Board of
Directors

Introductory Level I

Intermediate Level II

Advanced Level III

Introductory Theraplay

Introductory Level I

In Level I of the CACPT Certificate Program, the students will be introduced to the history of play therapy, rationale for the use of play in therapy, various therapeutic powers of play, theoretical approaches to play therapy, and phases of play therapy. Practical material will also be provided, including how to develop therapeutic rapport, conduct a play therapy assessment, develop a treatment plan and incorporate play into family sessions. Best-practice tips on record keeping and other ethical issues will also be provided, as well as research to support the effectiveness of play therapy.

Monday, May 12, 2008
Introduction to Play Therapy
Lorie Walton, M.Ed, CPT-S

Overview: This introductory course will begin with a short introduction to CACPT and the Certification Process. Following the morning break a presentation will begin on the various definitions of play therapy. The therapeutic powers of play will be presented and applied to the play therapy process. Students will also learn how to set up a playroom and a portable play therapy kit and how to select appropriate toys and materials.

Learning Objectives: 1) Define play therapy and the difference between play and play therapy; 2) Identify the value and therapeutic powers of play therapy; 3) Identify the types of play and the differences in play exhibited by adjusted and maladjusted children; 4) Cite the developmental stages of play.; 5) Identify how to set up a play room and how to select toys and materials to facilitate therapeutic growth.; 6) Identify how to set up a portable play therapy kit.

Tuesday, May 13 and Wednesday, May 14, 2008
Play Therapy Models, Process, and Research
Dr. Nancy Riedel Bowers, PhD, RPT-S

Overview: This two-day course will begin with a review of the history of play therapy and the major models of play therapy. The play therapy process will be examined with a particular focus on understanding basic themes, how to record themes and how to respond to child clients. Case illustrations will offer techniques and demonstrate the process. Selected research studies supporting the effectiveness of play therapy will also be presented.

Learning Objectives: 1) Summarize the history and major theoretical models of play therapy, including the pioneers, major components, role of the therapist, and empirical support; 2) Explain prescriptive play therapy and how to match the approach to the child's needs; 3) Describe the guidelines for developing a personal theoretical model; 4) Describe the stages in the play therapy process and how to pace sessions according to the child's readiness to address issues; 5) Describe basic themes in children's play and how to tie them to children's life experiences; 6) Identify how to record themes in children's play; 7) Explain how to determine therapeutic movement within therapy and when a child is ready to terminate; 8) Cite recent research studies supporting the effectiveness of play therapy.

Thursday, May 15, 2008
Non-Directive Play Therapy
Dr. Evangeline Munns, PhD, CPsych, CPT-S, RPT-S

Overview: This one day workshop will focus on the underlying theory and principles of non-directive play therapy, its techniques, suitable subjects, etc. through the use of lecture, videos and case studies.

Learning Objectives: 1) Identify the eight principles of non-directive play therapy; 2) Describe and utilize various types of facilitative responses such as tracking, reflecting feelings, and facilitating decision making. 3) Describe the value of limit setting and how to proceed; 4) Identify some of the themes in Non-Directive Play Therapy; 5) Identify how to conduct a non-directive play therapy assessment.

Friday, May 16, 2008
Understanding Traumatized Children
Stephanie Rabenstein, M.Sc., RMFT

Overview: Frequently children and adolescents are referred for therapy because they have experienced a traumatic or a series of traumatic events. However, traumatic experiences like the children who survive them are very unique. This workshop will define the various types of responses and reactions to trauma. It will provide an integrated framework for assessing the variables that can influence a child’s experience of traumatic events so that therapists make informed decisions about what needs to be addressed in therapy with a traumatized child, when it should be addressed and why. The second half of the presentation Play Therapy with Traumatized Children, is offered as part of CACPT Level III curriculum.

Learning Objectives: 1) Define the various types of psychological trauma in children; 2) Identify the variables that can influence a child’s experience of a traumatic event; 3) Identify the characteristics of trauma reaction, acute stress and post traumatic stress disorder (PTSD); 4) Identify the impact of trauma on children at various developmental phases; 5) Define the difference between enactment play and post-traumatic play; 6) Identify the factors for resilience in children.

Monday, May 19, 2008
Assessment & Treatment Planning
Liana Lowenstein, MSW, CPT-S

Overview: This course will provide participants with a structured, play-based model for assessing children and adolescents. Innovative engagement and assessment activities will be presented. Participants will learn how to translate assessment information into a treatment plan, and guidelines for report writing will be reviewed.

Learning Objectives: 1) Apply several innovative techniques to engage children in therapy; 2) Identify when to use a general assessment versus a trauma assessment; 3) Apply a structured play therapy model for assessing children and youth 4) Identify how to translate assessment material into a treatment plan and develop realistic, measurable treatment goals; 5) Identify key guidelines for writing assessment reports.

Tuesday, May 20, 2008
Ethics Part I: The Essentials of Ethical Practice
Nancy Riedel-Bowers, PhD, RPT-S

Overview: This will be an introduction into ethics and a review of ethical decision making models. Standards of practice both from an ethical point of view as well as professionally will be addressed. Ethics will be looked at in the context of who we are, where we work and how these can influence and affect our decision making processes. Key ethical conflicts will be explored and discussed. The CACPT code of ethics and the application of it to professional practice will be reviewed.

Learning Objectives: 1) Understand the importance of ethical practice; 2) Apply the CACPT Code of Ethics to professional practice; 3) Apply a model for ethical decision making; 4) Define confidentiality and understand its importance to professional practice; 5) Identify best practice tips on record keeping.

Wednesday, May 21, 2008
Essentials of a Play Therapist
Greg Lubimiv, MSW, CPT-S

Overview: Practicing therapy of any kind is like building a house… if you don’t have a strong foundation, the rest of the structure will be weak and vulnerable to collapse. Essentials of a Play Therapist is a one-day course, which provides the essential ingredients or foundation required to be an effective play therapist. It also provides the necessary concepts that all clinicians should be aware of in order to provide effective interventions.

Learning Objectives: 1) Identify the characteristics of an effective play therapist; 2) Identify the key theoretical frameworks to be an effective therapist; 3) Identify how to create and maintain a therapeutic relationship; 4) Identify the therapeutic conditions for growth and healing; 5) Identify the steps in therapeutic limit setting; 6) Identify how to respond to common “problems” in the playroom; 7) Identify how to address transference and counter-transference; 8) Learn how to convert common games into powerful therapeutic tools.

Thursday, May 22 and Friday, May 23, 2008
Family Play Therapy
Greg Lubimiv

Overview: Family play therapy has been growing in the use as clinicians discover that play can be universally used with all ages. Through family therapy, the power of the system is able to be harnessed along with the power of play to create an amazing process of learning and change. This two-day course will help lay the foundation for understanding why family play therapy is effective and how to make sessions with families engaging and effective.

Learning Objectives: 1) Understand the history & rationale for family play therapy; 2) Understand the different models / theoretical frameworks of family play therapy; 3) Understand how to integrate play into family therapy; 4) Identify how to engage resistant families; 5) Identify play therapy techniques for use in family sessions; 6) Develop skills in adapting games for use in family interventions; 7) Identify common external barriers to effective family work; 8) Identify when family play therapy is contra-indicated; 9) Understand what to do if you cannot work with the family.

Intermediate Level II

Level II of the CACPT Certificate Program will introduce students to a number of play therapy techniques including:

Monday, May 26, 2008
Creative Play Therapy Techniques
Liana Lowenstein, MSW, CPT-S 

Overview: This one-day course will present innovative play therapy techniques for therapists to use in their work with children, youth and families. Through the use of case examples, experiential exercises, and activity demonstrations, the instructor will illustrate how games, art, stories, and music can be used to engage clients in play therapy, and make individual, group and family sessions meaningful and effective.

Learning Objectives: 1) Expand your repertoire of innovative play therapy techniques; 2) Describe the Prescriptive Play Therapy Approach 3) Apply several play-based child management techniques; 4) Utilize several activities as part of the client’s termination process.

Tuesday, May 27, 2008
Ethics: Therapist-Client Relationship
Nancy Riedel-Bowers, PhD, RPT-S

Overview: This course will explore how the Code of Ethics and the law translate into practical aspects of play therapy. Various ethical dilemmas in play therapy will be explored and discussed, and the concept of best-practice in these situations will be delineated.

Learning Objectives: 1) Identify who is the client and the rights of the client; 2) Identify how to make ethical decisions as they relate to the therapist-client relationship; 3) Apply elements of professional conduct; 4) Identify potential conflicts between the practitioner and the client in the areas of attitudes, values and roles; 5) Understand potential counter-transference issues and how they may impact ethical practice; 6) Identify issues related to working across cultures; 7) Understand the importance of qualified clinical supervision when dealing with ethical concerns.

Wednesday, May 28, 2008
Filial Play Therapy
Dr. Evangeline Munns, PhD, Cpsych, CPT-S, RPT-S

Overview: Filial play therapy is an educative treatment approach where principles of non-directive play therapy are taught to and practiced by the parents. The parents first learn and practice non-directive play therapy through the use of videos and role playing. They are given homework assignments to practice play therapy with their children where they follow the lead and cues of their child. Their practice play sessions are video taped and then viewed and discussed within parent therapy group. When the leader feels a parent has achieved reasonable success s/he guides the parents to continue play sessions at home with their child. Filial play therapy is short term (10-12 sessions), is adaptable to a varying number of parents and is research based.

Learning Objectives: 1) Identify the principles of non-directive play therapy; 2) Explain the rationale for involving parents in the play therapy process; 3) Identify the format of filial therapy sessions; 4) Identify how to train, supervise, and support parents.

Thursday, May 29 and Friday May 30, 2008
Theraplay, Marschak and other Attachment Therapies
Dr. Evangeline Munns, PhD, Cpsych, RPT-S

Overview: This two-day workshop will cover attachment disorders, attachment theory and brain research. The Fundamentals of Theraplay and research will be provided. Day two will cover other attachment treatments such as dyadic developmental play therapy, developmental play therapy, 'Watch, Wait and Wonder' and Modified Interaction Guidance. The Marscak Interaction Method will also be covered.

Learning Objectives: 1) Define the symptoms of attachments disorders; 2) Articulate how the brain is affected by poor attachment, trauma or neglect; 3) Define the four underlying dimensions of Theraplay; 4) Articulate some of the other different attachment treatment methods; 5) Describe the purpose of the Marschak Interaction Model.

Monday, June 2 and Tuesday, June 3, 2008
Introduction to Sand Tray
Barbara Jones-Warrick, M.Ed, CPT-S

Overview: Participants in this course will spend two days learning about the history, theory and practical aspects of sand tray therapy. Although some time will be spent exploring a variety of sand tray approaches, the primary model being used in this experiential workshop will be the Sand Tray World Play approach developed by Gisela Schubach DeDomenico. Participants will have opportunities to explore sand tray as a treatment modality from the perspective of the client, as observer and as therapist.

Learning Objectives: 1) Identify the history and theory of sand tray; 2) Understand when and how to use Sand Tray; 3) Identify how to set up for sand tray work and what materials to have available; 4) Identify the Sand Tray World Play approach developed by Gisela DeDomenico; 5) Engage in group sand tray and identify how to create a group sand tray experience; 6) Identify how sand tray can be incorporated into individual, group, and family therapy.

Wednesday, June 4, 2008
Play Therapy for Behaviour Disorders (ODD, CD, ADHD)
Greg Lubimiv, MSW, CPT-S

Overview: This one-day course will explore the various types of behavior disorders, i.e. ODD, CD, and ADHD. Various play therapy techniques to treat behaviour disorders in children and youth will be presented.

Learning Objectives: 1) Describe the characteristics, symptoms and issues specific to ODD, ADHD and CD; 2) Identify how play therapy fits within a multimodal treatment approach; 3) Identify how to engage oppositional children and youth in therapy; 4) Utilize play therapy interventions for behaviour disorders; 5) Refine interventions to fit the specific needs/issues of the children.

Thursday, June 5, 2008
Puppetry and Story Telling
Greg Lubimiv, MSW, CPT-S

Overview: This one day course will be divided into two segments to explore the value and use of Storytelling and Puppetry in play therapy sessions. Stories have been with us since the beginning of mankind. In fact, stories may even pre-date language as evidenced by cave-drawings. This half day session will explore how to use stories in play therapy to assess and heal.

Storytelling Learning Objectives: 1) Describe the power of storytelling; 2) Utilize assessment stories; 3) Create and use treatment/healing stories; 4) Articulate the basic ingredients of creating effective stories; 5) Become more comfortable in using storytelling; 6) Be able to integrate storytelling with children, youth, adults, families and groups; 7) Identify resources to assist our development of storytelling.

Puppets have been used for centuries to entertain and educate children and adults. In more recent times we have learned to use puppets to engage and heal children, youth and families. This half day session will provide participants with the key skills and requirements to help puppets come alive and be powerful tools in setting and achieving treatment goals.

Puppetry Learning Objectives: 1) Become familiar with different types of puppets and how to select puppets to address various treatment themes; 2) Become more comfortable in using puppets; 3) List the 5 basic skills in bringing a puppet to life; 4) Utilize puppets to deal with issues such as stealing, resistance, and joining; 5) Describe what to do if a child discloses abuse during puppet play; 6) Identify how to interpret themes in puppet play and how to respond; 7) Expand repertoire of interventions using puppets.

Friday, June 6, 2008
Group Play Therapy
Greg Lubimiv, MSW, CPT-S

Overview: Group work can be challenging, but it is also extremely interesting and rewarding. Many issues have been found to be better treated through group than individually. This course will help participants strengthen their knowledge and skills in being able to run effective groups involving children and adolescents. Participants will learn how to make critical decisions when forming groups and to establish what their role should be to maximize effectiveness. Participants will also learn how to deal with conflict and utilize group issues as 'learning moments'.

Learning Objectives: 1) Articulate the rationale for group treatment; 2) Identify how to set up a group to have the best outcome; 3) Identify group phases and group interventions at each phase; 4) Describe how to develop and support group cohesion; 5) Describe group roles and how to intervene therapeutically; 6) Develop techniques to deal with group conflict and other problems that occur; 7) Identify specific activities/tool/games to use with groups and how to alter groups to fit specific populations.

Advanced Level III

Level III of the CACPT Certificate Program will focus on play therapy with various populations, such as trauma, child abuse, grief & loss, learning disabilities, pervasive development disorders, and anxiety. Students will also learn how to set up an ethical play therapy practice, and testify in court. The last day of the program will focus on self-care and students will have an opportunity to develop their own creative program to foster personal growth and prevent burnout.

Monday, June 9, 2008
Ethics Part 3: Specific Client Populations
Amanda Topham, MSW, CPT-S

Overview: This one-day course will introduce the novice and refresh the professional’s knowledge and understanding of ethical dilemmas as they pertain to child abuse, suicide, homicide, self-harm and group therapy practice.

Learning Objectives: 1: Child Abuse: 1) Define of 'Child in Need of Protection' under the CFSA and Duty to Report; 2) Identify how to navigate the report process to child welfare authorities; 3) Describe how to maintain a therapeutic relationship with a client following a mandated report. Suicidal/Homicidal/Self-Harm: 1) Identify risk factors; 2) Describe duty to protect and warn; 3) Describe assessment features, aftercare and cautions for suicide. Group Therapy: 1) Identify ethical issues related to group work practice (i.e. confidentiality, privacy, safety, readiness, peer intimidation, etc.)

Tuesday, June 10 and Wednesday June 11, 2008
Assessment & Treatment of Child Abuse and Neglect
Amanda Topham, MSW, CPT-S

Overview: This two-day course will provide students with a comprehensive understanding of factors that contribute to child sexual, physical, and emotional abuse and neglect, and the damaging effects of parental maltreatment upon children. Researched assessment and treatment models for abused children will be presented including: Browne & Finkelhor’s Trauma Model, Sgroi’s dynamics of child sexual victimization, and Deblinger and Hope Heflin’s cognitive-behavioural approach to treating sexually abused children and their non-offending parents.

Learning Objectives: 1) Define child abuse maltreatment; 2) Identify risk factors to child abuse and how to advocate for safety of vulnerable children; 3) Identify how to effectively manage child abuse disclosures; 4) Describe Browne & Finkelhor’s Trauma Model; 5) Identify how to create a safe therapeutic environment for abused children; 6) Establish abuse-specific treatment objectives; 7) Utilize sexual-abuse specific treatment techniques; 8) Describe common experiences of male victims.

Thursday, June 12, 2008
Bereavement, Loss and Separation
Julie Regan, MSW, CPT-S

Overview: TThis course will provide participants with the foundations of grief/bereavement theory and its applications to play therapy practice with children and adolescents. Common grief reactions, stress/pressure and the tasks of grieving for children and adolescents will be identified. Participants will have the opportunity to design and develop a grief therapy program for their setting. The instructor will utilize a multi-media approach to highlight the course content to actively engage the participants in the learning process.

Learning objectives: 1) Define grief, mourning, disenfranchised grief, and traumatic bereavement; 2) Identify common grief reactions and the tasks of mourning in bereaved children; 3) Identify how to explain death to children and how parents can talk to children about death; 4) Identify how to implement a group therapy program for bereaved children and how to adapt the techniques to address other types of loss; 5) Expand repertoire of play therapy techniques for children dealing with death, divorce, and loss caused by out-of-home placements.

Friday, June 13, 2008
Play Therapy with Traumatized Children
Stephanie Rabenstein, M.Sc, RMFT

Overview: The assessment and treatment of children and adolescents who have been traumatized is a complex, multi-faceted process. While there are several strong models and excellent resources and interventions for play therapists to use it is critical for therapist to understand the where, when and why of trauma therapy so that the interventions are purposefully used to enhance the child’s healing not impede the healing process. This workshop will focus on the specifics of treatment using the principles and framework outlined in the Level I workshop, Understanding Trauma. It will outline several interventions and also provide a guideline so that participants will be able to determine when to use the many excellent trauma programs and packages available.

Learning Objectives: 1) Identify 5 characteristics of play therapy with traumatized children; 2) Describe the relationship between attachment and trauma; 3) Identify the three stages of therapy with traumatized children and adolescents and explain how the variety of interventions discussed can meet the goals of these three stages; 4) Describe the Therapeutic Window ( Briere) as a metaphor for exposure as it applies to play therapy and give examples of overexposure, underexposure and optimal exposure for productive reprocessing; 5) Explain the similarities and differences of Post Traumatic Play and Enactment Play; 6) Apply several techniques to the treatment of traumatized children.

Monday, June 16, 2008
Ethics Part 4: Understanding the Law
Nancy Riedel-Bowers, PhD, RPT-S

Overview: This course will introduce legal issues related to play therapy practice. Various ethical/legal issues will be addressed including malpractice, negligence and privacy issues. There will be an introduction to court procedures and the 'art' of testifying or qualifying as an expert in a court proceedings. Students will learn how to 'safeguard' against malpractice. Tips and legal/ethical issues for setting up a private practice will be explored.

Learning Objectives: 1) Identify the elements of negligence and malpractice; 2) Identify several legal dilemmas and implications to play therapy practice; 3) Identify how to set up and run an ethical private practice (i.e. professional disclosure statement, use of title and credentials, consent for treatment/release of information/video tape, fees, bartering, advertising, expectations of therapy, conflict of interest, availability during crisis, termination, custody and access cases, privacy legislation, etc.); 4) Identify how to prepare for court and to testify; 5) Identify the clinical record’s role in court; 6) Describe the challenges and responsibility of being qualified as an expert witness.

Tuesday, June 17, 2008
Play Therapy with Special Needs
Lorie Walton, M.Ed, CPT-S

Overview: The focus of this course will be on considerations that need to be taken into account when providing play therapy to exceptional and special needs children. Key areas of concentration will include children diagnosed with developmental delays, pervasive developmental disorder, learning disabilities, Tourette’s syndrome, ADD and children with chronic acute medical conditions. Participants will learn to recognize potential concerns that could surface during therapy and understand when to refer to other disciplines for assessments.

Learning Objectives: 1) define the types of LD and how to modify play therapy to meet client needs; 2) Expand knowledge of developmental delays and interventions for use with this population; 3) Define the types of PDD and identify play therapy interventions; 4) Understand sensory integration problems and identify play therapy interventions.

Wednesday, June 18, 2008
Cognitive Behavioural Play Therapy with Depression and Anxiety
Stephanie Rabenstein, M.Sc, RMFT

Overview: This course will enable students to develop an understanding of Major Depressive Disorder (MDD) and Anxiety disorders that present frequently in the play therapy room and how Cognitive-Behavioural Play Therapy can be used to treat depressed and anxious children.

Learning Objectives: 1) Describe the characteristics, symptoms and issues specific to depression and anxiety disorders in children; 2) Describe the key principals of cognitive-behavioural play therapy (CBPT); 3) Describe the rational for using CBPT for children with depression and anxiety disorders 4) Assess the cognitive distortions and irrational beliefs that contribute to the anxiety disorder and develop interventions to correct distorted beliefs; 5: Identify the importance of and approach to risk assessment with depressed children and adolescents; 6) Describe the concept of 'scarring' in children who are depressed and how to challenge 'depression informed' beliefs and behaviors; 7) Identify the role of anxiety in OCD and describe how to use play therapy techniques to target behavioural symptoms; 8) Expand repertoire of cognitive-behavioural play therapy techniques to the treatment of depression and anxiety in children

Thursday, June 19, 2008
Art Therapy
Betty Bedard Bidwell, PhD, ATR, OATR-S, CPT-S, RPT-S

Overview: Art Therapy is a therapeutic process that uses art as an intervention to effectively work with children, teens, and adults to address numerous issues. Art Therapy can be utilized with individuals, groups, couples or families within private practice, hospitals, schools, centers, outreach, outpatient, etc. Art therapy can be utilized to enhance the child’s healing. This one day course will provide an overview of art therapy and how to use art as a therapeutic tool with children.

Learning Objectives: 1) Define Art Therapy; 2) Identify when and how to use Art Therapy; 3) Describe the art therapy process; 4) Expand repertoire of art techniques.

Friday, June 20, 2008
Creative Expression & Self Care
Bedard Bidwell, PhD, ATR, OATR-S, CPT-S, RPT-S

Overview: This course will highlight the importance of self-care and will explore creative expression as a tool for self-care. Exercises to facilitate self-awareness will be incorporated as well as ways to self-nurture and prevent burn-out. The day is based on the philosophy that 'Creativity is both a healing and nurturing process'.

Learning Objectives: 1) Describe the importance of self-care; 2) Develop a self-care program; 3) Increase self-awareness; 4) Develop a clear understanding of how and why boundaries are important as a play therapist; 5) Identify different creative modalities for use with self and clients; 6) Have fun, laugh and play.

Introductory Theraplay

Saturday June 21 - Tuesday, June 24, 2008
Introductory Theraplay
Dr. Evangeline Munns, PhD, Cpsych, RTP-S, CPT-S 

Learning Objectives: 1) Understand attachment theory; 2) Identify the theory and research underlying Theraplay; 3) Identify how Theraplay can strengthen attachment and resolve behaviour problems; 4) Describe how Theraplay can be used to treat a wide range of treatment populations; 5) Identify the dimensions of Theraplay; 6) Identify how to apply the techniques of Theraplay; 7) Identify the basic group of Theraplay; 8) Identify how to assess parent-child relationships using the Marschak Interaction Method.

Note: This 4 day course is offered as a continuing education opportunity. The 4 days are necessary to receive the introductory theraplay certificate which is a first step needed towards certification as a theraplay therapist.

Please contact CACPT’s program coordinator, Karrie MacMasters for further information.

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