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Chess Game

Shall We Play A Game?

March 15, 2024 - IN PERSON 

Shall We Play a Game?

with NanDee Walker, LPC-S, NCC, Registered Play Therapist™ and Melissa Winterscheid, LPC-S, Registered Play Therapist-Supervisor™

 

Friday, March 15, 2024 (8:45 am - 12:00 pm CST)

Northeastern State University - Broken Arrow, OK

3100 E New Orleans, Broken Arrow, OK 74014

Registration: $100.00

Early Bird Rate, before March 10, 2024: $75.00 Use code "GAMES25"

Go to the Events Page to Register!

 

Join us to enhance your play therapy skills and have fun! Through interactive weaving of theoretical applications and identifying play dynamics utilizing games, therapists will learn how to augment connection, processing, and explore executive functioning skills with clients of all ages.

  1. Identify and demonstrate theoretical and practical application of everyday games into play therapy practice and skill sets.

  2. Role play therapeutic play therapy responses during game play to assist and express understanding of the value of everyday games in meeting treatment goals.

  3. Demonstrate an understanding of games for specific play therapy theoretical orientations and individual treatment goals.

  4. Identify play therapy goals utilizing everyday games for individual and group treatment modalities.

 

NanDee Walker, LPC-S, NCC, Registered Play Therapist™ has worked with children and their caregivers for 20 years.  NanDee graduated from Northeastern State University and has been a supervisor and play therapist in the Tulsa community for the past 7 years.  NanDee has developed and led consultation groups to support therapists through supervision. NanDee is a published author with a deep love for the written word in all its forms.

 

Melissa Winterscheid, LPC-S, Registered Play Therapist-Supervisor™ provides training within the counseling, play therapy, and sand tray community.  Melissa has served on local, state, and national counseling committees, and currently sits on the Oklahoma Play Therapy Association board.  Melissa has practiced in school-based therapy for 11 years and maintained a private practice for 5 years.  Melissa is a gifted teacher and trainer who enjoys talking about 'all the things' with fellow therapists and supervisors.

 

Schedule:

Friday, March 15, 2024

8:15 am Registration

8:45 am Course Begins

10:15 am Break

10:30 am Course Resumes

12:00 pm Course Ends

Using Mobile Phones

Ethics of Communication in Play Therapy

Ethics in Communicating with Families about Play Therapy

With Lisa Morrell Dawson, MA, MS, LPC, Registered Play Therapist-Supervisor™

March 15, 2024

Friday, March 15, 2024 (1:15 pm – 4:30 pm CST)

3 CE Contact Hours (IN PERSON)

Northeastern State University - Broken Arrow, OK

3100 E New Orleans, Broken Arrow, OK 74014

 

Registration: $100.00       

Early Bird Rate, before March 10, 2024: $75.00 -Use Code "ETHICS25"

Go to the Events Page to Register!

 

Now make sure you talk to them to work on your problem…” is a phrase commonly heard by a caregiver before taking a child to the playroom for play therapy. What is the best way to communicate the process and theory behind play therapy to others? Join us for an experiential course on locating resources, utilizing theoretical and ethical practice and language, and crafting your personalized statement to communicate your process in play therapy!

 

Objectives:

  1. Identify at least 3 reliable resources that explain play therapy.

  2. Role play explaining play therapy to a caregiver, director, or co-worker.

  3. Draft a personalized statement to communicate with others about play therapy.

  4. Identify at least one way to involve a caregiver in the play therapy process.

 

IMH Professional Competencies

  • Theoretical Foundations: infant/young child development and behavior, infant/young child and family-centered practice. relationship-focused practice, relationship-focused, therapeutic practice, family relationships and dynamics, attachment, separation, trauma, grief, and loss, cultural competence, psychotherapeutic and behavioral theories of change.

  • Law, Regulation, and Agency Policy: ethical practice, government, law, and regulation, agency policy

  • Direct Service Skills: observation and listening, responding with empathy, advocacy, intervention/treatment planning, developmental guidance, supportive counseling, parent-infant/young child relationship-based therapies and practices

  • Working with Others: building and maintaining relationships, supporting others, collaborating, resolving conflict, empathy and compassion

  • Communicating: listening, speaking, writing

  • Thinking: analyzing information, solving problems, exercising sound judgment, maintaining perspective, planning and organizing

  • Reflection: contemplation, self-awareness, curiosity, professional/personal development, emotional response

 

Schedule:

Friday, March 15, 2024

1:00 pm Registration

1:15 pm Course Begins

2:45 pm am Break

3:00 pm Course Resumes

4:30 pm Course Ends

Citrus

Level I Theraplay and MIM

April 9-12, 2024 - IN PERSON

Level One Theraplay and MIM

Monday-Thursday: 8:30 am - 4:30 pm CST

25 CE hours

Register: https://theraplay.site-ym.com/events/EventDetails.aspx?id=1779085&group=

 
What is Theraplay?
  • Enhances attachment, self-esteem, and trust in others through joyful engagement
    children through positive connection
  • Results in a changed view of the self as worthy and lovable, and of relationships as positive.
  • Creates an active and empathetic connection between child and parents
  • Focuses on four essential qualities found in parent-child relationships: structure, engagement, nurture, and challenge.
  • Elicits cooperation and improves behavior issues in children through positive connection
 
How does Theraplay Differ from other Kinds of Child Therapy?
  • It directly involves the parents or caregivers in change
  • It is active, interpersonal, and fun
  • Progress can be made quickly
  • It focuses on strengthening the parent-child relationship
  • It focuses on the "here and now"
  • It can be used with young children or children with developmental delays
  • The "Theraplay Way" flows easily from clinical setting to home
  • Theraplay is appropriate for all ages - infancy through adolescence.
Learning Objectives

    1. Differentiate three play, attachment-based theories and how they support the work of Theraplay
    2. Define how children with various attachment styles present in play therapy sessions
    3. Explain the benefits of using the MIM in your play therapy practice
    4. Arrange the MIM play therapy assessment tool
    5. Analyze the MIM at a beginning level to benefit families in play therapy
    6. Construct a play therapy treatment plan based upon the MIM analysis
    7. Classify three play therapy goals to be achieved during a MIM feedback session with parents
    8. Describe the four dimensions of Theraplay, a modality of play therapy
    9. Indicate one play-based activity from each dimension: Structure, Engagement, Nurture, and Challenge.
    10. List three possible ways of adapting Theraplay into play therapy treatment to meet the needs of a child with complex trauma
    11. State how to guide parents to participate in a Theraplay, a modality of play therapy, in the treatment session
    12. Specify how to prepare parents to use Theraplay play therapy techniques at home to further therapeutic goals
    13. Express how various parent attachment styles present in play therapy sessions
    14. Demonstrate adapting Theraplay play therapy techniques to three different populations of families
    15. Apply Theraplay techniques to work through resistance in play therapy sessions
    16. Practice how to adapt Theraplay activities for children of different ages
    17. Explain how to prepare for termination of Theraplay treatment
    18. Evaluate how the clinician is impacted by the functioning of parents and children in play therapy sessions
    19. Identify two types of clients for whom Theraplay would not be an appropriate play therapy modality

Sphere on Spiral Stairs

Understanding and Incorporating Body Regulation Techniques and Co-Regulation in Play Therapy

April 19, 2024 - IN PERSON

with Julie Reising, LMFT, Registered Play Therapist-Supervisor

 

Friday, April 19, 2024  (8:45 pm – 12:00 pm CST)

3 CE Contact Hours (IN PERSON)

Northeastern State University - Broken Arrow, OK

3100 E New Orleans, Broken Arrow, OK 74014

Registration: $100.00     Early Bird Rate, before April 12, 2024: $75.00

Use Code "MIND25"

 

In this interactive workshop, participants will learn specific body regulation techniques to incorporate into play therapy with children of all ages. A review of relevant research will be provided, as will information about the role of co-regulation and its necessity for effective intervention. Participants will have the opportunity to practice interventions that address physical and emotional regulation in the playroom.

 

Objectives:

  1. Identify and practice at least 3 body regulation interventions to utilize in the playroom with clients

  2. Identify why body co-regulation is a necessary component to healing and play therapy

  3. Identify the Therapeutic Powers of Play incorporated into body regulation and co-regulation in play therapy

  4. Identify the value and necessity for self-care to support co-regulation in the therapeutic relationship

 

Schedule:

Friday, April 19, 2024

  • 8:15 am Registration

  • 8:45 am Course Begins

  • 10:15 am Break

  • 10:30 am Course Resumes

  • 12:00 pm Course Ends

Julie Reising is a Licensed Marital and Family Therapist, an Oklahoma-approved LMFT Supervisor, a Registered Play Therapist-Supervisor, and a Mindset and Empowerment Life Coach.

Having practiced in the family therapy and play therapy fields for over two decades, Julie embraces the therapeutic process and play therapy with clients of all ages. Her integrative approach to helping clients live their best lives can best be summed up in her tagline words: compassion, hope, transformation.

 

Julie embraces a “lifelong learner” approach to her work and continually nurtures and hones her skills to provide the best experience possible to clients, supervisees, and workshop participants alike. Julie has served on the board of the Oklahoma Association for Marriage and Family Therapy and currently serves as Board President for the Oklahoma branch of the Association for Play Therapy (OKAPT). Julie holds an adjunct faculty position in the MFT graduate program at Oklahoma Baptist University. As a life coach, Julie leads retreats to help female entrepreneurs and executives up their personal, spiritual, and professional lives.

Julie is always excited for the opportunity to inspire others by sharing her expertise and experience through speaking and writing.

Julie is an empty nester who has been married to the love of her life for just about forever and has two adult children she adores. When she’s not working, you can find Julie embracing her own brand of amazing by traveling, running half marathons, fishing, scuba diving, or playing with her beloved granddaughter. Julie’s happy place is in, on, or by water.

 

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Abstract Background

Playful Supervision

Friday, April 19, 2024  (1:15 pm – 4:30 pm CST)

With Lisa Morrell Dawson, MA, MS, LPC, Registered Play Therapist-Supervisor™

3 CE Contact Hours (IN PERSON)

Northeastern State University - Broken Arrow, OK

3100 E New Orleans, Broken Arrow, OK 74014

Registration: $100.00

Early Bird Rate, before April 12, 2024: $75.00 - Use Code “SUPER”

 

Description:

Ready to put some playful ideas into your supervision? Participate in play activities to help your supervisees experience and examine their own belief system and that of their clients. In this course, you will also learn about different models of supervision and experience how to integrate play therapy competencies into activities.

 

Objectives:

  1. Demonstrate and practice 3 play therapy activities to use in supervision.

  2. Identify and describe theories and models of supervision.

  3. Identify and describe how play therapy competencies can be integrated into supervision.

  4. Identify at least 3 facets of reflective supervision.

 

IMH Professional Competencies

  • Leading People: motivating, developing talent

  • Reflection: contemplation, self-awareness, professional/personal development, emotional response

  • Communicating: listening, speaking, writing, group process

  • Direct Service Skills: observation and listening, responding with empathy, developmental guidance, reflective supervision

 

Schedule:

Friday, April 19, 2024

1:00 pm Registration

1:15 pm Course Begins

2:45 pm am Break

3:00 pm Course Resumes

4:30 pm Course Ends

 

Colorful Lights

Gender Identity and Sexual Development in Children

Gender Identity and Sexual Development in Children - ONLINE

With Lisa Morrell Dawson, MA, MS, LPC, Registered Play Therapist-Supervisor™

  • Friday, June 7, 2024 - 9:00 am - 12:15 pm CST (one 15 min break)

  • Limit 50 people

  • Cost: $100

  • Early Bird by June 1, 2024: $75 Use code “GENDER25”

  • 3 CE Non-Contact Hours – Live Webinar

  • Evaluation and Post-Test Completion to qualify for CE’s.

  • Your camera must remain on to quality for CE’s.

  • No credit is given to non-mental health professionals

This course is approved for LPC, LMFT, and LCSW (Provider Number 20240385) in Oklahoma. This course is approved for APT (Provider #17-514.)

This course meets the requirements of APT social and cultural diversity requirements.

IMH-E® Competencies Addressed: theoretical foundations, direct service skills, reflection.

APT Competencies Addressed:

Competency 1: Knowledge & Understanding of Play Therapy

1c. Demonstrate knowledge of the therapeutic relationship in play therapy

1f. Identify and apply ethical practices in play therapy

1h. Demonstrate knowledge of family & systemic theories in play therapy

Competency 2: Clinical Play Therapy Skills

2h. Demonstrate understanding of own cultural and social identity and its influence in the play therapy process

2i. Exhibit multicultural orientation to diversity, equity, and inclusion through a culturally and socially diverse playroom and play therapy process

Competency 3: Professional Engagement in Play Therapy

3d. Recognize and adhere to the limits of professional scope of competence in play therapy

3e. Seek and integrate play therapy-specific continued education, research, and literature

3f. Seek and integrate play therapy-specific supervision and consultation

3g. Practice self-care to maintain quality play therapy services.

3h. Seek and integrate ongoing knowledge regarding cultural and social diversity in play therapy

 

When and where does it all begin? This course will include information on definitions of sexuality and gender terminology, the earliest stages of gender and sexual development, gender development theories, current research, activities and discussions focusing on the therapist’s own self-awareness, experiences, and social bias, and play therapy activities to assist children and their families explore their identity. Examples and a case study will be included.

  1. Identify and describe the stages of sexual development in children.

  2. Identify and describe the stages of gender development in children.

  3. Identify and describe at least 2 play therapy activities to support clients in their identity and development.

  4. Identify and describe the impact of your own beliefs and biases on your work with children and families.

 

Schedule:

Friday, June 7, 2024

  • 8:45 am Sign-in Online

  • 9:00 am Course Begins

  • 10:45 am Break

  • 11:00 am Course Resumes

  • 12:15 pm Course Ends

 

Pink Sugar

Playful Solutions for Using EMDR with Children and Teens for Play Therapists and Child Therapists

Thursday, Friday, and Saturday: July 11-13, 2024

With Ann Beckley-Forest, LCSW, Registered Play Therapist-Supervisor™ and Annie Monaco, LCSW, Registered Play Therapist-Supervisor™

 

15 CE Contact Hours (IN PERSON)

 

OSU – Tulsa Conference Center

700 N Greenwood Ave, Tulsa, OK  74106

 

Registration: $550.00

Early Bird Rate, before June 1,  2024: $500.00 - Use Code “DCPT50”

 

Approved for Oklahoma LCSW, LPC, & LMFT, APT (Provider #17-514), and EMDRIA Credits - EC Program Approval Number #18007-84

 

Francine Shapiro called EMDR the therapy that “plays well with others” and the AIP model invites innovation and integration in our quest to make the benefits of EMDR available to clients of all ages and developmental levels, neurodiversity, and backgrounds.

 

When child and adolescent therapists complete training in EMDR therapy, they sometimes find it challenging to integrate EMDR into their current work. We are using a variety of play therapy-based techniques such as sand, art, and dolls to support EMDR therapy with children throughout the 8 phases to make the benefits of EMDR therapy possible with children and youth who may be avoidant or too young to fully engage with elements of the standard protocol. In addition, we will introduce play therapy principles and expressive play modalities for an enhanced preparation phase for children with fragmented or dissociative parts.

 

We will expose participants to titration of trauma content in using EMDR with play-based trauma narratives using some video examples and discussion of how to respect the child's movement towards and away from the trauma content. Case examples illustrating how to integrate parents into this work will be woven throughout the program.

 

Objectives:

  1. Apply a play therapy supported scripted technique for obtaining a trauma history from the child in a developmentally sensitive way during phase one.

  2. Demonstrate a play therapy intervention to install and enhance positive beliefs and resources during phase two to make the client stronger.

  3. Describe 3 examples of making aspects of the EMDR protocol more tactile kinesthetic and attachment-based.

  4. Explain 2 ways of inviting and guiding play narratives that titrate the approach to traumatic material during assessment, desensitization, and reprocessing phases.

  5. Identify 5 playful activities to promote self-regulation throughout EMDR preparation and processing.

  6. Describe play therapy materials that support trauma narratives and EMDR processing.

  7. Utilize a scripted parent interview and reporting form to closely involve parents and caregivers in both the closure and reevaluation phases of playful EMDR.

  8. Describe the EMDR storytelling approach, and how stories in the play therapy setting can support trauma processing and structure caregivers as a resource.

  9. Apply the principles of curiosity and gradual exposure to allow dissociative parts of self to emerge during preparation for EMDR

  10. Distinguish self-states and use developmentally appropriate ego-state language through play with a dissociation doll and sand tray work.

  11. Utilize a case formulation process to apply best practices in the EMDR and play therapy integrated approach to a current case.

 

Ann Beckley-Forest, LCSW, RPT-S™ is a Licensed Clinical Social Worker in private practice in Buffalo, New York, and co-founder of Playful EMDR, an online hub for training and consultation in treating trauma-exposed children. Her specialties include attachment, child and adolescent trauma, and adult survivors.  She is certified in EMDR and is an EMDR Approved Consultant and Trainer, a faculty member of the Child Trauma Institute, a Registered Play Therapist-Supervisor, and an Approved Provider of Play Therapy continuing education through the Association for Play Therapy. Ann provides consultation in person and remotely, and training across the US and internationally. Her primary interest is in the intersection of play therapy and EMDR and has published on this topic including as a contributor and co-editor of EMDR with Children in the Play Therapy Room: An Integrated Approach (2020).

 

Annie Monaco, LCSW, RPT™ is a Licensed Clinical Social Worker, Registered Play Therapist, and a faculty member of the Child Trauma Institute & Trauma Institute and the University at Buffalo School of Social Work. Annie travels throughout the US and internationally providing trauma-informed training and agency and therapist consultation. Annie is an EMDRIA-approved Trainer of EMDR, Progressive Counting, and STAR (Strategies for Trauma Awareness and Resiliency). Annie also provides specialty training on attachment, dissociation, and EMDR with teenagers and younger children. Annie was a Director of Restorative Justice programs at a non-profit agency where she oversaw juvenile and adult offender programs for over 10 years.  Presently her private practice includes primarily foster care, out-of-country adoptions, juvenile justice, and dissociation. Annie is the co-editor and contributor of chapters for EMDR with Children in the Play Therapy Room: An Integrated Approach (2020) and co-founder of Playful EMDR, an online hub for training and consultation.

Agenda

Thursday 7-11-24 and Friday 7-12-24

  • 8:00 am Registration and Sign-in

  • 8:45 am Training

  • 10:00 am Break

  • 10:15 am Training

  • 11:45 Lunch

  • 1:00 pm Training

  • 2:45 pm Break

  • 3:00 pm

  • 4:30 pm Day Ends

 

Saturday 7-13-24

  • 8:00 am Registration and Sign-in

  • 8:45 am Training

  • 10:00 am Break

  • 10:15 am Training

  • 11:45 Day Ends

 

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