM to 4:15 PM

Online Webinar

5 CEU’s for $69

ONE Registration Fee, TWO Webinars

 

FIRST EVENT

Play the Tape Through: Substance Use and Play Therapy

Saturday, October 10, 2020, from 10:00 AM to 12:00 PM

2 CEU’s

Presented by: Jessica M. McDermott, MA, LPC, LCDCIII and Christina Scott, MEd, LPCC-S, NCC

 

Program Description:

Research has shown that substance use in the family affects everyone. With studies proving that the family is the initial, and primary, source of attachment, socialization and nurturing for a child, it is clear that substance use within the home may have a detrimental impact on a child’s development and well-being. Play therapists will inevitably encounter clients who are impacted by their own substance use or that of a close family member. In this training, play therapists will explore the potential negative effects of familial substance use as well as identify strategies they can implement within the play therapy room to effectively explore and address the subsequent challenges and difficulties the child must navigate.

Learning Objectives:

  • Describe the potential impact of personal substance use and familial substance use on children and adolescents.
  • Demonstrate a basic knowledge of other areas of functioning, in children and adolescents influenced by substance use.
  • Gain insight into at least 6 specific play therapy principles which can be used in working with child/adolescent clients affected by substance use.

Course Agenda:

10:00 – 10:20 a.m. Introduction, review learning objectives, invite participants to prepare questions for material they would like to cover.

10:20 -10:40 a.m. Discuss the science of substances and substance use; describe current evidence-based treatments and use of play therapy principles in treatment.

10:40 -11:10 a.m. Examine potential impact of substance use in a child’s family/home environment; explore areas of functioning impacted by substance use and engage in play therapy interventions focused on addressing these treatment areas.

11:10 -11:40 a.m. Discuss the implications of personal substance use within children and adolescent clients, examining assessment tools as well as investigating statistics. Demonstrate play therapy and expressive arts interventions aimed at treating these clients for substance use issues.

11:40 -12:00 p.m. Review several case studies utilizing play therapy interventions discussed; invite participants to share questions and feedback.

 

 

SECOND EVENT

Gestalt Play Therapy and Sensory Integration Using Play Dough and Essential Oils

Saturday, October 10, 2020, from 1:00 PM to 4:15 PM

3 CEU’s

Presented by: Dawn Whiteside, MEd, LPC, Registered Play Therapist

 

Program Description:

This workshop will support play therapists and mental health clinicians in learning techniques that will help clients relax and unwind while enhancing their awareness and sharpening their sensory capabilities. Play therapists will utilize a Gestalt Play Therapy lens to delve into understanding the Therapeutic Powers of Play.

Through this lens, clinicians can learn to foster emotional wellness, increase personal strengths, and deepen social relationships to enhance play therapy sessions. Based on Gestalt Play Therapy, in the book “Windows to Our Children” by Violet Oaklander, she describes this very experience with an orange; we will be using play dough and essential oils. Counseling sessions can be stressful for many children and adults when they are processing areas of their lives in which they have had trauma or for clients with ADHD/ODD who may be in distress.  By linking Gestalt Play Therapy and Sensory Integration, adding essential oils to play dough, sensory bins, or diffusing in your office can provide an added benefit in treatment.  During our time together, we will use the play dough to experience the benefits through a multisensory aspect.  The essential oils may decrease stress and the colors may assist in emotional regulation.

As a result of this presentation, participants will be able to:

  • Describe Gestalt Play Therapy and Sensory Integration.
  • Articulate the benefits of Sensory Integration in play therapy.
  • Demonstrate 4 Gestalt Play Therapy/Sensory Integrated interventions to use in their clinical practice.
  • Identify 3 essential oils and how essential oils can be beneficial in your practice.

Course Agenda:

1:00 – 1:15 p.m. Introduction, Review learning objectives.

1:15-1:50 p.m. Lecture: Discuss overview of Gestalt Play Therapy and Sensory Integration (Objective #1 and #2)

1:50 – 2:20 p.m.  Play Therapy Technique – 1 and 2 (Objective #3)

2:20 – 2:35 p.m. Break

2:35– 2:50 p.m. Case Study: Maddie

2:50 – 3:15 p.m.  Essential Oils (Objective #4)

3:15– 3:40 p.m.  Lecture: “Windows to Our Children” by Violet Oaklander, Play Therapy Technique – 3       (Objective #3)

3:40– 4:00 p.m. Curative Powers of Play for children/adults using Gestalt, Play Therapy Technique – 4 (Objective #3)

4:00 – 4:15 p.m. Closure, Questions, and Evaluations

 

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

 

APT Approved Provider 15-422