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  • Sandtray Certification: Three Modules

    Facilitator: Linda Homeyer, PhD, LPC-S, RPT-S & Marshall Lyles, MA, LPC-S, LMFT-S, RPT-S, Elizabeth Kjellstrand Hartwig, PhD, LPC-S, LMFT, RPT-S

    Date: June 14-15, August 9-10, November 15-16, 2019
    40 CEs
    Workshop Abstracts
    Day 1: Sandtray Therapy Basics

    On the first day of this seminar we will cover the history and prominent literature in the field of sandtray therapy and play therapy, categories of miniatures, setting up the sandtray room or playroom, facilitative skills used with sandtray and play therapy, and the sandtray protocol. Participants will create sandtrays each day of this module.

    Day 2: Person of the Therapist

    On the second day of this seminar we will discuss neurobiology and how this impacts our work in sandtray and play therapy with children and adults. We will also discuss trauma work with clients using sandtray.

    At the conclusion of Days 1-2, participants will be able to:

    1. Cite the history of the play therapy and the sandtray therapy movement
    2. Sketch and describe the sand tray-based playroom
    3. List categories of miniatures and discuss issues regarding selection
    4. Identify how the brain interacts and responds to the use of sandtray
    5. Discuss mindfulness and interpersonal neurobiology as it impacts the therapist
    6. Complete a Session Summary Report specifically to sandtray therapy
    7. Utilize the Self-Assessment Form to inform professional growth and efficacy of sessions

     

    Day 3: Sandtray Theory and Process

    On the first day of this workshop we will discuss integrating clinical theory into sandtray therapy practice and sandtray documentation. We will introduce theories utilized in play therapy and family systems. We will do peer practice work and live demonstrations. Participants will create sandtrays each day of this module.

    Day 4: Family and Group Work

    On the second day of this workshop we will present working with different age clients. We will discuss and practice facilitating sandtrays in a play therapy context with children. We will also explore facilitating sandtrays with couples, families, and various groups.

    At the conclusion of Days 3-4, participants will be able to:

    1. Identify their own play therapy theory/approach
    2. Articulate how client prompts are developed given the stage of treatment and their play therapy theory/approach
    3. Design a personalized method to integrating the use of sand tray into their clinical practice
    4. Demonstrate ability to integrate their own play therapy theory/approach while practicing a sandtray therapy session
    5. Apply sandtray therapy methods for working with children, couples, families, and groups
    6. Demonstrate the facilitation of sandtray therapy with couples, families, or groups

     

    Days 5-6: Sandtray Therapy Practicum

    Practitioners will practice facilitating sandtrays with volunteer clients. We will utilize a sandtray therapy skills checklist to assess the integration of sandtray therapy skills. Practitioners will receive and participate in individual and group supervision.

    At the conclusion of Days 5-6, participants will be able to:

    1. Demonstrate the effective use of sandtray and play therapy facilitative skills in a clinical context with clients
    2. Develop a treatment plan that links the use of sandtray therapy to therapeutic goals
    3. Apply culturally responsive sandtray and play therapy techniques to therapeutic work with clients
    4. Demonstrate sandtray and play therapy skills listed on the Sandtray Therapy Skills Checklist
    5. Apply and adhere to ethical and legal standards in sandtray and play therapy
    6. Synthesize supervisor and peer feedback to enhance clinical skills

     

    Introduction to Animal-Assisted Counseling

    Facilitator: Elizabeth Kjellstrand Hartwig, PhD, LPC-S, LMFT, RPT-S

    Date: June 10-13, 2019
    40 CEs
    Workshop Abstract

    Are you interested in beginning a career in animal-assisted counseling and play therapy? The Texas State University Animal-Assisted Counseling (AAC) Academy is a professional training program that promotes the human-animal bond through the study and practice of animal-assisted counseling and play therapy. The mission of the AAC Academy is to provide quality training in animal-assisted counseling that improves the well being of children and families through positive human-animal interactions. The AAC Academy offers a series of intensive workshops for graduate students and professionals to earn introductory and advanced training in animal-assisted counseling and play therapy. The AAC Academy offers a Certification in Animal-Assisted Counseling. The Introduction to AAC training provides an exploration and introduction to animal-assisted counseling and play therapy history and theory, the human-animal bond, evidence-based research in AAC and play therapy, various therapeutic settings, canine communication, and positive training approaches for AAC and play therapy. Participants earn 40 CEUs (24 direct, 16 indirect).

    Learning Objectives

    At the completion of the seminar, the participants will be able to:

    1. Examine and discuss the introduction to animal-assisted counseling and play therapy history and theory.
    2. Define and explain the nature and purpose of animal-assisted counseling and play therapy and the human-animal bond.
    3. Identify evidence-based research AAC and play therapy.
    4. Explore of the use of goal-directed AAC and play therapy with different settings and populations.
    5. Identify aspects of canine-communication and positive training approaches and how to apply this knowledge in counseling and play therapy settings.
    6. Summarize ethical, legal, and professional issues in AAC and play therapy.

     

    Play Therapy with Toddlers and Preschoolers: What to Do When They are So Young

    Facilitator: Mary Bennett, PhD, LPC-S, RPT-S, CCPT-Trainer, CPRT-Trainer

    Date: May 17, 2019
    10 CEs
    Workshop Abstract

    Many people know that play therapy is an effective approach for children ages 5 to 12. Play therapy can also be effective for younger children, ages 2 to 4. In this seminar we'll explore how to facilitate play therapy with young children. Participants will explore the core conditions of child-centered play therapy, integrate developmental considerations, and synthesize the Child-Parent Relationship Therapy-Toddler Model. Discover how to promote healing and play with young children in this IPT seminar.

    Learning Objectives

    At the completion of the seminar, the participants will be able to:

    1. State Roger’s 6 core conditions in child-centered play therapy.
    2. Evaluate why Child-Centered Play Therapy is developmentally appropriate for young children.
    3. Identify techniques for working with parents of young children.
    4. Explore the emotional development of toddlers which impacts their expression in play therapy.
    5. Learn and synthesize the Child-Parent Relationship Therapy-Toddler Model.
    6. Identify characteristics of developmentally appropriate play in young children who participate in play therapy.

    Movies, Music, and Play, Oh My!

    Facilitator: Lisa Remey, MEd, LPC-S, RPT-S

    Date: May 8, 2019
    10 CEs
    Workshop Abstract

    Ever notice the power of music and movie themes and wondered how to incorporate them into your play therapy sessions? This training is designed for counselors to discover how to bridge metaphors and symbols found in movies and songs into the play therapy process. The presenter will discuss how different theoretical frameworks can be utilized to process movies and music in addition to describing specific directive play therapy interventions. Common themes found in play therapy session will be explored such as loss, anger, rejection, self-concept, goal attainment and courage. Participants will explore how the foundations of cinema therapy and music therapy helps clients discover their strength, gain new perspective and promote social-emotional intelligence that in turn builds connection, communication, self-awareness and increased understanding.

    Learning Objectives

    At the completion of the seminar, the participants will be able to:

    1. Summarize the fundamentals of cinema therapy and music therapy as it applies to play therapy.
    2. Identify how to incorporate metaphors and symbols found in movies and music in the play therapy process.
    3. Describe how to process movies and music in a play therapy session.
    4. Describe how play therapy interventions combined with movies and music is an effective treatment approach.
    5. Apply play therapy interventions to foster emotional and social competence skills and overcome resistance.
    6. Ability to select and integrate movies and music into their play therapy sessions.

  • Food, Families, and Fun: Working with Families in Play Therapy

    Facilitator: Elizabeth Kjellstrand Hartwig, PhD, LPC-S, LMFT, RPT-S

    Date: November 9, 2018
    10 CEs
    Workshop Abstract

    This workshop provides a foundation for working with caregivers and families in play therapy. Practitioners will share resources they currently use with families, learn and practice several family play therapy interventions, and discuss how to integrate food into the family play therapy process. If you would like to learn more about effective parent consultations, using food as a method of connection in and out of play therapy, and facilitating family play therapy sessions, join us for this seminar! Participants will be asked to bring a favorite food for tasting to the seminar, plus we will have some other snacks throughout the day.

    Learning Objectives

    At the completion of the seminar, the participants will be able to:

    1. Identify three evidence-based reasons to utilize family play therapy;
    2. Describe the process for facilitating parent/caregiver consultations;
    3. Explore different approaches of using food in and out of play therapy;
    4. Evaluate three family play therapy interventions;
    5. Share interventions and resources they currently use when working with families in play therapy; and
    6. Identify resources needed for family play therapy.

    Addressing their Pain in Play: A Trauma Informed Approach in Play Therapy

    Facilitator: Maria Haiyasoso, PhD, LPC, RPT
    Date: September 21, 2018
       

    Play therapy provides children opportunities for free expression and exploration. This is integral for working with trauma survivors, as play therapy allows for access to parts of the brain that are often affected by trauma. In this seminar, participants will learn about the effects of trauma, how play therapy is appropriate for trauma survivors, and how therapists can apply a trauma informed lens in their work.

    Learning Objectives

    At the completion of the seminar, the participants will be able to:

    1. Describe how trauma impacts various domains of functioning (somatic, relational, emotional, and cognitive) and regulation in children;
    2. Identify the principles of trauma-informed play therapy approaches;
    3. Learn about applying a trauma-informed lens in play therapy;
    4. Discuss sequence of assessing needs in play sessions according to the neurosequential model (emotional engagement in order to co-regulate, relate, and reason);
    5. Understand how to facilitate trauma-informed play therapy treatment in a developmental and culturally responsive manner; and
    6. Discuss consultation with caregivers/parents of trauma survivors

    The Effective Use of Group Play Therapy: In Schools, Clinics, and Private Practice

    Facilitator: Sarah Blalock, PhD, LPC-S, RPT-S
    Date: July 27, 2018

    Child-centered group play therapy offers special challenges and rewards.  The presence of another child combined with the presence of the counselor can provide children with unique opportunities for growth, along with the possibility of unexpected “magic.”  Participants will have an opportunity to explore the unique benefits of group play therapy, the appropriate use of group play therapy, the challenges of providing group play therapy, the counseling skills required, the ethics involved, and the specific issues related to providing group play therapy in the schools.   The presenter conducted group and individual play therapy as a school counselor for 10 years, and she conducted group and individual play therapy in a clinic for four years.  Additionally, she conducted a research project comparing the benefits of individual and group play therapy. The presenter will show video clips of herself providing group play therapy services.  Participants need to already have training in individual play therapy before attending this workshop.

    Learning Objectives

    At the completion of the seminar, the participants will:

    • Participants will discuss the unique benefits of providing child-centered group play therapy to children.
    • Participants will explore the use of group play therapy as compared to the use of individual play therapy, and how to make decisions regarding which children (and in what combination) might benefit most from the group play therapy modality.  
    • Participants will discuss the challenges involved in conducting child-centered group play therapy.  Participants will consider what barriers they might expect to encounter.  
    • Participants will learn what specific skills are involved in conducting child-centered group play therapy that differ from the skills used in individual play therapy.  
    • Participants will review the ethical concerns involved in conducting group play therapy. 
    • Participants will discuss issues specific to conducting group play therapy in schools

    Play Therapy with Military Families: Understanding Culture, Lifestyle and Resiliency

    Facilitator: Lisa Remey, MEd, LPC-S, NCC, RPT-S

    Date: June 22, 2018

    This seminar will provide an overview of the lifestyle and cultural aspects of counseling military populations discussing common presenting issues (e.g., deployments, moving). Play-based interventions for use with children and families will be discussed and experienced.  Understanding how the military population has their own distinctive lifestyle, code of manners, norms and expectations of all members is critical to provide effective services to the military community. Play therapists will learn how the military culture consists of different dress, language, shared beliefs, rituals and norms.

    Learning Objectives

    At the completion of the seminar, the play therapy participants will:

    1. Increase knowledge of the cultural aspects of military life and how these characteristics impact counseling needs, including the work of the play therapist with the family
    2. Identify the unique challenges faced within the military lifestyle
    3. Understand the cycles and impact of deployment and moving
    4. Identify resiliency with an understanding of specific play therapy strategies for military children and families
    5. Learn and experience specific examples of play therapy and sand tray techniques to address challenges including loss, separation and transitions
    6. Gain knowledge of resources available to military community and how these can assist in successful play therapy intervention

    The Role Multicultural Competencies Play in Play Therapy

    Facilitator: Maria Haiyasoso, PhD, LPC
    Date: May 18, 2018

    Multicultural competence is integral to providing quality therapeutic services in play therapy. In this seminar, we will explore the process through which play therapists can expand their multicultural competence (i.e., awareness, knowledge, and skills) to provide play therapy appropriate for culturally diverse populations. Participants will learn about being culturally responsive when selecting items and toys for the play room, setting up the play room, consulting with caregivers/parents, and acting as advocates for children.

    Learning Objectives

    At the completion of the seminar, the participants will:

    1. Discuss the importance of expanding multicultural competence of play therapists.
    2. Learn ways to achieve multicultural competence and how to view play therapy clients and the therapeutic relationship through a multicultural lens.
    3. Learn about making cultural considerations when selecting items/toys and setting up the playroom.
    4. Understand how to use culturally responsive play therapy techniques to facilitate treatment.
    5. Discuss multicultural awareness when consulting with caregivers/parents.
    6. Understand the play therapists’ role as advocates and its power in play therapy.

    Sandtray Therapy Methods: The Basics for the Play Therapist

    Facilitator- Linda E. Homeyer, Ph.D., LPC-S, RPT-S 
    Date: April 20, 2018

    This workshop is for the play therapist who is new at using sand tray. The seminar will cover the six-step protocol including: materials, setting-up the room, session protocol, and documentation. You will be introduced to several therapeutic uses of sand tray materials.
    Sandtray therapy is a quickly expanding and growing area within play therapy. However, many have not received any training in the modality. This all-day training will provide the historical context for sandtray therapy; how to integrate sandtray into the play therapist’s therapeutic milieu and play therapy/counseling theory; the brain’s response to, and use of, sandtray. We will cover understanding the underlying principles of selecting the elements needed to set-up a sandtray therapy room, including rationale of categories of sandtray miniatures, variety of sizes and shapes of sand trays, managing the use of water, etc. Also discussed will be a protocol for a sandtray session and use of a session documentation form. The day will include a review of some of the sandtray the research. Several activities will be built into the day to provide the critical component of any experiential therapy training: the clinician’s actual experience of activities they will use with their clients so they will know how it feels for the client to use the media. Come play with us on April 20, 2018!

    Learning Objectives

    At the completion of the seminar, the play therapy participants will: 

    1. be able to set the development of sandtray within the context of the play therapy movement
    2. identify how to set-up a clinical space, both materials and therapeutically, including the pros and cos of having it within the traditional playroom
    3. list categories of miniatures figures
    4. discuss issues regarding selection of materials 
    5. be able to identify how the brain interactions/responds to the use of sand tray for the play therapy client
    6. using sandtray therapy as a form of adolescent and adult play therapy.

    Playful Supervision: How to Be or Become a Creative and Dynamic Play Therapy Supervisor

    Facilitator- Elizabeth Kjellstrand Hartwig, PhD, LPC-S, RPT-S 
    Date: February 16, 2018

    This training is meant for play therapists interested in becoming an RPT supervisor or RPT supervisors who are interested in learning more about how to be a dynamic and playful supervisor. In this seminar, we will explore the Association for Play Therapy (APT) requirements for becoming and maintaining status as an RPT supervisor, logistics of RPT supervision (e.g., forms, payment, scheduling), face-to-face and online supervision formats, and creative approaches to supervision. Join us for this seminar on playful supervision!

    Learning Objectives

    At the completion of the seminar, the play therapy participants will: 

    1. Identify APT requirements for becoming an RPT supervisor.
    2. Explore APT requirements for maintaining RPT supervisor status.
    3. Discuss RPT supervision forms, payment, and scheduling.
    4. Appraise two RPT supervision formats (e.g., face-to-face and online).
    5. Examine four creative approaches to supervision.
    6. Practice and evaluate two creative approaches to supervision.

    Advanced Child Centered Play Therapy: Trusting the Therapeutic Process

    Facilitator- Sarah M. Blalock, PhD, LPC-S, RPT-S 
    Date: January 19, 2018

    This seminar will focus on advanced concepts in Child Centered Play Therapy including facilitating growth through the use of play themes, conceptualizing clients through a Child Centered perspective, understanding child development and the connection to nondirective responses, using advanced limit setting, and communicating with caregivers.

    Learning Objectives

    At the completion of the seminar, the play therapy participants will:

    1. Be able to explain the process of CCPT
      1. Learn how to enact the necessary and sufficient conditions of CCPT
      2. Learn how to recognize and approach relational disruptions
    2. Evaluate the developmental rationale for nondirective responses
      1. Master a deeper understanding of the process of child development
      2. Examine their own level of “trust in the process”
    3. Identify themes in children’s play and create facilitative responses based on children’s themes
    4. Practice advanced limit setting skills
    5. Discuss issues related to specific presenting problems and populations such as exceptionalities and aggression
    6. Learn to consult effectively with caregivers
      1. Discuss the importance of enacting conditions with caregivers
      2. Learn to advocate for CCPT with caregivers using general research findings
  • September 15, 2017

    Basic Child Centered Play Therapy

    Facilitator- Elizabeth Kjellstrand Hartwig, PhD, LPC-S, LMFT-S, RPT-S

    Workshop Abstract

    Building therapeutic relationships with children requires different skills than those typically used when working with adults and adolescents. The purpose of this workshop is to provide participants with an introduction to Child-Centered Play Therapy (CCPT) – a developmentally appropriate and evidence-based therapeutic model that can be used with children ages 3 to 11 who are experiencing a wide variety of presenting issues. This workshop involves experiential activities in which you will learn and practice basic CCPT techniques in a small group setting.  Come and play with us on September 15th!

    Learning Objectives

    Objective 1    Identify the foundations of child-centered play therapy (CCPT)

    Objective 2    Describe the rationale for toy selection and room arrangement in the playroom

    Objective 3    Employ five facilitative responses used in CCPT .

    Objective 4    Evaluate/limit setting and choice giving techniques

    Objective 5     Practice CCPT skills in a playroom

    June 30, 2017

    School Counselors’ Effective Use of Group Play Therapy

    Facilitator- Sarah Blalock, PhD, LPC-S, RPT-S, CSC

    Workshop Abstract

    Group play therapy offers special challenges and rewards.  The presence of another child combined with the presence of the counselor can provide children with unique opportunities for growth, along with the possibility of unexpected “magic.”  Participants will have an opportunity to explore the unique benefits of group play therapy, the appropriate use of group play therapy, the challenges of providing group play therapy, the counseling skills required, the ethics involved, and the specific issues related to providing group play therapy in the schools.   The presenter conducted group and individual play therapy as a school counselor for 10 years, and recently conducted a research project comparing the benefits of individual and group play therapy. The presenter will show video clips of herself providing group play therapy services. 

    Learning Objectives:

    Objective 1   Participants will discuss the unique benefits and challenges of providing group play therapy to children in schools.

    Objective 2   Participants will explore the use of group play therapy as compared to the use of individual play therapy, and how to make decisions regarding which children (and in what combination) might benefit most from the group play therapy modality. 

    Objective 3    Participants will review the ethical concerns involved in conducting group play therapy.

    May 19, 2017

    How Did This Get To Be So Hard? The Challenges of Working With Parents

    Facilitator- Mary Morrison Bennett, PhD, LPC-S, RPT-S

    Workshop Abstract:

    Effective parent consultations are critical in every play therapy practice. This interactive presentation focuses on engaging parents in the therapeutic process and teaching therapeutic skills. We will focus on helping parents to see their child through a therapeutic lens.

    Learning Objectives:

    1. Learn to utilize their theory in working with parents in the play therapy process
    2. Learn the importance of self-awareness in working with parents in the play therapy process.
    3. Evaluate personal responses to challenging parent behaviors.
    4. Learn to incorporate neurobiology and development in the parent education component of the play therapy process.
    5. Learn to have empathy for parents through the change process.
    6. Learn to work with difficult parents in play therapy.

    March 24, 2017

    Using the Sand Tray and expressive Arts in Play Therapy Supervision

    Facilitator- Linda E. Homeyer, PhD, LPC-S, RPT-S

    Workshop Abstract:

    This workshop is all about using sand tray and expressive arts in the supervision experience. Applied to the Integrated Developmental Model (IDM), experiences will be practiced for specific purposes for supervisee growth. Experiences for supervisor self-awareness will also be provided. Bring 10 - 20 miniature figures along with you!

    Learning Objectives:

    1. be able to set identify three stages of a developmental supervision model
    2. identify a sandtray specific experience for each of the three stages
    3. relate the similarities and differences of the use of sand tray with a supervisee and a client (use of the parallel process)
    4. discuss ethical issues regarding the use of the sand tray and supervisee personal issues
  • June 17, 2016

    Advocating for Play Therapy in Schools

    Facilitator: Jaclyn N. Sepp, MA, LPC, RPT, NCC, CSC

    Workshop Abstract

    Play therapy offers a safe place for children to work through difficulties they are experiencing in their life without the threat of real-life consequences.  Developmentally appropriate and empirically supported, play therapy can be utilized by school counselors as both a preventative and as a responsive intervention with students that are facing emotional and academic issues.  Most of the time a child’s mental health needs are first recognized and addressed in the school setting, why not use the power of play in your comprehensive school counseling program?

    Learning Objectives:

    1. Advocate to school administration and colleagues about the history & benefits of play therapy as a part of your comprehensive school counseling program.
    2. Utilize a consultation model that will enhance your communication with school personnel about the use of play therapy and ways to implement Child Teacher Relationship Training (CTRT) on your campus.
    3. Incorporate play therapy into your comprehensive school counseling program, including setting up a play space, providing parent training opportunities, and becoming a School Based-Registered Play Therapist (SB-RPT).
    4. Utilize a variety of play therapy techniques to help students cope with their social, emotional and behavioral challenges in both elementary and secondary school environments.

    May 16-19, 2016

    AAC Workshop - Introduction to Animal-Assisted Counseling

    Facillitator: Elizabeth Kjellstrand Hartwig, PhD, LPC-S, RPT-S

    Workshop Abstract

    This training is the first workshop of the Texas State University Animal-Assisted Counseling Academy. This training will provide an introduction to counseling and play therapy history and theory, animal-assisted counseling (AAC) and play therapy, the human-animal bond, evidence-based research in AAC and play therapy, various therapeutic settings, canine communication, and positive training approaches for AAC. To register for this workshop, please complete an AAC Academy application and complete the registration (payment) process.

    February 19, 2016

    Using Attachment-Informed Sandtray in Family Play Therapy

    Presenters: Marshall Lyles, MA, LMFT-S, LPC-S, RPT-S

    This workshop will overview the necessary basics of sandtray protocols and practices while giving participants the opportunity to observe and participate in experiential sandtray exercises.  Advanced techniques that target issues specific to attachment-wounded children will be discussed and this includes addressing how to integrate caregivers into play therapy sessions.

    Learning Objectives:

    1. To address the basics of sandtray-based play therapy methodology and protocols
    2. To practice facilitating sandtray techniques in play therapy sessions
    3. To apply attachment-informed concepts to family-based play therapy treatment planning
    4. To integrate caregivers into play therapy with attachment-wounded children using the sandtray
  • November 20, 2015

    Using Sandtray in Case Consultation and Supervision

    Presenters: Elizabeth Kjellstrand Hartwig, PhD, LPC-S, RPT-S

    Workshop Abstract

    Have you ever utilized sandtray in play therapy case consultation or supervision? Sandtray is an effective counseling technique, and can also be helpful in play therapy consultation and supervision. Join us as we explore four approaches to utilizing sandtray with peers or supervisees. These approaches include teaching sandtray as a technique, promoting peer or supervisee self-awareness, case consultation, and group supervision. Each of these approaches can be a dynamic way to enhance the play therapy consultation and supervision process. Come ready to learn, share, and participate!

    Learning Objective:

    1. Identify rationale for using sandtray in case consultation and supervision.
    2. Examine four approaches for using sandtray in case consultation and supervision.
    3. Evaluate examples of processing questions and sandtray activities.

    September 18, 2015

    Adlerian Play Therapy

    Presenters: Kate Halinski, PhD, LPC-S, RPT-S

    Workshop Abstract

    In this workshop, attendees will learn important components of Adlerian Play Therapy. This interactive workshop will focus on the therapeutic value of integrating the concepts of Adlerian Theory with the practice of play therapy. Adlerian play therapy techniques will be highlighted which can enhance the therapeutic relationship and help clients gain insight. The workshop will include case conceptualization, through an Adlerian lens, that focuses on life-styles, personality priorities, goals of misbehavior, and the crucial c’s. Participants will gain therapeutic play therapy strategies as well as expressive arts techniques that will assist them in working with children and adolescents.

    Learning Objective:

    1. Gain a basic understanding of Adlerian Play Therapy
    2. Understand how to incorporate Adlerian Play Therapy techniques to aid in the establishment of collaborative therapeutic relationships with children, adolescents, and parents
    3. Learn how to facilitate Adlerian Play therapy techniques that aid in client insight, reorientation and reeducation
    4. Conceptualize a client using the Adlerian Play Therapy concepts including the goals of misbehavior, the crucial c’s and personality priorities

    July 31, 2015

    Sandtray Therapy and Its Use by Play Therapists doing Trauma-Informed Work with Individuals and Families

    Facilitator: Linda Homeyer, PhD, LPC-S, RPT-S

    Workshop Abstract

    Want to expand your use of sandtray therapy in your play therapy practice with traumatized children, adolescents and families? This training will provide play therapists an exploration of integrating sandtray therapy to ones’ ongoing clinical work in play therapy, theory, and client conceptualization. How trauma-informed sandtray therapy works, including the brain connection, will be articulated. Scattered throughout the day will be several experiential activities to provide personal insight into professional uses. Please bring 10-15 miniatures!

    Learning Objective:

    As a result of this day, the play therapist will be able to:

    1. set-up a sandtray therapy clinical space (separate from the play room) for an individual session as well as a group/family session, both materials and therapeutically
    2. list trauma-informed dynamics impacting the use of sandtray in your play therapy practice
    3. Identify how the brain interacts/responds to the use of sandtray and how to incorporate this information with your play therapy approach (or modality, or paradigm, etc).
    4. Implement a family sandtray session

    June 26, 2015

    Advocating for Play Therapy in Schools: Using Consultation Models & Data to Inform School Personnel About the Importance of Play Interventions

    Facillitator: Stephanie Eberts, PhD

    Workshop Abstract

    Many school counselors do not think that they can use play therapy in a school setting.  This presentation will give participants the tools to educate their school population in the benefits of play therapy. Using consultation models, knowledge of best practices, and data, participants will be better equipped to advocate for their play therapy program in their schools.

    Learning Objective:

    1. Participants will learn how to present information about the benefits of play therapy with their student population to administrators and school leaders.
    2. Participants will understand and be able to utilize a variety of consultation models that will enhance their communication with school personnel about the use of play therapy.
    3. Participants will be given tools to promote the use of play therapy within their schools.

    May 15, 2015

    Finding Hope: Play Therapy with Grieving Children and Families

    Presenters: Elizabeth Kjellstrand Hartwig, PhD, LPC-S, RPT-S

    Workshop Abstract

    After the death of a loved one, many children struggle to understand their thoughts and emotions around life and death. This training is designed to provide counselors with strategies for helping children and families work through grief and loss. Techniques utilizing sandtray, expressive art, music, and family approaches will be discussed. This workshop provides a hands-on approach to learning, so participants will also have the opportunity to create, consider, and process some of their own experiences with grief. The small group seminar environment for this workshop will provide opportunities for sharing experiences and networking.

    Learning objective:
    After this workshop participants will be able to:

    • Identify the challenges children and families face after the death of a loved one
    • Recognize myths and facts about grief and grieving in play therapy
    • Participate in experiential activities that can be used as play therapy techniques
    • Apply play therapy techniques to different client situations, such as young children, teens, and families
    • Apply self-care strategies to assist recovery for self and clients that support play therapy best practices

    February 20, 2015

    Understanding the Play Therapy Process for Children with a History of Relationship Trauma

    Presenters: Mary Morrison Bennett, Ph.D., LPC-S, RPT-S

    Workshop Abstract

    The process of play therapy can be confusing and challenging with children who have experienced significant interpersonal trauma. Play therapists often struggle to understand the meaning of the child's play and question their ability to be effective in helping the child heal. At times, fully and unconditionally accepting these children is a challenge. In this interactive workshop, and from personal case examples, Dr. Bennett will take us on a journey of exploration of the often challenging play therapy process and how an enhanced understanding of the process can facilitate movement and growth, with a focus on 1) conceptualizing the child within the context of relationship trauma, 2) recognizing unique challenges in the therapist-child relationship, 3) understanding and responding to post traumatic play themes, and 4) developing strategies for systemic intervention to facilitate movement and growth.

    Learning Objective:

    • Participants will be able to recognize unique challenges in the therapist-child relationship in play therapy with a child who has experienced a trauma.
    • Participants will be able to indentify post-traumatic play qualities in play therapy clients.
    • Participants will understand how to respond to post-traumatic play themes in play therapy.

    January 23, 2015

    Introduction to Sandtray for Play Therapists

    Presenters: Dr. Linda Homeyer, LPC-S, RPT-S

    Workshop Abstract

    This workshop is for the play therapist that is new at using sandtray. The session will cover the six-step protocol including: materials; setting-up the room; session protocol and documentation. You will be introduced to several therapeutic uses of sandtray materials.
    Sandtray therapy is a quickly expanding and growing area within play therapy. However, many have not received any training in the modality. This all-day training will provide the historical context for sandtray therapy; how to integrate sandtray into the play therapist’s therapeutic milieu and play therapy/counseling theory; the brain’s response to, and use of, sandtray. We will cover understanding the underlying principles of selecting the elements needed to set-up a sandtray therapy room, including rationale of categories of sandtray miniatures, variety of sizes and shapes of sandtrays, managing the use of water, etc. Also discussed will be a protocol for a sandtray session and use of a session documentation form. The day will include a review of some of the sandtray the research. Several activities will be built into the day to provide the critical component of any experiential therapy training: the clinician’s actual experience of activities they will use with their clients so they will know how it feels for the client to use the media.

    Learning Objective:

    1. be able to set the development of sandtray within the context of the play therapy movement
    2. identify how to set-up a clinical space, both materials and therapeutically
    3. list categories of miniatures and discuss issues regarding selection
    4. be able to identify how the brain interactions/responds to the use of sandtray
  • November 14, 2014

    Play Therapy and Expressive Art Activities: Facilitating Healing of Eating Disorders in Adolescents

    Presenters: Kate Halinski, PhD, LPC-S, RPT-S

    Workshop Abstract
    Play Therapy and expressive art activities used in the individual or group counseling setting can serve as a powerful therapeutic intervention for children or adolescents struggling with an eating disorder. Through the language of imagery, play therapy techniques, including sandtray, can aid in promoting insight as it serves to illustrate the inner experience of the client. School counselors, counselors at the university level, community counselors and private practitioners can benefit by learning ways to appropriately facilitate individual and group exploration of issues related to eating disorders. In addition, attendees will gain an understanding of how to tailor play therapy and expressive art activities as a means of early intervention and prevention of eating disorders. NOTE: This is an advanced seminar, basic knowledge of play therapy and sandtray are required.

    Learning Objective:

    1. Identify the current diagnostic criteria for Eating Disorders in children and adolescents
    2. Understand the rationale for utilizing play therapy and expressive art activities with children and adolescents struggling with eating disorders
    3. Learn various expressive art activities focused on issues related to eating disorder recovery

    September 19, 2014

    Family Play Therapy

    Workshop Abstract

    This workshop is an experiential program that presents the foundations of familyplay therapy and an opportunity to learn and practice several family play therapy techniques. We will discuss the effectiveness of family therapy and when therapists may choose to use family therapy on a weekly basis or as an adjunct to play therapy. The techniques that will be presented include Family Aquarium, Family Puppet Interview, Family Sandtray, and Family Sculpting. Participants will practice the family play therapy techniques in “family groups,” with each member having the opportunity to be the therapist.  We will discuss how to use these techniques with diverse families, different ages of family members, and various counseling settings.

    Learning Objective:

    • Understand the benefit of shifting focus in play therapy from identified client to whole family
    • Create a playful and engaging play therapy atmosphere for family counseling
    • Learn techniques that can assess how the family functions in family play therapy

    July 18, 2014

    Introduction to Sandtray for Play Therapists

    Workshop Abstract

    This workshop is for the play therapist that is new at using sandtray. The session will cover the six-step protocol including: materials; setting-up the room; session protocol and documentation. You will be introduced to several therapeutic uses of sandtray materials.
    Sandtray therapy is a quickly expanding and growing area within play therapy. However, many have not received any training in the modality. This all-day training will provide the historical context for sandtray therapy; how to integrate sandtray into the play therapist’s therapeutic milieu and play therapy/counseling theory; the brain’s response to, and use of, sandtray. We will cover understanding the underlying principles of selecting the elements needed to set-up a sandtray therapy room, including rationale of categories of sandtray miniatures, variety of sizes and shapes of sandtrays, managing the use of water, etc. Also discussed will be a protocol for a sandtray session and use of a session documentation form. The day will include a review of some of the sandtray the research. Several activities will be built into the day to provide the critical component of any experiential therapy training: the clinician’s actual experience of activities they will use with their clients so they will know how it feels for the client to use the media.

    Learning Objective:

    1. be able to set the development of sandtray within the context of the play therapy movement
    2. identify how to set-up a clinical space, both materials and therapeutically
    3. list categories of miniatures and discuss issues regarding selection
    4. be able to identify how the brain interactions/responds to the use of sandtray

    May 16, 2014

    Helping Children Heal from Divorce

    Workshop Abstract

    Divorce can be overwhelming for children and parents. Join us as we discuss individual and group approaches to help kids work through post divorce adjustment. Bibliotherapy, expressive arts, and puppet play are some of the individual techniques we will discuss. Group approaches will also be presented, with an emphasis on group activities, age considerations, and resources needed.  The small group seminar environment for this workshop will provide opportunities for sharing experiences and networking.

    Learning Objective:
    • Identify the challenges children face after divorce
    • Describe four individual techniques to help children work through divorce
    • Practice facilitating one individual technique
    • Evaluate group counseling topics and activities based on age considerations

    March 21, 2014

    Adlerian Play Therapy

    Workshop Abstract

    In this workshop, attendees will learn important components of Adlerian Play Therapy. This interactive workshop will focus on the therapeutic value of integrating the concepts of Adlerian Theory with the practice of play therapy. Adlerian play therapy techniques will be highlighted which can enhance the therapeutic relationship and help clients gain insight. The workshop will include case conceptualization, through an Adlerian lens, that focuses on life-styles, personality priorities, goals of misbehavior, and the crucial c’s. Participants will gain therapeutic play therapy strategies as well as expressive arts techniques that will assist them in working with children and adolescents.

    Learning Objective:

    1. Gain a basic understanding of Adlerian Play Therapy
    2. Understand how to incorporate Adlerian Play Therapy techniques to aid in the establishment of collaborative therapeutic relationships with children, adolescents, and parents
    3. Learn how to facilitate Adlerian Play therapy techniques that aid in client insight, reorientation and reeducation
    4. Conceptualize a client using the Adlerian Play Therapy concepts including the goals of misbehavior, the crucial c’s and personality priorities

    February 21, 2014

    Winning Parents Over and Involving Them in the Process

    Workshop Abstract

    Effective parent consultations are critical in every play therapy practice. This interactive presentation focuses on engaging parents in the therapeutic process and teaching therapeutic skills. We will focus on helping parents see their child through our therapeutic lens.

    Learning Objective:

    1. Explain play therapy to parents in a way they can understand.
    2. Teach at least 1 therapeutic skill to parents
    3. Explain to parents some basics of neurobiology to understand and communicate better with their child.

    January 17, 2014

    Advanced Child Centered Play Therapy: Trusting the Therapeutic Process

    Workshop Abstract

    This seminar will focus on more advanced concepts in Child Centered Play Therapy. We will focus on identifying themes, facilitating movement in session and making deeper responses based on the child’s play themes. We will also cover record keeping and conceptualizing the client from a Child Centered Perspective as well as working with parents.

    Learning Objective:
    1. Identify themes in the client’s play.
    2. Create facilitative responses focused on client’s play themes to facilitate movement in play therapy.
    3. Learn to keep case notes which document detailed aspects of play therapy and assist in tracking movement in sessions.
    4. Learn to communicate with parents in helpful and meaningful ways from a Child Centered Play Therapy perspective.
  • November 15, 2013

    Basic Child Centered Play Therapy

    Workshop Abstract
    Building therapeutic relationships with children  requires different skills than those typically used when working with adults and adolescents. The purpose of this workshop is to provide participants with an introduction to Child-Centered Play Therapy (CCPT) – a developmentally appropriate and evidence-based therapeutic model that can be used with children ages 3 to 11 who are experiencing a wide variety of presenting issues. This workshop involves experiential activities in which you will learn and practice basic CCPT techniques in a small group setting.  Come and play with us on November 15th!
     
    Learning Objective :
    • Identify the foundations of child-centered play therapy (CCPT)
    • Describe the rationale for toy selection and room arrangement in the playroom
    • Employ five facilitative responses used in CCPT
    • Evaluatelimit setting and choice giving techniques
    • Practice CCPT skills in a playroom 

    September 20, 2013

    Processing the Sandtray: Working within the Session

    Presenter: Dr. Linda Homeyer, LPC-S, RPT-S

    Workshop Abstract
    Sandtray therapy has become a very popular form of play therapy, especially in the last several years. This seminar will focus on using sandtray with the client of all ages – child to adult. How does the readiness for change impact how we use sandtray therapy? How does developmental age change the process? How does understanding theory as the frame impact how you work with clients.
    This is seminar will have a strong experiential component. We will watch and discuss video sessions, and have an opportunity to build and talk about your own trays! Come ready to learn and play!
     
    Learning Objective:
    1. Be able to identify Steps 3, 4 & 5 in the Six Session Protocol (Homeyer & Sweeney) and how they interrelate;
    2. Identify at least two different ways to approach the processing part of the sandtray therapy session (Step 4);
    3. Be able to articulate how therapeutic intent and theory/clinical approach impacts the overall process;
    4. Learn how to use the Homeyer & Sweeney documentation format and self-evaluation process. 

    May 3, 2013

    Create Your Own Adventure: Learning the Basics of Adventure-Based Play Therapy Groups with Pre-Adolescents and Adolescents 

    Presenter: Dr. Stephanie Eberts, Ph.D.

    Workshop Abstract

    This is the perfect training for those of you who serve pre-adolescent and adolescent clients. You can use play therapy ideas to shape adventure groups for older children. Join us to learn about the basics of creating a program that will work for your clientele. This presentation will be experiential, so come prepared to participate in group activities and have fun while learning a great way to interact with our adolescent clients.


    February 8, 2013

    We’re All in This Together: Consultation and Collaboration in Play Therapy

    Presenters: Linda Homeyer, PhD, LPC-S, RPT-S & Elizabeth Kjellstrand, PhD, LPC-S, RPT-S

    Workshop Abstract
    Do you ever wish you had additional support with certain clients in play therapy? Consultation and collaboration helps play therapists identify other professionals and resources that can help children be successful.  This interactive seminar will explore ways to utilize consultation and collaboration in working with children in play therapy.  Case examples will be used to demonstrate consultation and collaboration in school, agency, and private practice settings.
     
    Learning Objective:
    1. Understand the role of play therapists working in school, agency, and private practice settings.
    2. Distinguish between the processes of consultation and collaboration in play therapy.
    3. Explore when to employ consultation and collaboration in play therapy through case examples.
    4. Identify collaborative partners and consultation resources to help children in play therapy.