Advanced Adlerian Play Therapy - Weekend Live Webinar

In this “sequel” to Beginning Adlerian Play Therapy, the emphasis is on getting supervision for your sessions with a child; honing your Adlerian play therapy skills;; giving you a toolbox filled with Adlerian play therapy strategies and techniques; deepening your ability to conceptualize children, parents, and teachers from an Adlerian perspective; and deepening your mastery of Adlerian lifestyle conceptualizing and Adlerian play therapy  treatment planning with children, parents, and teachers. The instructor and the other members of the class will serve as witnesses and facilitators for your process as you examine your own lifestyle, exploring issues that might enhance or impede your relationship with specific clients.  Required reading: Adlerian Counseling and Psychotherapy: A Practitioner's Wellness Approach (6th edition) (2019) by Thomas Sweeney.  

35 Live Webinar CE hours and 5 hours of play therapy supervision (includes 20 hours on Play Therapy Seminal or Historically Significant Theories, 12 hours on Play Therapy Skills and Methods, and 3 hours on Play Therapy Special Topics)  This workshop meets APT's definition of "Live Webinar."

 APT Approved 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.

1. By the end of this workshop, participants will be able to:
2. List and describe 4 basic concepts of Adlerian theory
3. Explain how each of these basic concepts of Adlerian theory apply to play therapy
4. Describe each of the 4 phases of Adlerian play therapy
5. List and describe 4 play therapy skills used in Adlerian play therapy for building the relationship with a child client
6. List and describe 3 Adlerian play therapy techniques used for establishing a relationship with the child in play therapy
7. Explain the steps of limit setting in Adlerian play therapy and explain the rationale for each of them
8. Describe how they would decide whether to use the 4^th step of limit-setting (setting a consequence for continued breaking of a play room rule) with a child
9. Describe the rationale for cleaning the room with a child at the end of the session in Adlerian play therapy

10. Describe how you would decide whether to engage a specific child in collaboratively cleaning the room at the end of a session in Adlerian play therapy

11. Describe each of the following elements of lifestyle and explain why exploring each of them in connection with every child client is important in Adlerian play therapy:

1. Culture
2. Family atmosphere
3. Family constellation
4. Crucial Cs
5. Personality priorities
6. Goals of misbehavior
7. Purposes of behavior
8. Assets and strengths
9. Lifestyle convictions
10. Mistaken beliefs
11. Private logic

12. Explain the importance of exploring culture as a part of a child’s lifestyle.

13. Explain the role of cultural humility in working with diverse populations of children and families.

14. Explain at least one tool for exploring each of these lifestyle elements in your sessions with a child in Adlerian play therapy

15. Describe why it is also important in Adlerian play therapy to explore each of the following with every child in Adlerian play therapy:

1. Problem solving ability and skills
2. Communication ability and skills
3. Self-regulation ability and skills
4. Emotional management ability and skills
5. Friendship ability and skills

16. List and describe 3 skills used in Adlerian play therapy for exploring the lifestyle of a child client

17. List and describe 3 Adlerian play therapy techniques used in exploring the lifestyle of a child client

18. Describe the difference between relationship skills and abilities and explain why this distinction is important in Adlerian play therapy

19. Describe the Johari Window and explain the relationship between the Johari Window and the third phase of Adlerian play therapy

20. Describe how they are going to take culture into account when treatment planning for all clients in order to provide culturally responsive play therapy services

21. List and describe 3 Adlerian play therapy skills used in helping the child client gain insight in play therapy

22. List and describe 3 Adlerian play therapy techniques used in helping the child gain insight in play therapy

23. Describe the purpose of metacommunication in Adlerian play therapy

24. List 5 things they might metacommunicate about in Adlerian play therapy

25. List 5 types of metacommunications they might use in Adlerian play therapy

26. Describe how they would decide whether to use a “bridging” metacommunication with a specific child

27. Explain the relationship between the phase of Adlerian play therapy they are in with a specific child and the type of metacommunication they would usually use with that child

28. Describe why it is important to use more lifestyle metacommunications the farther in the process of Adlerian play therapy they are

29. List and describe 3 Adlerian play therapy skills used in the reeducation/reorientation phase for teaching the child new patterns of feeling, thinking, and behaving

30. List and describe 3 Adlerian play therapy techniques used in the reeducation/reorientation phase for teaching the child new patterns of feeling, thinking, and behaving

31. Explain how they would use their knowledge of the personality priorities of parents or teachers during consultation in Adlerian play therapy 

32. List and describe 3 Adlerian play therapy techniques for working with specific populations of play therapy clients

33. List and describe 3 Adlerian play therapy techniques for working with specific presenting problems of play therapy clients

34. Describe the relationship of their own lifestyles to their ability to be effective in their work with specific types of children and parents

35. Describe the process of conceptualizing clients in Adlerian play therapy

36. Describe the process of developing treatment plans for clients in Adlerian play therapy

37. List and describe 3 strategies for consulting with teachers and/or parents as part of the process of Adlerian play therapy

38. Demonstrate competency using Adlerian play therapy skills for establishing a relationship with a child client by attaining at least an 85% fidelity score on the Adlerian Play Therapy Skills Checklist for Phase 1

39. Demonstrate competency using Adlerian play therapy skills for exploring a child client’s lifestyle by attaining at least an 80% fidelity score on the Adlerian Play Therapy Skills Checklist for Phase 2

40. Demonstrate competency using Adlerian play therapy skills for helping a child client gain insight into his or her lifestyle by attaining at least an 80% fidelity score on the Adlerian Play Therapy Skills Checklist for Phase 3

41. Demonstrate competency using Adlerian play therapy skills for helping a child client learn and practice new patterns of thinking, feeling, and behaving by attaining at least an 80% fidelity score on the Adlerian Play Therapy Skills Checklist for Phase 4

42. Demonstrate competency using Adlerian consultation skills for working with parents and/or teachers as an adjunct to play therapy by attaining at least an 80% on the Adlerian Play Therapy Parent Consultation Skills Checklist (or the Adlerian Play Therapy Teacher Consultation Skills Checklist) 

43. Explain how play therapy client's culture affects the development of their lifestyle

Friday 

3:00  PM Start 

5:30 PM Break (15 mins)  

7:00 End

Saturday 

8:30 AM Start 

10:00 AM Break 1 (15 mins) 

12:00 PM LUNCH and See kids

1:30 PM Resume class

3:15 PM Break 2 15 (minutes) 

5:45 PM End 

Sunday

8:30 AM Start 

10:00 AM Break 1 (15 mins) 

12:00 PM LUNCH and See kids 

1:00 PM Resume class

3:15 PM Break 2 15 (minutes) 

5:45 PM End 

Beginning Adlerian Play Therapy

Progress toward masters degree in mental health 

This is a 5 day class split into two weekends— Friday (1/2 day), Saturday , Sunday, and Friday (1/2 day), Saturday, Sunday. You will need to be available:

• 1:300 pm- 6 pm CENTRAL TIME on both Fridays
• 8:30 am to 6 pm CENTRAL TIME on both Saturdays  
• 8:30 am to 6 pm CENTRAL TIME on both Sunday 

  You must have a spot in your house or your office where you can set up your iPad or computer so you can be undisturbed for class.

You must have access to a playroom (or a space with toys where you can do play therapy) and a child (4-9 years old) to video record 3, half-hour play therapy sessions. We want you to record these sessions at specific times because of how they will align with class content. Please plan to record these sessions: 

• 1st Saturday between 12:00 pm-1:30 pm CENTRAL TIME  
• 1st Sunday between 12:00 pm-1:30 pm CENTRAL TIME 
• 2nd Saturday between 11:30 am- 1 pm CENTRAL TIME  

The rest of that time is your lunch break. If you cannot find a child who is available anytime during those “lunch” times, you have the option to record your first video after class the 1st Saturday, and your second video any time after class the first Sunday until class starts the next weekend.  Due to the schedule of the class, you must be able to record your final session on the second Saturday from 11:30 am- 1 pm CENTRAL TIME. IF THE SITUATION WITH COVID 19 IN YOUR AREA IS PRECLUDING IN-PERSON SESSIONS, it is also acceptable to do your play therapy sessions for the class via a telehealth format.  Your sessions using telehealth will work on some of the same skills as in-person sessions.   

The child you use for your play therapy sessions should not be your own child or one of your clients, and you will need permission to video the session and share the video via Zoom.  The child needs to relatively mentally healthy, without any major psychological problems.  A child who is creative and mostly cooperative seems to work best for this type of activity.

You must be able to video record the session in a format that you can share via Screen Share on Zoom.

You will need to interview at least one of the parents of “your” child sometime before you record your first video on Saturday, using the parent interview the instructor will send you.