2019 APT Annual Conference Recordings


Dallas, TX, October 2019, 14 Workshops Available

Earn non-contact continuing education credit by completing tests based upon the sessions listed below.

  • Choose from either the entire conference package or individual workshops.
  • Price includes PowerPoint slides, presenter audio, and CE fee. Handout material not included.


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.

Standard: $499.00

Sessions

From the Bottom Up - Brain Based Sequential Play Therapy Interventions


Identification: Tu-2

Credits: None available.

Participants will be exposed to play therapy interventions designed to engage the brain from a neurosequential perspective. These play therapy interventions that target the brain stem, diencephalon/midbrain, limbic system, and cortex along with a rationale for use will be presented.

Learning Objectives:

  • Practice and utilize at least 3 play therapy interventions designed to target the brain stem.
  • Practice and utilize at least 3 play therapy interventions designed to target the midbrain/dicephalon.
  • Practice and utilize at least 3 play therapy interventions designed to target the limbic system.
  • Practice and utilize at least 1 group or family play therapy intervention for each brain region discussed.
  • Identify what types interventions to use based on symptom presentation in children
  • Identify and describe the neurosequential model of therapeutics and understand the utility of play therapy interventions and approaches within a neurodevelopmental framework.

Speaker(s):
  • Kim Vander Dussen, PsyD, RPT-S, Professor of Clinical Psychology, The Chicago School of Professional Psychology

Interpreting Children's Play: A Deeper Look into Children's Play


Identification: W-2

Credits: None available.

The workshop will present the theoretical model of Jungian Analytical Play Therapy to lay the foundation for the effective interpretation of children's play in a clinical setting. Concepts from JAPT will be presented for the interpretation of children’s play.

Learning Objectives:

  • Identify the development and structure of the psyche from birth into childhood.
  • Describe the psychodynamic process by which symptoms are attached to unresolved issues in the child’s psyche in play therapy.
  • Describe the development and the psychological properties of a complex.
  • Describe the process by which play creates temenos allowing for the child to safely engage with unconscious, troubling material in play therapy.
  • Teach the different ways that children use symbol in play therapy, and the different uses of symbol that can be personal, cultural, or universal.
  • Teach the different aspects of the Analytical Play Session Review form and its’ components.

Speaker(s):
  • J.P Lilly, MSW, LCSW, RPT-S, LCSW, Fresia Inc.

Supervisor Training - Play Therapy Supervision: Applying Models, Assessing Development, and Enriching Play Therapy Skills


Identification: W-4

Credits: None available.

Effective supervision provides the scaffolding by which play therapists grow. This workshop highlights models of supervision, discusses professional considerations, and illustrates supervision techniques that promote play therapy skills and reflection. Concepts are explored through lecture, group discussion, and experiential activities.

Learning Objectives:

  • Describe 2 effective supervisory models specific to play therapy.
  • Explain the professional, ethical, and legal considerations unique to play therapy supervisors.
  • Identify 3 professional characteristics and accompanying needs of a play therapy supervisee and will be able to link these needs with goals for supervision.

Speaker(s):
  • Corie Schoeneberg, PhD, LPC, RPT-S, Adjunct Instructor, University of Central Missouri
Tags: Supervision

Play Therapy and PTSD, I Can't Forget It


Identification: W-10

Credits: None available.

This training will highlight the use of play therapy practices for empowering children who confront PTSD symptoms. Consistent with a prescriptive play therapy model, specific play therapy techniques will be demonstrated to assist participants who serve this population.

Learning Objectives:

  • Demonstrate three specific play therapy techniques when working with traumatized children.
  • Cite common symptoms and behaviors reported and demonstrated in the play therapy session with children who are diagnosed with PTSD.
  • Offer a rationale for blended and prescriptive play therapy models for children impacted by trauma.

Speaker(s):
  • Brian L. Bethel, PhD, LPCC-S, RPT-S, Child Therapist, The Child Protection Center of Ross County
  • Julie Oates, MEd, LPCC-S, Executive Director, The Child Protection Center

Play Therapy in Schools with Groups: The Timing! The Demands! The Mess!


Identification: W-13

Credits: None available.

Learn to navigate the challenges of groups in a school using play therapy to build social skills and coping strategies in children. Participants will practice techniques and work within metaphors, before leaving energized ready to engage in new, creative ways.

Learning Objectives:

  • Identify a time and space where small group can happen in a school setting.
  • Describe how to articulate to parents, teachers and school administrators the concept of metaphors as they apply to play therapy.
  • Demonstrate one play therapy technique to be used with small groups in a school setting.

Speaker(s):
  • Wendy Monahan, MS, School Counselor, RPT-S, School Counselor, Stowe Elementary School

Tailoring Trauma and Attachment Treatment in TraumaPlay™: Flexibility, Creativity, & Connection


Identification: Th-2

Credits: None available.

Offering a path for integrating non-directive and directive play therapy approaches, TraumaPlay™ supports clinicians in tailoring trauma treatment to individual clients while grounding work in attachment theory, maximizing neurobiological co-regulation, and building coherent narratives for more delight and better outcomes.

Learning Objectives:

  • List the seven goals that provide the framework for TraumaPlay™.
  • Describe five play therapy interventions that aid in soothing the physiology.
  • Explain the difference between stuck post-traumatic play and coherence enhancing post-traumatic play.
  • Articulate four mitigators of the approach to trauma content encoded on the Play Therapist's Palette.
  • List the three roles of the TraumaPlay™ therapist.
  • Describe five play therapy mediums that can be used to help children and families create trauma narratives.

Speaker(s):

Translating the Language of Play: Treatment Plans and Diagnosis in Play Therapy


Identification: Th-6

Credits: None available.

In Child-Centered Play Therapy, therapists don't impose their own expectations on clients, which can make writing treatment plans tricky! Come to this presentation to learn how to translate the child's language of play into the adult language of treatment plans.

Learning Objectives:

  • Apply four client conceptualization questions to a case example using tenets from child-centered play therapy.
  • Identify ways to obtain answers to conceptualization questions in child-centered play therapy.
  • Demonstrate the ability to use case conceptualization to write a treatment plan consistent with child- centered play therapy.

Speaker(s):

Ethical Considerations in Writing & Presenting Play Therapy Case Materials


Identification: Th-11

Credits: None available.

Writing and presenting can be intimidating. Participants will be challenged to consider how to write and present play therapy case material in informative yet interesting ways, unlocking their inner Muse while abiding by ACA, APA, and NASW ethical codes.

Learning Objectives:

  • Summarize their ethical responsibilities in reporting client information and play therapy case material for research, publication, presentation, and teaching purposes according to ACA, APA, and NASW ethical codes.
  • Describe their ethical responsibilities for keeping/storing, using, reproducing, and/or adapting any work produced in play therapy according to professional ethical codes, including obtaining and maintaining permissions to do so (parental/legal representation).
  • Apply two ethical scholarship principles, including citing others’ work to avoid plagiarism and keeping conclusion in context to avoid overreaching.

Speaker(s):

Clincal Applications of Play Therapy with Sexually Victimized Children and Adolescents


Identification: Th-14

Credits: None available.

Estimates suggest that 1 in 10 children will be sexually abused before their 18th birthday. This workshop explores the use of play therapy as an intervention for treatment of this complex population. Individual and group therapy applications will be explored.

Learning Objectives:

  • Identify common dynamics of childhood sexual abuse as defined by the literature.
  • Identify components of evidence-based treatments which can be used to ground play therapy interventions.
  • Describe 10 play therapy techniques for use in individual and/or group therapy with victims of sexual abuse.

Speaker(s):

Using Play and Family Play Therapy to Help Children and Families Heal from Substance Use Disorders


Identification: Th-15

Credits: None available.

When families experience substance use it can alter the family and child functioning in profound ways. This workshop will address healing the child and family using play and family play therapy.

Learning Objectives:

  • Identify a minimum of 5 ways substance abuse affects children and families.
  • Identify a minimum of 4 directed play therapy techniques to help children process parental substance use disorder.
  • Identify a minimum of 3 family play therapy techniques used to help children and families heal from substance use disorder.

Speaker(s):
  • Beth Palumbo, MSW, LCSW, RPT-S, Owner/Therapist, Daybreak Center for Therapy
Print Certificate
Review Answers
Print Transcript
Completed on: token-completed_on
Review Answers
Please select the appropriate credit type:
/
test_id: 
credits: 
completed on: 
rendered in: 
* - Indicates answer is required.
token-content

token-speaker-name
token-index
token-content
token-index
token-content
token-index
token-content
token-index
token-content
token-index
token-content
token-index
token-content
/
/
token-index
token-content
token-index
token-content