hpc 5540: introduction to play therapy - appalachian...

HPC 5540: Introduction to Play Therapy

Appalachian State UniversityDepartment of Human Development and Psychological Counseling

Spring, 2012

Instructor: Dr. Cynthia CrawfordCOE 314BOffice: 282-262-2231Office Hours: As Posted or By Appointment

Meeting Place: COE 301Day/Time: Thursdays; 9:30-12:20

Course Description: This course is an introduction to the basic concepts of child-centered play therapy (CCPT). Students will learn the conceptual framework of child-centered play therapy, as well as the attitudes and skills necessary to establish and maintain facilitative relationships with children that encourage their self-expression and facilitate change.

Prerequisites: None. This is an elective course.

Required Text: Landreth, G.L. (2002). Play therapy: The art of the relationship (2nd ed.). New York, NY:

Brunner-Routledge.

Recommended Resources:American Psychological Association (APA). (2010). Publication Manual of the American

Psychological Association (6th ed.). Washington, DC: APA.Kottman, T. (2011). Play therapy: Basics and Beyond (2nd ed.). Alexandria, VA: American

Counseling Association.

Course Objectives: This course is designed to help students:

1. Develop a philosophy of and approach to play therapy;2. Develop an awareness of the child’s world as viewed by the child;3. Understand children’s play and behavior;4. Increase their sensitivity to and acceptance of children and their parents;5. Understand the organizations that have shaped the history and profession of play

therapy, to include a review of essential people, theorists and organizations;6. Review developmental stages of children and children’s play.7. Review the most widely accepted theoretical models of play therapy and the formats

in which they are most commonly offered (individual, group, family, etc.);8. Be able to conceptualize a client’s presenting clinical problem(s) developmentally

and theoretically;9. Identify developmentally appropriate play therapy toys and materials that can be

incorporated into either a permanent or traveling play room for the purposes of both assessment and treatment;

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10. Demonstrate an understanding of the role of the play therapist and the play therapy in the context of the client’s broader clinical (medical/psychiatric treatment) and non-clinical system (family, school, community);

11. Identify elements of the play therapy relationship, from intake to termination; 12. Demonstrate basic play therapy skills, including tracking, reflection of feelings,

returning responsibility to the child, responding to efforts, and setting limits;13. Understand the person of the play therapist and how it impacts on the unfolding

relationship with the client; 14. Appreciate the legal and ethical issues that are unique to play therapy; 16. Understand issues of diversity and how they impact facets of play therapy, from

choice of materials to the relationship with the client; 17. Review issues in child psychopathology.

Methods of Instruction: A combination of experiential learning, lecture, discussion, reading, and quizzes will be used.

Class participation: Since this course is highly experiential, all students are expected to attend and participate in the class activities. A student’s final course grade will be affected by his/her in-class participation. Students who miss parts of more than two classes will not be able to earn an A in the class. Students who miss parts of more than four classes will not be able to earn a B in the class.

Activity 1: Reading Quizzes: All of the material in the book will not be covered in class, but you are responsible for reading all of the assigned chapters. For each chapter in the book, there is a reading quiz. The goal of the quiz is to ensure you have read the book. Each quiz will consist of 3 questions; each question is worth 2 points. The quizzes will be multiple choice or short answer. The quizzes will be available to you for 15 minutes at the beginning of each class. Your final quiz score will be the sum of the chapter quizzes.

Activity 2: Observe a child at play for 30 minutes during Week 2 of the class. You may observe a child in a park, at McDonalds, or in a neighborhood. Immediately following your observation, respond to the following questions in a maximum of two typewritten pages, double spaced, and using 12-point font. You may submit your responses to me electronically.

1) What did the child do during your observation?2) If you could have responded one time to the child, what would you have said?3) What do you think that the child was feeling during that time?4) Other things you would like to share.

Activity 3: Mock Role Play Experiences: You will be paired with a classmate for two 30-minute mock role play sessions in which you play the role of a child (at a pre-determined age), and later as you play the role of a play therapist while your classmate plays the role of a child…. During these sessions you will (1) conduct a 30-minute mock play therapy session in which you demonstrate the CCPT skills learned to date in the play therapy lab with an assigned partner at a scheduled time, (2) receive feedback following your videotaped session from the course instructor and your peers, and (3) provide feedback to your peers in a class setting. Please bring

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digital camcorder with capacity to transmit to a computer to record these sessions. Following the experience, submit a typewritten reflection of the experience as a child and as a therapist (Maximum length = 2 pages).

Activity 4: Totebag Playroom: Using information from the text and discussion in class, you will construct a portable playroom to use in the assigned "Play Experience with a Child," and later as you use play therapy techniques in a professional setting.

Activity 5-A: Play Experience with a Child: The purpose of this requirement is to give you experience using play therapy skills with children aged 2.5 - 9 years old and to give you a chance to critique your work.

You will meet with the same child for five (5) 30-35 minute sessions. You must (1) obtain written permission from the child’s parent/guardian (attached), (2) provide the play materials, and (3) videotape your play sessions to share with your supervision group and to submit to the instructor.

To avoid dual relationships, your client should be a child who is not personally close to you. For this experience, you should work with a child who is not currently exhibiting any severe behavioral/emotional problems at this time (i.e., no history of counseling). Learning to work with children using a child-centered approach is difficult, so…for the first time, I want you to work with an "average" child. However, if you find the child needs more assistance, please inform and discuss the matter with your course instructor so that appropriate referrals can be made.

The focus will be on your skills, not on the child’s issues. This will prepare you for the more troubled children you will work with in clinical settings.

You may share with the parents/guardians (1) your goals and your behaviors as you play with their children, (2) that while the child’s behaviors in the session will be confidential, you will be able to share with them themes/general observations about their child, (3) that you will share three (3) 10-minute videotaped segments in your small group supervision sessions, (4) that the evaluation will be regarding your way of being with the child and will not focus on the child, and (5) and that most children love these play session because they get the focused, warm attention of a caring adult.

Activity 5-B: Small Group Supervision Following "Play Experience with a Child:"

You will have three (3) small group supervision sessions with your classmates and instructor during the course of the semester. The first supervision session (and typed typescript) must be selected from your first session as a counselor. The second must be from your second or third session. The third typescript must be from your fourth or fifth session. Do not work ahead. Wait until you receive feedback to do your next session.

Prior to your in-class supervision sessions, please complete the following:Assessment of Play Sessions:

Self-Reflection

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Typescript (provide a typed transcription of the 10 minutes you wish to share with each person in your supervision group)Play Therapy Skills Checklist

Within 48 hours following your supervision session, please submit:Reflection Following the Supervision Experience (Maximum two typewritten pages, double-spaced, 12-point font).

Activity 6-A Exploration Paper : Students will select a topic from those listed below. Your paper should include: (1) a review of the literature related to that issue (e.g., incidence of the problem, the main concerns for children), (2) how play therapy has been used with these children (e.g., type of play therapy used, effectiveness of interventions), and (3) your thoughts about your interest in working with children with this problem. Use APA Publication Manual, 6th edition. (4) Conclude with your thoughts about the effectiveness of child-centered play therapy with that group of children. The paper should be 8-10 pages (excluding references and title page) typed, double spaced, and 12-point font. This will count as your final examination.

Topics for Exploration Paper:Physically abused childrenTraumatized children (not if you are doing the summer class)Sexually abused childrenHospitalized or chronically ill childrenAttachment disorderChildren of divorceAttention Deficit Hyperactivity Disorder childrenAggressive-acting out childrenRitualistically abused childrenElective mute childrenOther (clear the topic with me)

Activity 6-B Paper presentation: During the time for the final exam, you will share in a small group setting a brief review of the major things that interested you about your paper. Focus for a bit on your thoughts about using child-centered play therapy with this group of children. Your presentations should be no longer than 15 minutes.

University Policies and Procedures

Informed ParticipationCounselor-trainees will be prepared to actively participate in class discussions and activities. Participation assumes that the counselor-trainee has prepared the material before class, has completed related individual/group assignments, and has thoughtfully prepared to be involved in her/his own and other’s learning. The instructor reserves the right to remove a counselor-trainee from the course for consistent lack of informed participation.

Attendance Policy:

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It is the policy of Appalachian State University that class attendance is an important part of a student's educational experience. Students are expected to attend every meeting of their classes and are responsible for class attendance. Since attendance policies vary from professor to professor, students should refer to the course syllabus for detailed information. Regardless of what reasons there may be for absence, students are accountable for all academic activities, and faculty may require special work or tests to make up for the missed class or classes.

In addition, faculty members are required to make reasonable accommodations for students requesting to miss class due to the observance of religious holidays. All ASU students are allowed a minimum of two absences per year for religious observances. Up to two absences for such observances will be excused, without penalty to the student, provided that the student has informed the instructor in the manner specified in the syllabus. Notice must be given by the student to the instructor before the absence occurs and no later than three weeks after the start of the semester in which the absence(s) will occur. Arrangements will be made to make up work missed by these religious observances, without penalty to the student. For the purposes of this policy, ASU defines the term “religious observance” to include religious holidays, holy days, or similar observances associated with a student’s faith that require absence from class.

Faculty, at their discretion, may include class attendance as a criterion in determining a student's final grade in the course. On the first day of class, faculty must inform students of their class attendance policy and the effect of that policy on their final grade; both policies must be clearly stated in the class syllabus.

A student who does not attend a class during one of its first two meetings may, at the discretion of the academic department, lose her or his seat in that class. Further, if a class meets only one time per week - e.g., a laboratory or an evening class - the student must attend the FIRST meeting of that class or risk losing her or his seat.

Inclement Weather Policy:

In the event of inclement weather, class will be cancelled ONLY if ASU closes. Keep in mind that you are allowed ONE absence without incurring a reduction in points (however, there will be a point reduction if an assignment is missed or not turned in on the date missed). Thus, use your own discretion when deciding not to attend classes throughout the semester when inclement weather is not an issue. Classes cancelled due to ASU closing for inclement weather will be made up at the end of the semester on designated days, which are stated in this syllabus.

Memberships associated with the Profession of Counseling:Students are encouraged to join state and national professional organizations and keep up to date with publications such as the Journal of Counseling and Development and Professional School Counseling.

Web Sites (by organization/topic) The ethical codes & information found at these sites are relevant knowledge for this course:

American Counseling Association: www.counseling.orgAmerican School Counselor Association www.schoolcounselor.org

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Association for Play Therapy: www.a4pt.org North Carolina Association for Play Therapy: www.ncapt.org North Carolina Counseling Association: www.nccounseling.orgNorth Carolina School Counselor Association www.ncschoolcounselor.org

Disability Services

Appalachian State University is committed to making reasonable accommodations for individuals with documented qualifying disabilities in accordance with the Americans with Disabilities Act of 1990, and Section 504 of the Rehabilitation Act of 1973. If you have a disability and may need reasonable accommodations in order to have equal access to the University’s courses, programs and activities, please contact the Office of Disability Services (828.262.3056 or www.ods.appstate.edu).Once registration is complete, individuals will meet with ODS staff to discuss eligibility and appropriate accommodations.

Academic Integrity Code:

I. IntroductionAppalachian State University’s Academic Integrity Code is designed to create an atmosphere of trust, respect, fairness, honesty, and responsibility. The Academic Integrity Code outlines “user-friendly” procedures and mechanisms for resolving alleged violations of academic integrity. The Academic Integrity Code is the result of cooperation among Appalachian’s faculty, students, and administrators, and promotes a campus dialogue about academic integrity. All members of the Appalachian State University community are responsible for promoting an ethical learning environment.

II. The Academic Integrity CodeStudents attending Appalachian State University agree to abide by the following Code: o Students will not lie, cheat, or steal to gain academic advantage.o Students will oppose every instance of academic dishonesty.

Students shall agree to abide by the Academic Integrity Code when submitting the admission application. You may access the Academic Integrity Code at the following link: http://studentconduct.appstate.edu/

Evaluation: Grades will be assigned on the basis of the following points:

Class Requirement PointsClass attendance and participation in class 75Observation of child at play 25Reading Quizzes 102Mock Role Play Experience 1 Videotaped Skill Demonstration 10

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http://www.ncapt.org/


Typed Reflection 10Mock Role Play Experience 2 Videotaped Skill Demonstration 50 Typed Reflection 10Small Group Supervision 1 DVD of 30-minute session with child 5 Self-Reflection 10 Typescript and Skills Assessment 10 Supervision-Reflection 10Small Group Supervision 2 DVD 5 Self-Reflection 10 Typescript and Skills Assessment 20 Supervision Reflection 10Small Group Supervision 3 DVD 5 Self-Reflection 10 Typescript and Skills Assessment 50 Supervision Reflection 10Exploration paper 100Paper presentation 20TOTAL POINTS 557

ASU Graduate School Grading Scale:

A = 95-100% C+ = 76-79%

A- = 90-94% C = 73-75%

B+ = 86-89% C- = 70-72%

B = 83-85% F = Below 70%

B- = 80-82%

COURSE EVALUATION;

TOTAL POINTS GRADE527-557 A499-526 A-477-498 B+460-476 B443-459 B-421-442 C+404-420 C388-403 C-Below 388 F

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Tentative Schedule of Classes:Date Content Chapters Assignments DueJanuary 19 IntroductionJanuary 26 Introduction to Author of the Text

Meaning of Play; View of Children1,2,4 Begin Activity 1: Reading

Quiz (One per chapter)February 2 The Play Therapist

Playroom and MaterialsResponses (Tracking; Reflecting

Feelings)

6,7,10 Due: Activity 2: Observe a Child at Play--Written Report

February 9 Responses (Efforts; Returning Responsibility)

Child-Centered Play TherapyBeginning the RelationshipPractice skills

5,9 Begin constructing Totebag Playroom (Activity 4);Creation of Dyads;Schedule Playroom for Videotaping Mock Role Play

February 16 NCCA ConferenceFebruary 23 History and Development of Play

TherapyParents – Before sessions begin

3 Activity 3: Mock Role Play Experience 1--Reflection & Videotape Due for Feedback

March 1 Limit Setting 11 Activity 4: Totebag Playroom is Due;Begin Activity 5A: Play Experience with a Child

March 8 Parents in the Relationship 8 Activity 5B: Small Group Supervision --Typed Transcript & Reflections for Feedback

March 15 SPRING BREAK Continue Activity 5A: Play Experience with a Child

March 22 Special Problems/Issues 12-13 Schedule Playroom for Videotaping Mock Role Play Experience 2

March 29 Determining Therapeutic Progress and Termination

14-16 Activity 5B: Small Group Supervision 2--Typed Transcript & Reflections for Feedback

April 5 Ethical concerns in play therapyFilial TherapyPlay therapy in the school setting

17 Activity 3: Mock Role Play Experience 2--Reflection & Videotape Due for Feedback

April 7 Credentials in Play Therapy (APT)April 12 Activity 5B: Small Group

Supervision 3--Typed Transcript & Reflections for Feedback

April 19 Activity 6: Exploration Paper Presentations

April 26 Activity 6: Exploration Papers Due

Note: This syllabus is tentative and subject to change at the discretion of the instructor. Students will be informed of all changes to the syllabus.

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References

Axline, V. (1947). Play therapy. Cambridge, MA: Riverside.

Bloom, B. (1981). All our children learning. New York: McGraw - Hill.

Campbell, C. A. (1993). Play, the fabric of elementary school counseling program. Elementary

School Guidance and Counseling, 28, 10 - 16.

Cochran, J. (1996). Using play and art therapy to help culturally diverse students overcome

barriers to school success. The School Counselor, 43, 287 - 298.

Ginott, H. G. (1994). Group psychotherapy with children: The theory and practice of play

therapy. Northvale, NJ: Jason Aronson, Inc.

Landreth, G. L. (1993). Child-centered play therapy. Elementary School Guidance and

Counseling, 28, 17 - 19.

Landreth, G. L., Homeyer, L. E., Bratton, S., & Kale, A. (1995). Denton, TX: The Center for

Play Therapy.

Landreth, G. L., Homeyer, L. E., Glover, G., & Sweeney, D. S. (1996). Play therapy

interventions with children’s problems. Northvale, NJ: Jason Aronson, Inc.

O’Conner, K. O. & Braverman, L. M. (Eds.). 1997. Play therapy: Theory & practice. New

York: John Wiley & Sons., Inc.

O’Connor, K. O., & Schaefer, C. E. (1994). Handbook of play therapy: Advances and

innovations. New York: John Wiley & Sons., Inc.

Oaklander, V. (1988). Windows to our children. Highland, NY: The Gestalt Journal Press.

Orton, G. L. (1997). Strategies for counseling with children and their parents. Pacific Grove,

CA: Brooks/Cole Publishing Co.

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Mock Role Play Experience: 1 or 2(Indicate which one)

You will be paired with a classmate to conduct mock role play sessions in which you 1) play the role of a child (at a pre-determined age) and 2) play the role of a child-centered play therapist in the counseling lab. During these sessions you will (1) conduct a 30 minute session playing the role of each, (2) receive feedback following your session from the course instructor and your peers at the upcoming class meeting, and (3) provide feedback to your peers in a class setting. In addition, you are required to bring necessary materials to record these sessions.

Your grade will be based on: Videotaped recording, your skills, and your reflections about the experience.

+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

Your name:

Child/Age:

Therapist Trainee:

Date:

As you reflect upon your work in this role play exercise, please reflect upon

1. your experience playing the role of a child

2. your experience playing the role of the therapist demonstrating CCPT skills

3. your experience receiving feedback from your peers

4. your experience observing your peers as they conduct the mock role plays

5. your experience providing feedback to your peers

6. anything else you would like to share.

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Small Group Supervision 1, 2, 3

Your name: _______ Child/Age: Date of Play Session: __________ Date of Supervision:

For each small group supervision experience, you will submit 4 documents. Three before the supervision experience:

Self-Reflection after Play Session:Typescript of a 10 minute segment from your sessionPlay Therapy Skills Checklist

One after the supervision experience:Reflections about Supervision Experience

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Self Reflection after Play Session:

As you reflect upon your work today, please respond to the following questions:

1. How did it feel to be with the child in this way?

2. What do you think of the child’s experience of the time with you?

3. What did you like about what you did?

4. Select 2 times in which you could have responded or behaved in a more effective way. Describe these – what you did and what you would do differently.

5. Reflect on the experience in terms of what you learned from this experience (about yourself, about your child, about play therapy)

Typescript of a 10-minute segment from your session(Bring this form to class with a copy for each person in your supervision group)

Play Therapy Skills Checklist( Complete form only for the 10 minute segment presented in class; Bring this form to class with a copy for each person in your supervision group)

Your Verbal Behavior

Too Much

Just right

Need More

Missing Examples and/or Corrected Responses

1. Tracking Behavior

2. Responding to Content

3. Reflecting Feelings

4. Facilitated Decision-Making/Responsibility

5. Esteem Building6. Enlarged the Meaning/

Facilitated Understanding (Personalizing)

7. Succinct/Interactive

8. Rate of Responses

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Therapist Non-Verbal Behavior

9. Lean Forward/Open

10. Relaxed/Comfortable

11. Appeared Interested

12. Tone/Expression Congruent with Child’s Affect

13. Tone/Expression Congruent with Therapist’s Response

Limit Setting:

Immediacy/Spontaneity:

Child Made Contact/Connectedness:

Participation: introspective productive unmotivated superficial withdrawn

Feelings Expressed by child:

Play Themes:anger anxiety guilt lack of feelingsadness conflicted controlling powerconfusion dependency good vs. bad protectionrevenge limit testing aggression nurturingexploratory conflicted cleansing/washing

Toys/Play sequences (Change this list of toys to reflect those that you have in your tote bag playroom): (underline all that apply, indicate meaningful/sustained play with # - note first happenings, discontinued play, disruption in play etc.):

art/easel puppets/theatercrafts/clay doll house

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bottle/dolls/blanket dress upkitchen/cooking cash register/moneyfeeding sandbox/watervehicle/planes blocks/barricadeknife/sword/gun hammer/loghandcuffs/rope domestic/zoo animalshandcuffs/rope snakes/shark/alligatorsoldiers dinosaursbop bagmasks medical kittelephone musical instruments

Assessment/Progress: (your general impressions/clinical understanding/conceptualization based on theoretical orientation)

Therapist’s Strengths:

Areas for Growth:

Reflections about Supervision Experience

Respond to these questions within 48 hours of your supervision session.

1. What did you experience in the supervision session?

2. What do you recall that was particularly helpful?

4. Was there anything you wish could have or would have been done differently during the supervision experience?

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APPALACHIAN STATE UNIVERSITYDEPARTMENT OF HUMAN DEVELOPMENT AND PSYCHOLOGICAL

COUNSELING

PARENTAL RELEASE FORM

Name of Parent/Guardian__________________________________________________________

Address_________________________________________________________________

Phone_____________________________(Home) __________________________(Office)

The Graduate Department of Human Development and Psychological Counseling at Appalachian State University conducts a number of counselor training courses in which graduate students learn and reinforce their counseling skills through practice sessions with other individuals. The student named below is enrolled in HPC 5540: Introduction to Play Therapy and is currently involved in learning the conceptual framework and facilitating responses of Child-Centered Play Therapy (CCPT).

CCPT is a highly respected, research supported, counseling modality that encourages children to express their thoughts and emotions through play. The graduate students in this class are required to videotape five 30-minute sessions of themselves practicing CCPT responses and behaviors with a child while he/she is playing. While the videotaped sessions are confidential, three 10-minute segments will be shared with the course instructor and fellow classmates during class time for instructional purposes. All videotaped play sessions will be destroyed at the end of this academic semester. The graduate student's focus during the videotaped play is on the CCPT skills he/she is learning, and not on your child's behavior.

You may be present during the play sessions, and the graduate student will be able to share general themes/observations about your child, at your request. The graduate student will supply the expressive toys to be employed during the play. Most children enjoy these play sessions because they receive focused, warm attention from a caring adult.

We hope you will take the opportunity to have your child participate in the practice play sessions for HPC 5540: Introduction to Play Therapy. If you give permission for your child to participate in videotaped, play sessions with the graduate student indicated, please sign and date in the space provided.

Thank you for your cooperation.

Graduate Student's Signature _____________________________________Date_____________

Parent's Signature______________________________________________Date_____________

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