Working with Latinx Families: Enhancing Bilingual Play Therapists’ Responsiveness and Skills

Identification: Tu-7

Credits: None available.

This workshop seeks to enhance the multicultural competencies, advocacy skills, and clinical skills of bilingual play therapists who work with Latinx families. Through video-clips of Spanish play therapy sessions and clinical cases, the audience will discuss cultural and linguistic considerations.

Level: Advanced
Primary Area: Seminal or Historically Significant Theories | Skills and Methods | Special Topics
Content Focus: Diversity, Treatment Planning
Theoretical Basis: Child-Centered | Family Systems | Systemic

Learning Objectives:
  • Discuss cultural considerations when working with Latinx families.
  • Identify oppressive factors that affect the Latinx population and their impact on the mental health of children and families.
  • Identify specific linguistic considerations when providing play therapy in Spanish.

Supporting LGBTQ+ Children and Families in Arkansas

Identification: Tu-CN

Credits: None available.

This community night event was held for local therapists, teachers, and parents in Little Rock. This educational discussion provided resources and information specific to LGBTQ+ children and families. Considering the legislative reforms of 2021 in Arkansas, this panel presentation proved to be informative not only for the local community, but for play therapists and affiliate professionals across the United States.


Integrating Play Therapy and EMDR: Exploring the Intersection of Treatment Models for Trauma

Identification: W-6

Credits: None available.

Exploration and sharing of case experiences and discussion of challenges , based on group participation using 8 essential considerations for a full integration of the EMDR protocol into the play therapy setting, relevant for both the EMDR-trained and EMDR-curious participant.

Level: Intermediate
Primary Area: Special Topics
Content Focus: Trauma, Treatment Planning
Theoretical Basis: Integrative

Learning Objectives:
  • Discuss 2 ways that the EMDR protocol can be flexibly integrated into a non-directive or child centered play therapy session.
  • Discuss 2 ways that post-traumatic play can be supported and understood through the Adaptive Information Processing model which is the basis for EMDR therapy.
  • Apply 3 essential considerations in integrating EMDR into a play therapy setting to a case example, which include: developing the safe alliance & holding space for post-traumatic play using a child centered play approach; using a directive play therapy approach to enhancing self -regulation, and using a prescriptive play therapy approach to inviting episodes of trauma narrative work.

Sending Out an SOS: Using Play Therapy to Address Compassion Fatigue and Burnout

Identification: W-10

Credits: None available.

As play therapists we know the power of play, but do we take the time to play and rejuvenate ourselves. It's important to actively engage in self-care to prevent burnout for therapists, students and caregivers.

Level: Intermediate
Primary Area: Skills and Methods
Content Focus: Attachment
Theoretical Basis: Attachment | Experiential | Humanistic / Relationship

Learning Objectives:
  • Describe three key components of self-care in play therapy.
  • Analyze the differences between self-care and professional development in play therapy.
  • Conceptualize why it is important for the play therapist to engage in self care to decrease secondary trauma, compassion fatigue, and emotional burnout

Conceptualizing Play Therapy Clients through the Adlerian Concept of the Crucial Cs

Identification: W-9

Credits: None available.

Through the lens of Adlerian play therapy, learn to assess children’s Crucial Cs (ability to connect, feel capable, be courageous, and realize they count) and design play therapy techniques to support mastery of the Crucial Cs. Come ready to play!

Level: Intermediate
Primary Area: Seminal or Historically Significant Theories | Skills and Methods
Content Focus: Assessment / Interpretation, Theory / Process
Theoretical Basis: Adlerian

Learning Objectives:
  • Discuss the basic aspects of each of the four Crucial Cs in Adlerian play therapy.
  • Describe two play therapy techniques to assess a child’s mastery of each of the Crucial Cs.
  • Identify three play therapy techniques to move each Crucial C from an area of weakness to one of strength.

Cultural Considerations in Play Therapy Work with Newly Arrived Immigrant Populations

Identification: W-11

Credits: None available.

New arriving immigrants and refugees are an emerging population in mental health services. This workshop will address cultural considerations in play therapy work to enhance the therapeutic relationship and bridge cultural gaps along each of the Play Therapy components.

Level: Intermediate
Primary Area: Special Topics
Content Focus: Multicultural competency
Theoretical Basis: Attachment | Integrative

Learning Objectives:
  • Create a more culturally sensitive environment that positively affects the therapeutic relationship and the progression of play therapy.
  • Apply culturally sensitive play therapy interventions and activities.
  • Assess the benefits and challenges of specific word choices (immigrant vs migrant, refugee, asylum seeker, undocumented immigrant, DACA recipient, etc.), language differences, and interpretation/translation services within the therapeutic process of play therapy.

It’s More than Just Techniques: Clinical Considerations Underlying Directive Play Therapy

Identification: Th-5

Credits: None available.

Beginning play therapists stumble when learning directive interventions without considering clinical mechanisms that mediate these techniques. This seminar explores considerations & guidelines for employing directive play therapy techniques in a clinically-sound manner. Attendees will obtain clinical skills & directive interventions.

Level: Introductory
Primary Area: Skills and Methods
Content Focus: Theory / Process, Treatment Planning
Theoretical Basis: Integrative

Learning Objectives:
  • Identify clinical considerations for incorporating directive play therapy interventions into practice in a clinically-sound manner.
  • Describe a structured play therapy model for incorporating directive play therapy interventions into clinical practice.
  • Describe directive play therapy interventions for clinical practice.

Trauma-Informed Play Therapy with Tweens: Bridging Emotional and Cognitive Development

Identification: Th-11

Credits: None available.

This workshop aims to assist play therapists in understanding emotional and cognitive development for pre-adolescent clients who have endured traumatic experiences. Choosing play therapy interventions and discussing the impact and usability of social media and technology will be highlighted.

Level: Intermediate
Primary Area: Skills and Methods | Special Topics
Content Focus: Adolescent or Adult, Trauma
Theoretical Basis: Prescriptive

Learning Objectives:
  • Describe emotional and cognitive developmental considerations when choosing play therapy interventions for pre-adolescents who have experienced trauma.
  • Identify the value of using play therapy activities and other expressive techniques when working with trauma and understand its impact on the developing brain.
  • Apply relevant play therapy resources for pre-adolescents and learn the value of the use of technology/social media in session for this age group.

Inside Out: Gestalt Play Therapy Techniques for Complex Trauma in Older Children

Identification: Th-12

Credits: None available.

Children with complex trauma histories and repeated treatment failures often have unrecognized attachment wounds and dissociative symptoms causing the disturbance. This experiential workshop combines Gestalt play therapy techniques including sandtray to treat children with a fragmented sense of self.

Level: Intermediate
Primary Area: Skills and Methods
Content Focus: Trauma, Sand tray / Sand play
Theoretical Basis: Gestalt | Integrative

Learning Objectives:
  • Apply 3 principles of the Gestalt play therapy model to an extended case example of a child with complex trauma.
  • Apply 2 Gestalt play therapy techniques to recognize and distinguish emotional self-states and the special features that are common in dissociative children.
  • Utilize 3 prescriptive play therapy activities for grounding and stabilizing children and decreasing dissociative episodes in and out of the play room

Serving Transgender and Gender Non-Conforming Youth and Families

Identification: F-1

Credits: None available.

Questioning gender and gender identity can be a scary, overwhelming, and lonely process for clients and their families. This workshop aims to help clinicians be prepared (1) prior to sessions with appropriate personal work, gender neutral documentation, and gender affirming play space; (2) during sessions with transgender and gender non-conforming youth; and (3) after sessions via respectful communication and appropriate resources.

Level: Intermediate
Primary Area: Skills and Methods | Special Topics
Content Focus: Gender Variance, Family
Theoretical Basis: Attachment | Child-Centered | Family Systems

Learning Objectives:
  • Express the importance of gender neutral language in documentation and during play therapy sessions by identifying 3 verbal and/or nonverbal microaggressions that well-meaning play therapists might make
  • Compare CCPT with gender conforming versus gender non-conforming clients by describing differences that arise when working with clients with varied gender identities
  • Identify the importance of parent/family sessions and guiding the guardian's learning alongside the client's progress by listing 3 resources that can be utilized.