Foundations of CCPT and Filial Therapy
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Tramadol Buy Usa Emily Prusator, LCSW, RPT
Course Description:
Klonopin Pills Purchase Mental health therapists often feel overwhelmed when they begin working with young children who aren’t able to engage in traditional talk therapy models. This course will prepare participants to engage children and their caregivers in two evidence-based models of play therapy. The first day of this training will focus on introducing participants to Child-Centered Play Therapy by reviewing the history, theoretical roots, and key skills. Participants will then have a chance to practice these skills on day two and learn how to integrate caregivers into the play therapy process using Filial Therapy. Throughout both days, the presenter will use clips from a beloved story -
https://colvetmiranda.org/scgn0v5whg “Where the Wild Things Are” to make the concepts and skills come alive. Participants will have ample opportunity to ask questions, receive feedback, and learn new skills in a supportive environment. This course is specifically designed for therapists beginning their play therapy journey and looking to learn more about the seminal work of Virginia Axline, Gary Landreth, and Bernard and Louise Guerney.
Learning Objectives:
here By the end of the course, participants will be able to:
- Describe the historical origins two seminal play therapy models - Child-Centered Play Therapy and Filial Therapy,
- Describe Axline’s eight principles of play therapy,
- Explain Landreth’s ten core tenets for relating to children,
- Identify at least ten themes in a child’s play,
- List the four stages of therapy in CCPT,
- Describe the four skills of Child-Centered Play Therapy,
- Identify at least five components of a play therapy room,
- Describe three key concepts about children’s play to caregivers,
- List at least two reasons for engaging a caregiver in sessions,
- Describe at least three reasons to set a limit in play therapy,
- Describe two examples of how to set a limit using the ACT method,
- Demonstrate the five key skills of Filial Therapy
Course Agenda:
| https://semichaschaver.com/2025/04/03/36sppem2 Day One | |
| 10 min | Introductions and agenda review |
| 1 hour | source site Historical https://www.annarosamattei.com/?p=qetvknglo origins watch of click here CCPT |
| 30 min | https://faroutpodcast.com/gmjsbkg4 Theoretical Online Prescriptions Tramadol roots Where To Order Clonazepam Safely of get link CCPT |
| 30 min | https://www.psychiccowgirl.com/9kqd7b4t Empirical support for follow url CCPT |
| 2 hours | https://musicboxcle.com/2025/04/f31zyglyis Core Klonopin Price tenets Buy Soma Next Day of https://kanchisilksarees.com/rfvn4sjku4 CCPT |
| 2 hours | follow CCPT https://mhco.ca/ae7ca4oh therapist https://www.masiesdelpenedes.com/pxov626ye7 skills |
| 5 min | Closing and questions |
| 45 minutes for lunch and 15 minutes for two breaks will be provided. | |
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| https://kanchisilksarees.com/kvubf6t075f Day Two | |
| 10 min | Day one review |
| 1 hour | https://colvetmiranda.org/9wf2dsmos0 Involving https://aalamsalon.com/jojfvq2ak9 caregivers |
| 1 hour | https://faroutpodcast.com/n8glwxx4 Origins and overview of filial therapy |
| 1.5 hours | go to link Structuring and limit-setting |
| 1.5 hours | Klonopin Price Listening get link and https://www.anonpr.net/sxcd9tuu following |
| 1 hour | Buy Clonazepam 0.5Mg Caregiver Clonazepam Dosage 0.5Mg training go to link and https://reggaeportugal.com/kegp16fhoj exploring https://etxflooring.com/2025/04/ic5ygxt0dh themes |
| 5 min | Closing and questions |
| 45 minutes for lunch and 15 minutes for two breaks will be provided. | |
go to site Instructor https://lavozdelascostureras.com/xli9pchm Information:
https://lavozdelascostureras.com/51o7y5z37 Emily Prusator, MSW, LCSW, RPT
Tramadol Online Mexico Emily is a licensed clinical social worker in Virginia, Maryland, and the District of Columbia. She earned a Bachelor’s degree in Human and Organizational Development and Women’s and Gender Studies with a minor in Child Development from Vanderbilt University. Emily earned her Master’s degree in Clinical Social Work from Virginia Commonwealth University with a concentration in Gender Violence Intervention.
https://www.masiesdelpenedes.com/bt75thqs Emily has ten years of experience in fundraising, research, and advocacy for survivors of trauma. She has been providing direct, clinical grief and trauma services for children and their families for over seven years in school, community, and office settings. Emily’s earliest clinical work was in providing school-based Trauma-Focused
https://kirkmanandjourdain.com/acaq87f Cognitive-Behavioral Therapy to children ages 6-17 years with complex trauma. More recently, her work has centered on providing group and individual services to children and adults who are navigating trauma, loss, and the intersection of both.
http://jannaorganic.co.uk/blog/2025/04/03/nte9b49pps Emily has received specialized training in play therapy, including integration of sand therapy, the expressive arts, sensory integration work, and particular assessment methods such as the Extended Play-Based Developmental Assessment. She has been a Registered Play Therapist since 2020. Emily is also certified in Sensorimotor Psychotherapy (Level 1) and EMDR to support children, youth, and adults in processing traumatic experiences. She is currently pursuing training and consultation in the model of Sensory Motor Arousal and Regulation Treatment (SMART).
Works Cited:
see url Axline, V. (1947). Play therapy. New York, NY: Ballantine.
https://semichaschaver.com/2025/04/03/1o29nsh14ga Gittins, D. (2004). The historical construction of childhood. An introduction to childhood studies, 25-38.
follow site Guerney, L. (2001). Child-centered play therapy. International Journal of Play Therapy, 10, 13-31.
get link Landreth, G. (2002). Play therapy: The art of the relationship (2nd ed.). New York, NY: Routledge.
https://aalamsalon.com/s036wzmq1 Landreth, G. L. (2012). Play therapy: The art of the relationship. Routledge.
get link Landreth, G., & Bratton, S. (2019). Child-parent relationship therapy (CPRT): An evidence-based 10-session filial therapy model (2nd ed.). New York, NY: Routledge.
Lin, Y. W., & Bratton, S. C. (2015). A meta-analytic review of child-centered play therapy approaches. Journal of Counseling and Development, 93, 45-58.
MacNaughton, G., & Smith, K. (2008). 10 Children’s rights in early childhood. An introduction to childhood studies, 161-176.
Moss, L., & Hamlet, H. S. (2020). An introduction to child-centered play therapy. Person Cent J, 25, 91-103.
Parker, M. M., Hunnicutt Hollenbaugh, K. M., & Kelly, C. T. (2021). Exploring the impact of child-centered play therapy for children exhibiting behavioral problems: A
meta-analysis. International Journal of Play Therapy, 30(4), 259.
Ray, D. (2011). Advanced play therapy: Essential conditions, knowledge, and skills for child practice. New York, NY: Routledge.
Ray, D., Armstrong, S., Balkin, R., & Jayne, K. (2015). Child centered play therapy in the schools: Review and meta-analysis. Psychology in the Schools, 52, 107-123.
Ray, D., & Landreth, G. (2015). Child centered play therapy. In D. Crenshaw & A. Stewart (Eds.), Play therapy: A comprehensive guide to theory and practice (pp. 3-16). New York, NY: Guilford.
Rogers, C. (1951). Client-centered therapy: Its current practice, implications and theory. Boston, MA: Houghton Mifflin.
Schaefer, C. E. (Ed.). (2011). Foundations of play therapy. John Wiley & Sons.
Schneider, K. J., Pierson, J. F., & Bugental, J. F. (Eds.). (2014). The handbook of humanistic psychology: Theory, research, and practice. Sage Publications.
VanFleet, R. (2000). A Parent's Handbook of Filial Therapy, 3rd Ed: Building Strong Families with Play. Play Therapy Press.