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Healing Hearts Through Play
16th Annual Texas Association for Play Therapy Conference
April 3-5, 2009
The Omni San Antonio at The Colonnade
San Antonio, TX
Key Note Speaker: Paris Goodyear-Brown, LCSW, RPT-S
Click here to download the Call for Proposal
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Continuing Education
6.0 CE's will be awarded for each day on Friday and Saturday
6.0 CE hours, APT provider #98-043
6.0 CE hours, LPC provider #461
6.0 CE units, Social Work Provider #1674
1.5 CE hours for Peer Consultation Groups Friday Evening
4.0 CE hours for Post Conference
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Pre-Conference
Friday, April 11 th , 2008
Full Day Workshop featuring Scott Riviere
$120 for TAPT/APT Members registering early
Continental Breakfast/Lunch/Beverage Break included***CE 6 hours
| 7:00 - 8:00 am |
Registration and Breakfast |
| 8:00 am |
Welcome: Leah Miller, President and Yvonne Garza, President-Elect |
| 8:30 - 10:00 am |
"Experiential Family Therapy", Scott Riviere |
| 10:00 - 10:30 am |
Break and Exhibits |
| 10:30 - 12:00 noon |
Experiential Family Therapy...continued |
| 12:00 - 1:30 pm |
Lunch and Exhibits |
| 1:30 - 3:00 pm |
Experiential Family Therapy...continued |
| 3:00 - 3:30 pm |
Break and Exhibits |
| 3:30 - 5:00 pm |
Experiential Family Therapy...continued |
Peer Consultation Groups
$25 for TAPT/APT Members***CE 1.5 hours 5:30 - 7:00 pm Space is limited to 12 persons per group. Please Register Early.
| 1. Child-Centered Play Therapy |
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Pedra Ane, MA, NCC, LPC
Graduate Assistant- Sam Houston State University
Doctoral Student-Sam Houston State University |
Sarah Kinsworthy, MA, LPC-Intern
Clinical Director-SAAFE House, Huntsville, TX.
Doctoral Student-Sam Houston State University |
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| 2. Eclectic Play Therapy |
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Denise Hall (prescriptive), MN, RN, CS, RPT-S
Round Rock, TX.
Caring Solutions |
Mary Kaiser, MA, LPC, NCC, RPT
El Paso, TX
Far West Chapter of the TAPT, Chapter Representative |
Julie Merriman, LPC-S, RPT-S
Doctoral Student-Texas Tech |
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| 3. Multi-Cultural Play Therapy |
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Cecilia Alvarez, LPC-S, LMFT-S, LPA, RPT-S
San Antonio, TX.
Judson Independent School District
San Antonio College |
Pedro R. Gonzalez, M.Ed., LPC-S, RPT-S
San Antonio, TX.
Private Practice
Methodist Hospital |
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| 4. Play Therapy Issues in Private Practice |
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Joey Achacoso, Ph.D, LPC
Pflugerville, TX. |
Julie Thigpen, LPC-S, RPT-S
Corpus Christi, TX.
Family Enrichment & Play Therapy, P.A. |
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| 5. Play Therapy in Schools |
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Al Crixell Jr., M.Ed., LPC
Mission, TX.
Sharyland Independent School District |
Barbara Ann Hall, MA, LSSP, LPA, LPE
Pflugerville, TX.
Killeen Independent School District |
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Reception
7:00 - 9:00 pm Silent and Live Auction |
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Saturday, April 12, 2008
7:30 am Registration
8:30 am Welcome and Announcements
Leah Miller, President and Yvonne Garza, President-Elect
8:45 am Keynote: Scott Riviere
Healing Families through Play: Creating Boundless Possibilities
10:15-10-45 am Break & Exhibits
10:45-12:15 pm Sectional Presentations
Note: To assist you in structuring your training day, each sectional has been identified with LEVELS:
F – Foundation I – Intermediate A – Advanced Morning sessions designated with the arrows icon  will be continued during the afternoon sessions. |
The following Sections are 3.0 CE hours from 10:45 am – 12:15 pm and will continue from 1:30 – 3:00pm |
| 1. PACERS: A Play/Activity Therapy Group for Adolescents in School – Richard Henriksen Jr., Ph.D., LPC-S, and Sarah Kinsworthy, MA, LPC-I, Sam Houston State University (F, I). In Texas more than 20% of African Americans drop out of high school. Dr. Henriksen will discuss his PACERS model, an activity- based group process which uses play therapy techniques adapted for use with adolescents. This workshop will explore both description and application of the PACERS (Positive, Achievement, Creative, Equals, Righteous Success) program as a culturally specific activities-based model for helping African American adolescents succeed. |
| 2. Sandtray Processing: Facilitating the Moment – Stephen A. Armstrong, Ph.D., LPC, RPT-S, and Steve Lyman, NCC, LPC-Intern, M.S., Texas A&M University-Commerce (I). Sandtray therapy is an effective intervention with various ages and populations. Using a humanistic approach to processing, presenters will help participants to learn how to gently guide clients into the here and now and work through resistant behaviors and ambivalent feelings via sandtray expression. Participants will learn how to process sandtray scenes and expand on their facilitative responses. This session is designed for therapists who have a basic understanding of sandtray and some experience with its use. |
The following Sections are for 1.5 CE hours from 10:45 am – 12:15 pm |
| 3. Ethics A Neglected Duty: Informed Consent and Children in Play Therapy-Ryan Holliman, M.Ed., University of North Texas; (F). This program will address the current legal standing of children in regard to informed consent and exceptions to the law relevant to play therapy. The ethics portion of the presentation will examine ethical codes of multiple organizations to understand the various ethical responsibilities play therapists have. Finally, the program will conclude with a segment that pays special attention to play therapy practice and how to operationalize these ethical concerns by discussing how to inform children about play therapy and assessing a child’s capacity for involvement in decision making in therapy. |
| 4. Adapting Play Therapy for Preadolescents-Dee Ray, Ph.D., LPC; Mei-Hsiang Tsai, LPC-Intern; and Pedro Blanco, LPC-Intern, University of North Texas; (I). Not yet adults, yet not children, play therapists sometimes struggle with how to help preadolescent clients. This workshop explores the developmental needs of preadolescents and opts to empower and enhance play therapists’ knowledge to effectively provide treatment for this population via developmentally appropriate play therapy. Presenters will offer informative handouts addressing materials and room adaptation for preadolescents receiving play therapy services. Special considerations of this population will also be addressed, including developmentally appropriate therapeutic responses and parent consultation. In addition, presenters will demonstrate effective techniques through recordings of actual case examples. |
| 5. Effects of Three Interventions, (expressive group play therapy, group speech therapy, and interdisciplinary play therapy/ speech intervention) with International College Students Referred for Adjustment and Language Difficulties- Eunah Lee, Ph.D., LPC, RPT, NCC and Sue Bratton, Ph.D., LPC-S, RPT-S, University of North Texas (I). Discussing issues related to adjustment concerns may be subtle matters that are difficult for international college students to express though verbal communication only due to their lack of English proficiency and cultural barriers, thus identifying an effective and efficient means of addressing this problem is crucial. Providing symbolic and nonverbal means of self-expression though expressive arts can transcend the limits of what can be communicated though words. Participants will learn strategies of structured activities and procedures of expressive group play therapy. |
| 6. Pets in the Play Room: How Therapy Animals Impact the Client-Counselor Bond- Kathy McDonald, LPC-Intern; and Alisa McDonald, Sam Houston State University (F). The therapeutic alliance is crucial in impacting the effectiveness of school-based treatment. This qualitative study looks at children’s perceptions to adding a pet to the play room and how it may impact development of the important client-counselor bond. This workshop will discuss how adding a pet to the play room helps children view counselors as more trustworthy. Additionally, participants will learn how to begin incorporating pets in the play room as well as strategies and activities that best utilize the concept of animals in play therapy. Implications for counselors who utilize pets in therapy in a school setting are presented. |
| 7. Building Competence: Utilizing Sandtray Techniques in Play Therapy Supervision- Sarah Kinsworthy, M.A., LPC-Intern, Sam Houston State University (I). In play therapy, it is imperative that supervisors maintain an awareness of supervisee competence. Due to the importance of this topic, participants in this session will learn sandtray techniques that aid is assessing supervisee competence. These creative sandtray strategies can be used to help supervisees overcome barriers in play therapy skill development. |
| 8. Attachment to the Perpetrator in Cases of Betrayal Trauma-Linda Ball, Ph.D., LPC-S; Deborah Stanley, M.S. and Ruth Whitely, M.S., NCC, LPC-Intern, Texas A&M Commerce (F). More and more play therapists are faced with victimized children left fragmented by abuse. These childhood traumas can often lead to fragmented and dissociated adult populations. Evaluating attachment to the perpetrator in children of sexual, physical and emotional abuse will provide the play therapist with the tools to identify the victims of betrayal traumas. Betrayal trauma theory will be explained to aide the counseling professional in understanding the depths of the perpetrator-victim connection and its role in play therapy. Having years of experience with counseling children, the presenters will provide play strategies and techniques to identify and connect with these fragmented children. |
9. Culture of Poverty: Considerations for School-Based Play Therapy Services – Angela Sheely, M.A., NCC, LPC and Peggy Ceballos, University of North Texas (F, I, A). This presentation will focus on practical applications and strategies to use when providing play based services with preschool aged children and their families who live at or below the poverty level. Through case examples and experiential exercises, presenters will also examine cultural factors to consider when working specifically with Black-American and Hispanic families. |
The following Sections are for 1.5 CEU hours from 1:30 – 3:00pm
Afternoon sessions designated with the arrows icon are continued from morning sessions. |
| 10. Ethics of Empirically-Based Intervention for Oppositional Defiance and Conduct Disorders-Becky Davenport, Ph.D., LMFT, St. Mary’s University (F). This presentation will provide an overview of literature examining predictive factors in the development and maintenance of oppositional defiance and conduct disorders, including biological, familial, and cultural influences. Presenters will then examine the ethical relevance of considering these influences within play therapy treatment planning. Specific play therapy case studies and examples will be explored. Group discussion is encouraged. |
| 11. Single Case Design Techniques for the Play Therapy Practitioner- Dee Ray, Ph.D., LPC; April Brown, LPC-Intern, LSSP; April Schottelkorb, LPC-Intern, University of North Texas (F). Even play therapists can do research! This workshop will address how to use a single case design in a private practice, community, or school setting with few resources. Single case design can be used to demonstrate the effectiveness of play therapy to grant funders, parents, school administrators, courts and other third party sources. Statistical background is not required. |
12. Effects of Child-Parent Relationship Therapy (CPRT) on Hispanic Parents of At-Risk Children: Preliminary Findings from a Pilot Study- Peggy Ceballos, Sue Bratton, Ph.D., LPC-S, RPT-S, and Pedro Blanco, M.A., University of North Texas (F, I, A). The Hispanic population is the largest and fastest growing minority group in Texas, with insufficient mental health resources available to address their unique needs. Several risk factors including poverty and language barriers place Hispanic children at greater risk for personal and academic success, thus the need for culturally responsive early mental health interventions proven effective for this population is significant. This workshop presents preliminary outcome research findings on the effects of Child Parent Relationship Therapy (CPRT) on Hispanic parents of at-risk children under the age of 6. Participants will learn to incorporate subtleties of the Hispanic culture with the didactic play therapy components in order to have a more successful outcome with Hispanic clients. |
| 13. The Traumatized Child: Interventions for Healing- Kathy McDonald, M.Ed., LPC-Intern; Stephanie Sanders, M.A. (F). Trauma reactions in children are often overlooked and misunderstood by mental health professional and parents. Because unresolved childhood trauma has serious implications for the client throughout life, this presentation emphasizes play-based interviewing techniques and interventions designed to aid in recovery. Age-specific trauma reactions and developmentally appropriate play-based interventions will be discussed. |
| 14. Using Client Developed Ceremony in Play Therapy- Pedra Ane, M.A., LPC, Sam Houston State University (I).The presenter will explore historical and spiritual roots of ceremony; and highlight ways clients are already using ceremony in play therapy. Participants will learn how to identify ceremonial themes in play therapy, possible appropriate uses for ceremony in play; and how to more intentionally incorporate ceremony into the play experience. The presenter will offer techniques to help clients create ceremonies demarcating transition or closure that holds therapeutic meaning for clients. Participants will be led in the creation of a personal ceremony as well as a debriefing of the activity. |
15. Incorporating School-Based Child Parent Relationship Therapy with Hispanic Families- Christina Villarreal, M.A., LPC-S, RPT-S, NCC, Regent University, Virginia Beach, Va. (I). Based on both quantitative and qualitative research findings, this presentation will provide helpful tips on how to incorporate school-based Child Parent Relationship Therapy (CPRT) with Hispanic parents and their children. Through didactic instruction, based on the CPRT filial therapy model, video demonstrations, and group discussion, participants will learn how to effectively implement CPRT with Hispanic families. Participants will also gain understanding on how CPRT can positively effect children’s behaviors and enhance the parent-child relationship. |
| 16. Play Therapy as an Integral Link to Trauma Recovery- Kimberly Richter, M.M.H.C. (I). Attendees will learn the difference between grief and trauma, implicit and explicit memory, and how the brain adapts to traumatic experiences. Using play therapy theory, the fit of theory and trauma exposure will be explored. In addition, several case examples will be shared that highlight the flexibility and success outcome of selected play-based interventions. Several interventions will discuss how they can be applied to trauma victims with the goal of moving the individual from victim to survivor. |
17.Child Development: The Missing Link!-Misty Solt, Ph.D, Lpc-S, Rpt-s, NCC; Kay Sudekum Trotter, Ph.D., LPC-S, RPT, NCC; Eric Dafoe,B.A.(F).
How child therapists work with children (i.e., via play, verbal communication, applied techniques, etc.) is only as effective as what they truly understand about a child's development. Child development, although usually only required at the Undergraduate level, is the basis for what often occurs (or doesn't occur) in the therapeutic process with a child. Furthermore, a thorough knowledge in child development also governs the ease in which effective parent consultations are conducted. This presentation will discuss developmental principles within the following areas: cognitive, emotional, socials/relational, play, and language. In relation to these core areas, hallmark behaviors will be presented and discussed via case vignettes and other examples. Participants will also learn how play behaviors and themes are indicative of development.
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3:00 – 3:30 pm Break & Exhibits
3:30 – 4:00 pm General Meeting
4:00 – 5:00 pm Closing Keynote: Sue C. Bratton, Ph.D. speaking on
"Self-Directed Healing of Young Traumatized Children"
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Post Conference
Sunday, April 13 th , 2008
$65 for TAPT/APT members registering early, includes Breakfast * CE 4 hours
Facilitating Supervisee’s Self-Awareness Through Expressive Arts
Sue C. Bratton, Ph.D., LPC, RPT-S
Mary Costas, Ph.D., LPC
This workshop is designed to provide play therapy supervisors with a hands-on experience in the use of expressive arts in the supervision process. The use of expressive arts in supervision can help supervisees develop a greater awareness of self in relation to the role of professional helper. The facilitation of expressive arts in supervision requires the supervisor to connect fully with the activity as well as the supervisee, thus this workshop will provide supervisors with an opportunity to fully engage in the expressive arts process to expand awareness of self as supervisor. The presenters will provide a structure for presenting activities to supervisees and offer suggestions for processing supervisee’s creations. Participants are encouraged to dress comfortably and bring the following supplies: glue, scissors, crayons, a magazine and 10-15 sandtray miniatures.
| 8:30 - 10:30 am |
"Facilitating Supervisee's Self-Awareness Through Expressive Arts" by Sue C. Bratton |
| 8:00 am |
Break |
| 10:45 - 12:45 pm |
continued |
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