Play Therapy Book Tests

Earn non-contact continuing education credit by completing book tests based on play therapy publications.

ATTENTION: The fee below only includes CE test; book must be purchased separately. 

Continuing Education

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.

Play Therapy with Traumatized Children: A Prescriptive Approach

Credits: None available.

Some of the most rewarding work a therapist can do is help a child recover from a traumatic event. But where to begin? A growing body of play therapy literature offers many specific techniques and a variety of theoretical models; however, many therapists are still searching for a comprehensive model of treatment that incorporates solid theoretical constructs with effective play therapy interventions.

Clinicians have long recognized that trauma therapy is not just a matter of techniques but a journey with a beginning, middle, and end. In a pioneering contribution to the field, Play Therapy with Traumatized Children: A Prescriptive Approach, the author codifies the process in her model, Flexibly Sequential Play Therapy (FSPT). Integrating non-directive and directive approaches, this components-based model allows for the uniqueness of each child to be valued while providing a safe, systematic journey towards trauma resolution. The FSPT model demystifies play-based trauma treatment by outlining the scope and sequence of posttraumatic play therapy and providing detailed guidance for clinicians at each step of the process.

Play Therapy Primary Areas:

• Special Topics
  

• 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 a meaningful goodbye with the client.
• Describe the symptoms that may be manifested by a child who has experienced a trauma.

• Paris Goodyear-Brown, MSSW, LCSW, RPT-S, Executive Director, TraumaPlay® Institute

Play Therapy with Vulnerable Populations: No Child Forgotten

Credits: None available.

While many books and current research in the field of child psychotherapy focus on typical psychiatric conditions faced by children and the associated treatments for those conditions, there is a paucity of information on treating vulnerable demographics and unique child populations. These include, but are not limited to, children affected by natural disasters, complex trauma, and obsessive-compulsive disorder. Play Therapy with Vulnerable Populations: No Child Forgotten provides the latest research-supported, play-based interventions for clinicians to utilize with these children. This book encourages the reader through real-world application case studies to honor the significance of the therapeutic relationship and balance humanism and therapeutic warmth with evidence-based practices.

Play Therapy Primary Areas:

• Skills and Methods
• Special Topics
  

• 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.

• Eric J. Green, Ph.D., LPC-S, RPT-S
• Amie C. Myrick, MS, LCPC

Play Therapy: An Introduction

Credits: None available.

This first edition book provides a comparison of play therapy theories in the areas of basic tenets, toy selection, role of the therapist, process of therapy, setting of limits, parent involvement, and assessment. Unique chapters on ethics, law, culture, diagnosis and assessment make this title a complete text for the basic course in play therapy and as a foundation for advanced play technique courses. The book is illustrated with over 70 pictures of children and play therapists in a variety of play settings, including a large empty classroom to specially designed playrooms. Counselors in K-12 school settings and other agencies.

Play Therapy Primary Areas:

• History
  
• Seminal / Historically Significant Theories
• Skills and Methods

• Explain the multiple interpretations of the definition of play therapy.
• Review 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.
• Review 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.

• Karla Carmichael

Play Therapy: The Art of the Relationship, Third Edition

Credits: None available.

Play Therapy: The Art of the Relationship is the newest incarnation of Garry Landreth’s comprehensive text on creating therapeutic relationships with children through play. It details the Child-Centered Play Therapy model, which stresses the importance of understanding the child’s world and perspective. This approach facilitates the play therapy process while allowing therapist and client to fully connect. Professors who have taught a course based on the previous edition will be pleased to find the core message intact, but updated with a significant body of recent research.

Play Therapy Primary Areas:

• History
  
• Seminal / Historically Significant Theories
• Skills and Methods
• Special Topics
  

• 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.

• Garry Landreth, EdD, LPC, LMFT, RPT-S

Play-Based Interventions for Childhood Anxieties, Fears, and Phobias

Credits: None available.

Illustrating the power of play for helping children overcome a wide variety of worries, fears, and phobias, this book provides a toolkit of play therapy approaches and techniques. Coverage encompasses everyday fears and worries in 3- to 12-year-olds as well as anxiety disorders and posttraumatic problems. Leading practitioners describe their approaches step by step and share vivid illustrative case material. Each chapter also summarizes the research base for the interventions discussed. Key topics include adapting therapy to each child's developmental level, engaging reluctant or less communicative clients, and involving parents in treatment.

Play Therapy Primary Areas:

• Seminal / Historically Significant Theories
• Skills and Methods
• Special Topics
  

• Utilize at least 10 different play-based activities for individual therapy of anxiety
• Name at least five different types of childhood anxieties that play therapists may treat
• Identify at least three therapeutic powers of play utilized when treating childhood anxiety

• Athena A. Drewes, PsyD, RPT-S
• Charles E. Schaefer, PhD, RPT-S

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

Credits: None available.

Play-Based Interventions for Children and Adolescents with Autism Spectrum Disorders explores the most recognized, researched, and practical methods for using play therapy with the increasing number of children diagnosed with Autism Spectrum Disorders (ASDs), and shows clincians how to integrate these methods into their practices. Using a diverse array of play-based approaches, the book brings together the voices of researchers and practicing clinicians who are successfully utilizing play and play-based interventions with children and adolescents on the autism spectrum. It also examines the neurobiological underpinnings of play in children on the autism spectrum and the overall effect of play on neuro-typical and neuro-atypical development. Finally, through careful integration of theory with real-world clinical case application, each chapter also shows clinicians how to incorporate a particular treatment approach and make it a viable and effective part of their work with this challenging clinical population.

Play Therapy Primary Areas:

• Seminal / Historically Significant Theories
• Skills and Methods
• Special Topics
  

• 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.

• Loretta Gallo-Lopez
• Lawrence C. Rubin, PhD, ABPP, LMHC, RPT-S

Posttraumatic Play in Children: What Clinicians Need to Know

Credits: None available.

From leading expert Eliana Gil, this book provides child clinicians with essential knowledge and tools for evaluating and working with posttraumatic play. Such play, which is often repetitive and disturbing, may help resolve traumatic experiences--but can also become toxic. The book guides the clinician to determine what is going on with a given child and intervene sensitively and effectively. Evocative case material is interwoven with up-to-date information on the developmental impact of trauma and ways to facilitate children's natural reparative capacities. A reproducible assessment checklist to help clinicians differentiate between useful and dangerous posttraumatic play can be downloaded and printed in a convenient 8 1/2" x 11" size.

Play Therapy Primary Areas:

• Special Topics
  

• Identify types of posttraumatic play
• Recognize the difference between dynamic and toxic posttraumatic play
• List guidelines used to assess types of posttraumatic play in children
• Compare less directive and more directive interventions used to interrupt toxic posttraumatic play in children
• Demonstrate knowledge about the importance of including caregivers in the therapeutic process for traumatized children

• Eliana Gil, PhD, RPT-S, ATS

Prescriptive Play Therapy: Tailoring Interventions for Specific Childhood Problems

Credits: None available.

This book helps practitioners choose from the broad range of play therapy approaches to create a comprehensive treatment plan that meets the individual needs of each child. From leaders in the field, the volume provides a flexible roadmap for assessment, case formulation, and intervention for frequently encountered psychological disorders and adversities. The focus is creating a unique therapy "prescription" that is tailored to the child's presenting problems as well as his or her strengths, challenges, and developmental level. Contributors present up-to-date knowledge on each clinical problem, describe practices that have been shown to be effective, and share vivid illustrations of work with 3- to 16-year-olds and their parents.

Play Therapy Primary Areas:

• Skills and Methods
• Special Topics
  

• Recite prescriptive play therapy including basic principles and practices, methods of assessments, and treatment planning.
• Identify appropriate clinical applications of prescriptive play therapy for a variety of client populations.
• To explore examples of case interventions, studies, and conceptualizations.
• To develop rationales for specific interventions with clients.

• Heidi G. Kaduson, PhD, Clinical Psychologist, RPT-S
• Donna Cangelosi, PsyD, RPT-S
• Charles E. Schaefer, PhD, RPT-S

Pretend Play in Childhood: Foundation of Adult Creativity

Credits: None available.

Sandra W. Russ reviews the theory and research on pretend play and creativity, arguing that pretend play in childhood provides a foundation for adult creativity. She describes cognitive and affective processes involved in play and creativity, as well as the possible evolutionary purposes of play and its cultural variations.

In particular, she highlights the importance of pretend play in helping children to access emotional memories and fantasies and presents interventions designed to encourage children’s creativity.

Play Therapy Primary Areas:

• Seminal / Historically Significant Theories
• Skills and Methods
  
• Special Topics
  

• Identify stage theories relative to pretend play and the development of adult creativity.
• Discuss theoretical models relative to pretend play and the development of adult creativity.
• Explain the foundations and application of the Affect in Play Scale.
• Analyze research supporting the cognitive and affective underpinnings of pretend play.
• Identify the importance of pretend play in the development of adult creativity.

• Sandra Russ

Profiles of Play: Assessing and Observing Structure and Process in Play Therapy

Credits: None available.

Written by a leading child psychologist, this clearly written and practical book provides a template for interpreting change and meaning in children's lives through their play activity. It shows how each child's pattern of play has a distinct profile of measurable features. These can be identified - and can be used to assess the child's development.

The processes of change that a child goes through and the different kinds of play profiles are clearly illustrated with examples from real life. This will be a useful resource for all professionals who work with children and are looking to support their development through a deeper understanding of their inner experiences, including family therapists, educational psychologists, special needs teachers, play therapists and child care social workers.

Play Therapy Primary Areas:

• Special Topics
  

• Identify the importance of children's play activity and its role in child treatment.
• Describe terms defining the components of play activity.
• Explain a working model of play activity giving therapists a way to organize their observations and thinking about the components contributing to a child's play activity.
• Select play components that can be applied to understanding specific clinical cases.
• Describe Conflictual strategies in play activity.

• Saralea E. Chazan