Workshop Descriptions

All presentations are live only. Times listed below. Please note times vary across days.

Monday, June 22, 2020 - 9am-12noon CST
TraumaPlay: A Flexibly Sequential Approach to Trauma and Attachment Issues
Paris Goodyear-Brown, LCSW, RPT-S

TraumaPlay, is a flexibly sequential play therapy model, informed by our current understandings of the neurobiology of play and the neurobiology of trauma, and built on the power of one to heal the other. Grounded in attachment theory, the child or family is met moment-to-moment as therapeutic needs are assessed. The framework of seven therapeutic treatment goals serve as the umbrella under which clinicians have freedom to employ a variety of interventions. TraumaPlay  allows room for both non-directive and directive approaches to be employed and incorporates clinically sound elements of other evidence based treatments such as Child Centered Play Therapy, Theraplay, and Cognitive-Behavioral Play Therapy, while offering original interventions that were developed in real-world clinical settings to maximize therapeutic absorption through every play-based learning portal. 

Learning objectives:

After the workshop, participants will be able to  

1) Articulate several self-directed ways in which children use the playroom to increase their sense of safety and security.  
2) Explain several play therapy techniques that assist clients in creating trauma narratives. 
3) List the three roles of a TraumaPlay Therapist.

For the purpose of Criteria Verification Forms for RPT Credentialing Applications, this workshop covers:
3 non-direct contact hours  

Tuesday, June 23, 2020 - 9am-12noon CST
TraumaPlay: Including Parents in A Flexibly Sequential Approach to Trauma and Attachment Issues
Paris Goodyear-Brown, LCSW, RPT-S

TraumaPlay, is a flexibly sequential play therapy model, informed by our current understandings of the neurobiology of play and the neurobiology of trauma, and built on the power of one to heal the other. Grounded in attachment theory, the child or family is met moment-to-moment as therapeutic needs are assessed. The framework of seven therapeutic treatment goals serve as the umbrella under which clinicians have freedom to employ a variety of interventions. In the second part of this series, incorporating parents into the process of TraumaPlay will be discussed.

Learning objectives:

Learning objectives:

After the workshop, participants will be able to  

1) List all seven components of TraumaPlay. 
2) Describe four play therapy interventions that assess for and augment coping. 
3) Explain how the goal of enhancing the role of Parents as Partners fits within the overall philosophy of TraumaPlay.

For the purpose of Criteria Verification Forms for RPT Credentialing Applications, this workshop covers:
3 non-direct contact hours 

 

Wednesday, June 24, 2020 - 6-9pm CST
Play Reveals What Words Conceal: Using Play Therapy to Confront What Families Avoid
Nick Cornett, Ph.D., LPC, LMFT, RPT

Research suggests that play therapists and families agree: (1) when children are experiencing problems, families tend to be experiencing problems (Haslam & Harris, 2011; Tsai & Ray, 2011), and (2) effective therapy with children is inclusive of the family unit (Haslam & Harris, 2011; Sax, 2007). This emphasis on family involvement is supported by numerous research studies that suggest that family functioning and individual wellbeing are intertwined, not only for children and adolescents (Balistreri & Alvira-Hammond, 2016; Crandall, Ghazarian, Day, & Riley, 2016; Ferro & Boyle, 2015; Freed, Rubenstein, Daryanani, Olino, & Alloy, 2016; Knopp et al., 2017) but also for adults (Breaux & Harvey, 2018; Staccini, Tomba, Grandi, & Keitner, 2015; Wymbs, Wymbs, & Dawson, 2015). Unfortunately, research also suggests that only one out of four play therapists acknowledge practicing family play therapy, citing discomfort and a lack of training as the predominant reasons for not involving families more (Haslam & Harris, 2011). In this workshop, participants will strengthen their knowledge and skills in working with families through play therapy. Participants will learn how to identify problematic family system dynamics that tend to interfere with family communication, such as family secrets, family rules, and communication stances (Gehart, 2018). Participants will learn strategies for promoting congruent family communication through utilizing foundational play therapy attitudes, skills, and activities. In addition, participants will have the opportunity to assess and promote their own congruent communication as play therapists as they apply the concepts and strategies to themselves through experiential exercises. 

Learning objectives:

Participants will be able to:

1) Define communication from a family systems perspective.
2) Describe family systems concepts that can be useful in identifying unhealthy patterns of family communication that may appear in family play therapy sessions, such as family secrets, family rules, and communication stances.
3) Describe foundational play therapy attitudes, skills, and exampleactivities that can be used in the context of family play therapy to facilitate congruent communication between family members.
4) Apply family systems concepts regarding unhealthy family communication to themselves in order to understand their own communication tendencies as play therapists.

For the purpose of Criteria Verification Forms for RPT Credentialing Applications, this workshop covers: 
3 non-direct contact hours: 1 hours of Skills & Methods and 2 hours of Special Topics

 

Thursday, June 25, 2020 - 7-10am CST
Measuring Change: Evaluating Progress in Play Therapy
Dee C. Ray, Ph.D., LPC-S, NCC, RPT-S, Certified CCPT-Trainer, Certified CPRT-Trainer

How do we know play therapy is working and how do we determine that children are getting better throughout the play therapy process? Participants will learn how to measure progress through concrete measures of evaluation, as well as conceptualization and reflective practices on client improvement. Using systemic and holistic evaluation procedures, presenter will offer participants a system of evaluation to help determine the need for treatment modifications, termination, and/or patience with the process. Participants will learn markers of progress and how to use these markers to help children progress more effectively through the play therapy process. Using theories of progress (Moustakas, 1971; Guerney, 2001; Landreth, 2012), participants will be able to evaluate where clients are in the process of treatment and how to articulate this movement. Evaluation and measurement of change with specific presenting issues such as anxiety, aggression, and social problems will be a few of the examples used to illustrate the tracking of progress. Presenter will offer participants standardized measures, procedures, and steps to determining progress in session and outside of session. Participants will also learn how to articulate improvement to parents, administrators, and legal stakeholders. This session will further address the process of evaluation when children are not progressing in play therapy. Although presenter is grounded in Child-Centered Play Therapy theory and will rely heavily on CCPT examples, this session will be applicable to most orientations to play therapy.

Learning objectives:

1) Participants will identify at least 5 standardized measures of change to use for tracking play therapy progress.
2) Participants will learn a systematic approach to identify and measure progress in play therapy.
3) Participants will learn how to interpret measures and child behaviors in the context of tracking progress.
4) Participants will learn how to articulate progress to systemic stakeholders.
5) Participants will identify behaviors in play therapy that signify progress.
6) Participants will learn how to evaluate change in session as well as out of session.

For the purpose of Criteria Verification Forms for RPT Credentialing Applications, this workshop covers: 
3 non-direct contact hours 

 

Friday, June 26, 2020 - 7-10am CST
Using Play Therapy to Address Sensory Processing Challenges: An Integrative Approach
Robert Jason Grant, Ed.D., LPC, NCC, RPT-S, ACAS

This training explores the integration of play therapy approaches and interventions to address sensory processing challenges. An overview of sensory processing challenges will be covered along with descriptors of the eight sensory processing areas. The benefits of non-directive and structured play therapy will be covered. The concept of a sensory play diet will be defined and explored. Several play therapy inventions designed to help with sensory issues will be presented and participants will have the opportunity to understand how to create a sensory friendly playroom.

Learning objectives:

1) Define what is meant by sensory processing issues and how these issues can present in play therapy sessions.
2) Identify several play therapy interventions that can be used to address sensory processing challenges.
3) Outline a sensory play therapy diet to help children with sensory struggles.
4) Identify how to make a play therapy room and office spaces sensory friendly.

For the purpose of Criteria Verification Forms for RPT Credentialing Applications, this workshop covers: 
3 non-direct contact hours 

 
Due to the confidentiality and nature of topics presented, children (of any age) will not be permitted to any conference workshops.