Play Therapy Book Tests


Earn non-contact continuing education credit by completing tests based upon play therapy books available. Books must be purchased prior to completing online tests.

  • Price includes CE test only.


Continuing Education

APA. The Association for Play Therapy (APT) is approved by the American Psychological Association (APA) to sponsor continuing education for psychologists. APT maintains responsibility for this program and its content.



NBCC. The Association for Play Therapy (APT) has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 5636. Programs that do not qualify for NBCC credit are clearly identified. APT is solely responsible for all aspects of the programs.



APT. The Association for Play Therapy (APT) offers continuing education specific to play therapy. APT Approved Provider 95-100 maintains responsibility for the program.


Sessions

Play Therapy Dimensions Model: A Decision-Making Guide for Therapists


Credits: None available.

Learning Objectives:

  • Describe the two primary dimensions conceptualized in model, along with the four quadrants that relate to therapeutic decision making.
  • Identify the commonalities and differences in existing models and approaches to play therapy and map them on the model.
  • Identify the advantages of an integrative approach to play therapy that is based on the child's needs and development, as identified through specific child moderating factors.
  • Describe ways a therapist might immerse him/herself in the play process, and identify the potential impact and outcome of each type of immersion.
  • Identify three stages of therapist development, according to the developmental model of supervision and discuss two primary bridging activities a supervisor may use to facilitate growth in each phase.

Author(s):
Standard: $60.00

Play Therapy for Very Young Children


Credits: None available.

Learning Objectives:

  • Learn the major models of play interventions for infants and toddlers.
  • Describe a wide variety of therapeutic play strategies for very young children.
  • Understand the importance of early intervention for young children exhibiting behavior problems.
  • Articulate the ways parents can become involved in play interventions.
  • Cite evidence for the effectiveness of play therapies for very young children.
  • Learn effective play-based prevention programs for very young children.
  • Understand the role of play in fostering secure attachments in very young children.
  • Become familiar with the challenges of early intervention through illustrative case studies.

Author(s):
Standard: $110.00

Play Therapy Interventions to Enhance Resilience


Credits: None available.

Learning Objectives:

  • Describe at least six guideposts for nurturing a resilient mindset
  • Identify the eight therapeutic mechanisms of Rutter (1999) in their application to Play Therapy (Seymour, 2014) and note their relationship to resilience-based therapy.
  • Define resilience-based treatment elements that are particularly important when providing therapy to persons who have experienced significant life trauma as an individual and/or in the context of surviving mass trauma.
  • Describe at least three special factors that impact the provision of resilience- based therapy in a school setting.
  • Share at least one person’s experience of resilience-based Play Therapy (i.e., one of the case presentations in the book) and share how this inspired them in their own clinical work.

Author(s):
Standard: $60.00

Play Therapy with Adolescents


Credits: None available.

Learning Objectives:

  • Identify the unique characteristics and needs of adolescents in treatment and identify play therapy techniques to effectively meet those needs.
  • Explain the rationale for and advantages of using play therapy with adolescent clients, and will learn some of the special considerations for the use of this modality when working with this population.
  • Identify strategies for utilizing play therapy to establish trust and build therapeutic relationships with adolescent clients.
  • Describe strategies for adapting play therapy approaches typically utilized with younger children such as Theraplay and Filial Therapy, to provide a developmentally appropriate approach to therapy with adolescents.
  • Identify play therapy approaches and playful therapeutic techniques that have been found to be useful for working with adolescents. This includes review of historical and theoretical foundations as well as practical applications.
  • Describe the use of play therapy and some specific approaches with adolescents in specific populations, such as those in foster care or those diagnosed with eating disorders.
  • Identify the unique benefits of both directive and non-directive play therapy approaches with adolescents and describe specific adolescent populations or issues that might warrant one approach over another.

Author(s):
Standard: $70.00

Play Therapy with Adults


Credits: None available.

Learning Objectives:

  • Identify and describe various play therapy modalities that can be used with adults.
  • List reasons why various play therapy methods would be used with adults in conjunction with or as an alternative to traditional talk therapy.
  • Describe the training requirements needed to practice at least 2 modalities of play therapy.
  • Understand the healing potential of adults at play.
  • Integrate humor into adult psychotherapy.
  • Apply play interventions with the elderly.
  • Utilize sandplay therapy with adults.

Author(s):
Standard: $100.00

Play Therapy with Traumatized Children: A Prescriptive Approach


Credits: None available.

Learning Objectives:

  • Identify five of the treatment goals described in the FSPT model.
  • Describe the therapeutic function of experiential master play and give examples of how children use the toys to achieve mastery.
  • Identify five interventions that aid in assessing and augmenting a child's coping repertoire.
  • Explain how the playroom allows for gradual exposure to the traumatic content.
  • Articulate five strategies for helping children soothe their physiology.
  • Describe the importance of termination and list several activities that aid the therapist in making ameaningful goodbye with the client.
  • Describe the symptoms that may be manifested by a child who has experienced a trauma.

Author(s):
Standard: $90.00

Play Therapy with Vulnerable Populations: No Child Forgotten


Credits: None available.

Learning Objectives:

  • Discuss the integration of play therapy practices with vulnerable populations.
  • List interventions appropriate for traumatized populations.
  • Discuss evidenced based practices for developmental and social issues.
  • Explain how play therapy may be used in conjunction with evidenced based practices.
  • Explain how play therapy may be used with young children who experienced trauma.

Author(s):
Standard: $70.00

Play Therapy: An Introduction


Credits: None available.

Learning Objectives:

  • Explain the multiple interpretations of the definition of play therapy.
  • Have an overview of the history of the development of play therapy.
  • Identify the importance of having a professional identity.
  • Analyze the importance and purpose of a theory of play therapy.
  • Have an overview of the professional intake, disclosure and documentation necessary in conducting play therapy.
  • Compare and contrast the elements of play therapy.
  • Describe informal and formal assessment, research supported interventions, and cultural influences on successful play therapy interventions.
  • Identify thee basic legal and ethical issues surrounding the treatment and care of children in play therapy.

Author(s):
Standard: $80.00

Play Therapy: The Art of the Relationship, Third Edition


Credits: None available.

Learning Objectives:

  • Articulate the theoretical orientation of child-centered play therapy and state the purpose and rationale for its use with children in treatment.
  • Demonstrate a working knowledge of the principles of child engagement, interaction, and termination in the playroom including facilitative responses and limit setting.
  • Describe the meaning of play and the history of Play Therapy.
  • Articulate key elements of the ethical and legal issues involved in child treatment.
  • Discuss the rationale for limit setting in the playroom.
  • Identify the three central constructs of child-centered theory of personality structure.
  • List the three (3) Broad categories of toys.

Author(s):
Standard: $110.00

Play-Based Interventions for Children and Adolescents with Autism Spectrum Disorders


Credits: None available.

Learning Objectives:

  • Explain the difference between neurotypical and neuro-atypical play, both developmentally and from a neurobiological perspective.
  • Describe various models of play therapy as applied to clients with autism spectrum disorders, including but not limited to Client Centered, Canine Assisted, Filial and Jungian.
  • Describe the characteristics and symptoms of autism spectrum disorders, particularly as they are manifest in play and play therapy.
  • Identify the differences and similarities of the various autism diagnoses along the spectrum and how these can be addressed through the use of play therapy.
  • Identify specific play therapy based strategies and interventions for working effectively with children and teens with ASD and their families.
  • Identify appropriate treatment goals for children and teens with ASD and how these goals can be supported and accomplished via play therapy.
  • Describe the efficacy of combining play therapy and expressive arts therapies, i.e. art, music, dance- movement and drama in working with ASD children and adolescents with autism spectrum disorders.
  • Explain the value and significance of large scale play therapy and play-based programs in treating autism spectrum disorders including the P.L.A.Y. Project and D.I.R. Floortime.

Author(s):
Standard: $100.00
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