International Journal of Play Therapy® Tests

Presentations: 1

Starting with the January 2018 issue, earn non-contact continuing education credit by completing tests based upon the International Journal of Play Therapy®.

ATTENTION: The fee does not include publication material, price includes CE test only. APT Members must consult their print or online International Journal of Play Therapy prior to completing tests online.

Access the International Journal of Play Therapy® archives to view the article issues online.

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.

Date

Volume Issue

Level

Operation Level

Displaying 30 - 40 of 118
First
2
3
4
5
6
Last

Sessions

Preview Available

Turning the Focus to Behavioral, Emotional, and Social Well-Being: The Impact of Child-Centered Play Therapy

Credits: None available.

This study evaluated the impact of participating in child-centered play therapy for qualifying diverse second-grade students, implemented through the Primary Mental Health Project treatment protocol. This preventative approach focuses on the behavioral, emotional, and social skills of children through child-centered play therapy.Second-grade students at 1 elementary school were assessed by their teachers for 4types of behaviors: task orientation, behavior control, assertiveness, and peer/social skills. Results demonstrated significant improvement in all 4 areas assessed for students who qualified for and received services over the course of 1 academic year. Findings suggest that child-centered play therapy is an effective preventative approach for students who are at risk for developing adverse behaviors that could negatively impact their academic success. Implications and the importance of providing preventative intervention for at-risk children are discussed.

Play Therapy Primary Areas:

Skills and Methods
Special Topics

Learning Objectives:

Discuss the concepts related to the primary mental health project model and its implications.
Comprehend what behavioral, emotional, and social skills are and why they are crucial to academic success for children and youth.
Identify at-risk children, as well as the academic and health-related implications of at-risk children not being recognized.

Speaker(s):

Kristi L. Perryman, PhD, LPC-S, RPT-S
Lisa Bowers, PhD, CCC-SLP

Preview Available

Religious Faith in Play Therapy

Credits: None available.

Religious faith is a recognized healing component in children’s mental health. How-ever, no research has been conducted on religious faith in play therapy. The aim of this survey was to identify play therapists’ awareness, knowledge, and skills related to religious faith in play therapy. Results of 308 registered play therapists (RPT) or RPT supervisors participating in the study showed that 82% endorsed religious faith or spiritual belief as being central to their own identity, 75% agreed that children have spiritual awareness, 88% reported confidence in identifying their clients’ religious beliefs, and 88% reported confidence in responding to children’s questions about God in a way that honors their religion. Themes of positive and negative displays of religious faith were identified. Findings are discussed.

Play Therapy Primary Areas:

Special Topics

Learning Objectives:

Recognize the role of religious faith in play therapy.
Develop awareness, knowledge, and skills related to children's religious faith.
Understand survey results of play therapists' awareness, knowledge, and skills related to religious faith in play therapy.

Speaker(s):

Jennifer Baggerly, PhD

Preview Available

Part 2: A Qualitative Examination of Play Therapy and Technology Training and Ethics

Credits: None available.

Technology use is rapidly expanding among children and adolescents (Harwood et al.,2011), yet it is unclear whether current trends in play therapy are adapting to address these trends. Further, little research has addressed the current training that play therapists receive in the use of technology. Ethically, therapists must obtain initial training and maintain competence in a particular treatment area to ensure effective application of a clinical intervention. The purpose of the present study was to evaluate clinicians’ training and understanding of the ethics of technology in the playroom.Participants included 13 registered play therapists (RPTs) and registered play therapist-supervisors (RPT-Ss). For the present study, the researchers conducted semi structured interviews and used qualitative content analysis research methodology to complete data analysis. Results suggest a general lack of familiarity with standards and ethics and adequate training in this area, though most participants expressed prospective comfort with technological interventions if they received adequate training opportunities. Findings from the study yield implications for training opportunities and clinical interventions.

Play Therapy Primary Areas:

Special Topics

Learning Objectives:

Develop a brief understanding about the societal shift toward technology and how this influences play therapy practice.
Provide readers with knowledge about play therapists’ training regarding incorporation of technological interventions in play therapy.
Provide awareness about play therapists’ present understanding of the standards and ethics of technology use in play therapy.

Speaker(s):

Rachel A. Altvater, PsyD, RPT-S, Creative Psychological Health Services
Rachel R. Singer, Ph.D.
Eliana Gil, PhD, RPT-S, ATS

Preview Available

LPCs’ and state-certified school counselors’ perceptions of utilizing play therapy with autism spectrum disorder

Credits: None available.

As the number of children and adolescents diagnosed with autism spectrum disorders (ASD) increases, the need for mental health services for this population will increase. ASD can be inherently difficult to work with due to core symptoms. Therefore, counselors need to understand what theories, methods, and techniques have successfully worked with this population. Current literature on counseling with children suggests that play therapy is effective. This generic qualitative inquiry explores licensed professional counselors' and state-certified school counselors' perceptions of utilizing play therapy to build a therapeutic alliance with children diagnosed with ASD. The study revealed that there are more interactions with parents when working with the ASD population than neurotypical children. Counselors typically begin counseling sessions with child-centered play therapy and then evolve into more of a directive role based on the child's intense interests or obsessions of the moment. The study found that flexibility and modifications were essential criteria when using play therapy with a child with ASD to allow connection with the child. Future research could focus on pre/post data using play therapy with children with ASD in sessions.

Jenkins, J. B. (2023). LPCs’ and state-certified school counselors’ perceptions of utilizing play therapy with autism spectrum disorder. International Journal of Play Therapy, 32(2), 95–106. https://doi.org/10.1037/pla0000197

Play Therapy Primary Areas:

Seminal / Historically Significant Theories
Skills & Methods
Cultural and Social Diversity

Learning Objectives:

Identify how play therapy can be an effective therapeutic modality with children with autism spectrum disorder (ASD).
Determine barriers to using play therapy with child(ren) with ASD.
Identify specific play therapy techniques that have been determined to have success with child(ren) with ASD.
Use play therapy to connect and create a therapeutic alliance with a child(ren) with ASD.

Speaker(s):

Jennifer Bell Jenkins, PhD, MBA, LAPC, BC-TMH

Preview Available

Effectiveness of the PlayStrong Neuro-Filial Parenting Program: A Program Evaluation of an Online Pilot During COVID-19

Credits: None available.

This study piloted an online play-based parenting program informed by filial therapy, child parent relationship therapy, and interpersonal neurobiology during COVID-19. The purpose of this program evaluation was to explore its potential effectiveness in improving child behaviors, mindful parenting, parent-child relationship quality, and protective factors. This study used a mixed method design to gather quantitative data from standardized measures, and qualitative data from surveys. Parents of children 4 to 10 years old ( N = 11) participated in six weekly 1.5-hour sessions which included teaching a new skill, asking questions, offering support, and sharing video or descriptions about using play-based parenting skills at home. Quantitative results showed significant differences before to after program participation in mindful discipline in parenting and social support as a protective factor. Changes in child peer interactions (i.e. siblings, classmates) approached significance. There were no other significant differences. Qualitative findings suggested a positive impact of the program that supported quantitative results, and perhaps, expanded upon what was not captured by the quantitative measures in the area of parent-child relationships. While the results are limited by small sample size and low statistical power, these findings suggest some support for the updated online play-based parenting programs in meeting parenting needs during COVID-19. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Wisen-Vincent, G., & Bokoch, R. (2023). Effectiveness of the PlayStrong Neuro-Filial Parenting Program: A program evaluation of an online pilot during COVID-19. International Journal of Play Therapy, 32(1), 37–50. https://doi.org/10.1037/pla0000186

Play Therapy Primary Areas:

Seminal / Historically Significant Theories
Skills & Methods
Special Topics

Learning Objectives:

Integrate a filial play therapy parenting group model with Interpersonal Neurobiology (IPNB) and use the information to implement an innovative online therapy group for parents.
Discuss advantages of an online IPNB-informed filial play therapy group to reduce family risk of negative outcomes related to a community crisis such as COVID-19.
Provide specific examples of the benefits of using an online parenting group based on filial play therapy beyond pandemic-related application as either an additional or adjunct therapeutic intervention.

Speaker(s):

Rebecca Bokoch, PsyD
Georgie Wisen-Vincent, MA, LMFT, RPT-S

Preview Available

The Impact of a Brief Neuro-Collaborative Play-Based Intervention on the Presentations of Developmental Trauma and Attachment Difficulties in Adopted Children: A Service Evaluation

Credits: None available.

Since 2015 over 25,000 looked after children have entered adoptive placements in England. Estimates suggest that 92% of these children entered care due to experiences aynonymous with the prodromal stages of developmental trauma. It is therefore critical for adoptive families to have access to successful post-adoption therapeutic support strategies that demonstrate efficacy in practice-based settings. Therefore, the current service evaluation aimed to evaluate the success of a brief Theraplay®-based neuro-collaborative therapeutic package focusing on reducing the trauma presentations in adoptive children within adoptive families. Between September 2017 and January 2019, the effectiveness of a ten week therapeutic intervention was evaluated utilising a within subject pretest-posttest design with 47 families. The intervention included one hour of family therapy based on the principles of Theraplay®, one hour of therapeutic re-parenting training for parents, and one hour of sensory integration and mindfulness activities for children. Therapeutic outcomes were measured using the TSCYC, CBCL, BRIEF-2, and ACC. Significant reductions in difficulties were reported in levels of anxiety, anger, post-traumatic stress arousal, sexual concerns, social problems, thought problems, inhibiting impulses, self-monitor, emotional control, behavioural regulation, and non-reciprocal interactions. This service evaluation suggests that the brief Theraplay®-based neuro-collaborative therapeutic package shows promise in reducing the behavioural presentations of developmental trauma in adopted children. The evaluation provides support and awareness for the use of neuro-collaborative Theraplay®-based interventions as post-adoption support strategies.

Play Therapy Primary Areas:

Seminal / Historically Significant Theories
Skills & Method
Special Topics
Cultural and Social Diversity

Learning Objectives:

Demonstrate knowledge regarding the integration of play-therapy and sensory regulation activities for adoptive children and families.
Demonstrate increased awareness of neurocollaborative practice which refers to the concurrent use of a number of therapies targeting different brain areas: In this paper play-therapy and sensory regulation activities.
Demonstrate enhanced understanding that play-therapies can be successfully delivered in integrative fashions and in shorter packages which can be as brief as 10-weeks.

Speaker(s):

Preview Available

Strengthening the Efficacy of Adlerian Play Therapy Through the Measurement Model

Credits: None available.

To promote the credibility of play therapy and encourage the trend of practitioners utilizing evidence-based practices (EBPs), researchers are called to continue providing evidence and establishing fidelity within the leading approaches in the field. Past studies have identified Adlerian Play Therapy (AdPT) as one of the most widely used approaches (Lambert et al., 2007) as well as an EBP (SAMSHA, 2016). Through the use of qualitative video content analysis of 27 individual play therapy sessions, researchers created the instrument, the Adlerian Play Therapy Measurement Model (AdPTMM) to establish and evaluate fidelity of treatment.

Play Therapy Primary Areas:

Seminal / Historically Significant Theories

Learning Objectives:

Assess the fidelity of a clinician using AdPT
Assess the behaviors of the clinician and/or the child client to transition to the next phase
Communicate the target mechanisms per phase of AdPT

Speaker(s):

Dalena Dillman Taylor, PhD, LMHC, RPT-S
Kaleb Thompson, MA, NCC
Terry Kottman, PhD, LMHC, RPT-S

Preview Available

Impact of group theraplay on the social–emotional assets and resilience in children with hearing loss

Credits: None available.

Theraplay is a useful and effective form of play therapy to improve social-emotional assets and resilience in children with hearing loss. Hence, this study examined the effect of Group Theraplay (GT) on the social-emotional assets and resilience in these children. The participants were selected from a rehabilitation center for mothers and children with hearing loss in Isfahan, Iran. The participants were 27 children with hearing loss who were selected by the convenient sampling method. They were randomly assigned into the intervention (n = 12) and control (n = 15) groups. The intervention group received 10 GT sessions, once a week for two and a half months, while the waitlist control group did not receive this intervention. Mothers of children completed the Social-Emotional Assets and Resilience Scale for Preschool (SEARS-Pre) 2 times, at pre and post-test. Results revealed that GT significantly influenced social competence, self-regulation, responsibility, and empathy in children with hearing loss. Therefore, participants who received GT showed a significant increase in those social-emotional assets and resilience. The findings highlight the importance of GT training for social-emotional assets and resilience in children with hearing loss. Limitations, suggestions, and implications for future research are discussed.

Play Therapy Primary Areas:

Seminal / Historically Significant Theories
Cultural and Social Diversity
Special Topics

Learning Objectives:

Describe the Group Theraplay and its aims.
Explain the characteristics of Group Theraplay.
Write the core concepts of Group Theraplay.

Speaker(s):

Preview Available

The Adult Public’s Perception of the Utility of Play Therapy

Credits: None available.

Often parents are unaware of play’s importance in children’s counseling (Brumfield & Christensen, 2011; Landreth et al., 2006). There is little research on parents’ knowledge of mental health services especially play therapy (Gallo et al., 2013; O’Connor & Langer, 2018). Literature supports the more knowledgeable parents are about mental health services, the more likely they are to take their children to therapy (e.g., Cunningham et al., 2008), and adults’ mental health literacy improves with information (e.g., Jorm, 2000). The literature revealed no research specific to play therapy literacy or the general adult public. The current study focuses on public’s perception of play therapy’s utility and whether play therapy information changes perceptions. Through Amazon Mechanical Turk, 298 participants completed a play therapy utility survey before and after receiving play therapy information. Prior to receiving information, participants believed play therapy to be useful. Initially, females indicated play therapy was more useful than male participants. The more knowledge of play therapy, the more useful the participant viewed it initially. Participants’ ratings of the utility of play therapy did increase significantly after viewing a brief educational video. The influence of the educational experience appeared to vary by race, education level, and self-reported initial awareness of play therapy. Results suggest White individuals and those who have never heard of play therapy will be most impacted by educational play therapy outreach.

Play Therapy Primary Areas:

Special Topics

Learning Objectives:

Recognize the public’s perception of play therapy before the intervention was introduced.
Recognize which demographic groups of the public are likely to change their perception of the utility of play therapy with a brief amount of information on play therapy.
Recognize that mental health literacy can increase usage of therapy.

Speaker(s):

Preview Available

Exploring the Impact of Child-centered Play Therapy for Children Exhibiting Behavioral Problems: A Meta-analysis

Credits: None available.

The authors conducted a meta-analysis exploring the effectiveness of child-centered play therapy (CCPT) approaches with children referred for disruptive behaviors across twenty-three between group studies ( N = 908). Separate meta-analytic procedures were conducted for studies that implemented wait-list/no treatment and alternative treatment comparisons to estimate the aggregated treatment effect of CCPT approaches. Results revealed medium Hedge’s g effect sizes for externalizing and overall problem behaviors compared to alternative treatment and waitlist controls, and small Hedge’s g effect sizes for aggressive behaviors. The authors explore the impact of CCPT on behavioral disruptions, implications for therapists, and ways in which therapists can utilize play therapy to meet the increasing rates of childhood behavioral disorders.

Play Therapy Primary Areas:

Skills and Methods
Special Topics

Learning Objectives:

Provide specific information on the characteristics and impact of behavioral disorders during childhood.
Describe how CCPT can be beneficial for children who experience behavioral disorders during childhood.
Discuss what the results indicate for children who experience behavioral disorders during childhood.

Speaker(s):

Displaying 30 - 40 of 118
First
2
3
4
5
6
Last