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Play Therapy IUPUI Seminar Class March 19, 2007 Megan Pritchard.

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Presentation on theme: "Play Therapy IUPUI Seminar Class March 19, 2007 Megan Pritchard."— Presentation transcript:

1 Play Therapy IUPUI Seminar Class March 19, 2007 Megan Pritchard

2 “We are never more fully alive, more completely ourselves, or more deeply engrossed in anything than when we are playing” –Charles Schaefer

3 Overview of Play Therapy Video: Why Play Therapy? (www.a4pt.org)www.a4pt.org “We are never more fully alive, more completely ourselves, or more deeply engrossed in anything than when we are playing” –Charles Schaefer

4 Definition of Play Therapy Play therapy is the systematic use of a theoretical model to establish an interpersonal process wherein trained play therapist use the therapeutic powers of play to help clients prevent or resolve psychological difficulties and achieve optimal growth and development. (Association for Play Therapy Board, March 1997)

5 Play Therapy Activity

6 Types of Play Therapy Directive Play Therapy Non-Directive Play Therapy

7 Theories of Play Therapy Directive –Cognitive behavioral –Gestalt –Developmental –SFBT Non-Directive –Child-centered –Jungian –Psychoanalytic -Adlerian- -Filial- Source: InAPT conference 2005

8 Methods of Play Therapy Sand Tray Imaginative Play Puppet Play Art/Crafts

9 Play Therapy Activity

10 Sand Tray

11 Group Sand Tray

12 Toys Needed for Play Therapy Room Scary toys –Client’s can use these to deal with fears –Plastic monsters, snakes, bugs, bears, lions, dinosaurs Nurturing Toys –Client’s can use these to play out family relationships and events –Doll house, dolls, puppets, baby dolls, baby doll supplies, kitchen set Source: InAPT conference 2005

13 Toys Needed for Play Therapy Room Aggressive Toys –Clients use these to express anger and aggression and explore power and control issues –Guns, play knives, hammer and nails, toy soldiers, punching bag Expressive Toys –Clients use these to explore relationships, express feelings, deal with problem/solution –Crayons, paper, scissors, paint, craft items. Source: InAPT conference 2005

14 Toys Needed for Play Therapy Room Pretend/Fantasy Toys –Clients can use these to explore different roles, hidden feelings, and alternative behaviors –Masks, hats, doctor’s kit, zoo and farm animals, building materials, jewelry Source: InAPT conference 2005

15 Support for Play Therapy in the Schools Play an effective treatment for children’s problems (Ray et. Al., 2001)(Cohen, 1977)(Johnson et. Al., 1997) (Post, 1999) –Children’s natural language is play. Play is a developmentally appropriate way that children express themselves. (Axline and Landreth) –Play is a natural way for children to express feelings/emotions (Drewes) –Many children learn through hands-on activities and movement (Gardner’s Theory of Multiple Intelligences)

16 Support for Play Therapy in the Schools (cont.) Play therapy matches with Piaget’s theory of cognitive development (Ray et. Al, 2005) –Preoperational stage (ages 2-7): language skills are not as developed as internal awareness –Concrete Operations Stage (ages 8-11): limits in abstract reasoning- play helps bridge gap between concrete experience and abstract thought Practical applications in the school –Play therapy can be used to assist in GEIS and IEPs to inform classroom observations and social-emotional analysis (Drewes)

17 Challenges Related to Play Therapy in the Schools Lack of time available with students in a school setting (Ray et. Al., 2005) –Efficacy even greater when parents are involved and the number of sessions ranges from (Leblanc & Ritchie, 2001) Lack of training in play therapy for school counselors (Ray et. Al., 2005) Cost of play materials (Drewes) Non-traditional: need to advocate for it- use research and concrete explanation (Drewes)

18 Solution Focused Brief Therapy-Play Therapy –client goal –miracle question –relationship question –instances/exception –scaling –unfinished business –message Play therapy techniques for SFBT

19 How to become a Registered Play Therapist (RPT) (Through The International Association for Play Therapy) Application process through APT Academic Requirement– Earn a Masters degree in a medical or mental health profession and 150 clock hours of instruction in play therapy. –30 of the 150 hours may be gained via distance learning (APT offers distance learning coursework) –APT Annual Conference training sessions: approx. 38 hours –Graduate coursework –Indianapolis Approved Providers of training: Indiana Association for Play Therapy (Contact: Phyllis Brown, Play Journeys, Inc. (Contact: Patty Scanlon, Source: Association for Play Therapy, Inc.,

20 How to become a Registered Play Therapist (RPT), cont. (Through The International Association for Play Therapy) Clinical Requirement– Obtain two years (2,000 hours) of clinical experience (one year post-Masters) –minimum of 500 hours of supervised play therapy experience –document supervision of both general and Play Therapy clinical experience Licensure Requirement– Be licensed or certified in primary mental health field. Source: Association for Play Therapy, Inc.,

21 Resources for Additional Information Association for Play Therapy, Inc. Website: School-Based Play Therapy, Drewes, Carey, & Schaefer The Handbook of Group Play Therapy, Sweeney & Homeyer Leblanc, M. & Ritchie, M. (2001), A meta-analysis of play therapy outcomes. Counseling Psychology Quarterly, 14(2), Hall, T.M., Gerard Kaduson, H., & Schaefer, C.E. (2002). Fifteen effective play therapy techniques. Professional Psychology: Research and Practice, 33(6), Ray, D.C., Armstrong, S.A., Warren, E.S. & Balkin, R.S. (2005). Play therapy practices among elementary school counselors, 8(4),

22 Questions?

23 Play Therapy Activity


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