Using Adlerian Concepts in Play Therapy Supervision/Consultation

In this workshop, we will explore two of the important Adlerian ways of conceptualizing, Crucial Cs and personality priorities, and you will learn to apply them to your play therapy supervision/consultation.  You will learn to assess your supervisees’ Crucial Cs and personality priorities as part of your assessment of their strengths and struggles, their relationships with their clients, and their typical ways of communicating.  You will also examine the possibility that some of your supervisees/consultees might be demonstrating the mistaken goals of adults with children in their play therapy relationships. Through your understanding of supervisees’ (and consultees’) Crucial Cs and personality priorities, you can become more skilled at helping them hone their play therapy competence. Based on your grasp of each supervisee’s (or consultee’s) Crucial Cs and personality priorities, you can tailor your communication with them for maximum efficacy in the play therapy supervision/consultation process.

Due to COVID-19 health concerns, this one-time online event has been approved by APT for 4 CONTACT CE Hours. 

APT Provider # 99-055

League of Extraordinary Adlerian Play Therapists (LEAPT) has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 7402. Programs that do not qualify for NBCC credit are clearly identified. League of Extraordinary Adlerian Play Therapists (LEAPT) is solely responsible for all aspects of the programs.

After the workshop, participants will be able to:

1. Describe the difference between play therapy supervision and play therapy consultation.
2. Explain how to use encouragement as a skill in play therapy supervision/consultation.
3. List the Crucial Cs (Courage, Connect, Count, and Capable) and describe how the Crucial Cs can be used in play therapy play therapy supervision/consultation.
4. List the personality priorities (Comfort, Pleasing, Control, and Superiority) and explain how the personality priorities can be used in play therapy supervision/consultation.
5. List the mistaken goals of adults with children (Demonstration of Adequacy, Be in Control of Children, Revenge, Demonstration of Inadequacy with Children) and explain how these mistaken goals can be used in play therapy supervision/consultation.

1:00-1:15 Introductions

1:15-1:30 Supervision/Consultation—What’s the Difference?

1:30-2:00 Personality Priorities—What Are They?  How Do You Assess Your Supervisees’/Consultees’ Personality Priorities?

2:00-2:45 Using the Language of Personality Priorities to Custom-Design Your Communication with Your Supervisees/Consultees

2:45-3:30 Practice Using the Language of Personality Priorities to Custom-Design Your Communication with Your Supervisees/Consultees

3:30-4:00 Crucial Cs—What Are They?  How Do You Assess Your Supervisees’/Consultees’ Crucial Cs?

4:00-4:30 Fostering the Crucial Cs in Your Supervisees/Consultees

4:30-5:00 Mistaken Goals of Adults with Children—What Are They? How Can You Communicate About Them with Your Supervisees/Consultees?