Integration of Play Therapy for OCD Assessment and Treatment for Children and Adolescents

source Tramadol Purchase Canada Emily Prusator, LCSW, RPT

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Course Description:

https://www.mreavoice.org/sq0unis Obsessive-compulsive disorder is estimated to impact up to 4% of the general population, and the majority of people who receive this diagnosis have an onset in childhood or adolescence. Unfortunately, experts believe that OCD is under-diagnosed and has increased in prevalence and severity since the COVID-19 pandemic. Because of this, play therapists must be trained in how to recognize the signs of OCD in children and adolescents. This training will provide attendees with an overview of how OCD presents in children and adolescents along with strategies to assess this using standardized tools and play-based techniques. Participants will also learn play-based interventions to use when providing psychoeducation about OCD and skills for integrating play therapy into OCD treatment.

Learning Objectives:

enter site By the end of the course, participants will be able to:

  • Describe at least three examples of how OCD presents in childhood
  • Utilize one standardized and play-based assessment tools to identify OCD
  • Provide two play-based psychoeducation tools for clients and caregivers
  • Integrate three play therapy techniques with OCD treatment approaches
  • Identify two OCD-specific treatment models to explore further

Course Agenda:

10 minutes Introductions and agenda review
30 minutes Prevalence and presentation of OCD in children and adolescents
80 minutes Assessment of OCD in play therapy
45 minutes Break
1 hour Treatment of OCD and integrating play therapy
2 hours Practice of play therapy interventions for OCD
5 minutes Ǫuestions and closing

https://www.yolascafe.com/bu7b8br Instructor https://penielenv.com/eg1u1igz1 Information:

https://www.elevators.com/aahb98cb Emily Prusator, MSW, LCSW, RPT

http://www.mscnantes.org/9f9e8bin 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.brigantesenglishwalks.com/dbcp80s02uf 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

go to site 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.

https://paradiseperformingartscenter.com/w7izzy2oqe 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:

https://onlineconferenceformusictherapy.com/2025/02/22/ijfnrvsp Aspvall, K., Cervin, M., Andrén, P., Perrin, S., Mataix-Cols, D., & Andersson, E. (2020). Validity and clinical utility of the obsessive compulsive inventory-child version: further evaluation in clinical samples. BMC psychiatry, 20, 1-10.

https://alldayelectrician.com/yvptjsr7yd Aymerich, C., Pacho, M., Catalan, A., Yousaf, N., Pérez-Rodríguez, V., Hollocks, M. J., ... & Salazar de Pablo, G. (2024). Prevalence and Correlates of the Concurrence of Autism Spectrum Disorder and Obsessive Compulsive Disorder in Children and Adolescents: A Systematic Review and Meta-Analysis. Brain Sciences, 14(4), 379.

source Bedford, S. A., Hunsche, M. C., & Kerns, C. M. (2020). Co-occurrence, assessment and treatment of obsessive compulsive disorder in children and adults with autism spectrum disorder. Current psychiatry reports, 22, 1-11.

https://mocicc.org/agricultura/7ubge9y6 Bloch, M. H., & Storch, E. A. (2015). Assessment and management of treatment-refractory obsessive-compulsive disorder in children. Journal of the American Academy of Child & Adolescent Psychiatry, 54(4), 251-262.

Bruce T. J. (1999). OCD in Children and Adolescents: A Cognitive-Behavioral Treatment Manual. The Journal of Psychotherapy Practice and Research, 8(4), 319–321.

Gold‐Steinberg, S., & Logan, D. (1999). INTEGRATING PLAY THERAPY IN THE TREATMENT OF CHILDREN WITH OBSESSIVE‐COMPULSIVE DISORDER. American

Journal of Orthopsychiatry, 69(4), 495-503.

Krebs, G., & Heyman, I. (2015). Obsessive-compulsive disorder in children and adolescents. Archives of disease in childhood, 100(5), 495-499.

Mantei, M. (2023). A Longitudinal Examination of Obsessive-Compulsive Symptom Severity as a Predictor of Posttrau-matic Stress Disorder Development. Florida Undergraduate Research Journal, 73.

March, J. S., & Mulle, K. (1998). OCD in children and adolescents: A cognitive-behavioral treatment manual. Guilford Press.

Myrick, A. C., & Green, E. J. (2012). Incorporating play therapy into evidence-based treatment with children affected by obsessive compulsive disorder. International Journal of Play Therapy, 21(2), 74.

Nazeer, A., Latif, F., Mondal, A., Azeem, M. W., & Greydanus, D. E. (2020).

Obsessive-compulsive disorder in children and adolescents: epidemiology, diagnosis and management. Translational pediatrics, 9(Suppl 1), S76–S93. https://doi.org/10.21037/tp.2019.10.02

Nissen, J. B., Højgaard, D. R. M. A., & Thomsen, P. H. (2020). The immediate effect of COVID-19 pandemic on children and adolescents with obsessive compulsive disorder. BMC psychiatry, 20, 1-10.

Rea, I., Guido, C. A., & Spalice, A. (2021). Clinical features in patients with PANDAS/PANS and therapeutic approaches: a retrospective study. Frontiers in Neurology, 12, 741176.

Storch, E. A., Murphy, T. K., Geffken, G. R., Soto, O., Sajid, M., Allen, P., ... & Goodman,

  1. K. (2004). Psychometric evaluation of the Children's Yale–Brown obsessive-compulsive scale. Psychiatry research, 129(1), 91-98.

Storch, E. A., McGuire, J. F., Wu, M. S., Hamblin, R., McIngvale, E., Cepeda, S. L., ... & Goodman, W. K. (2019). Development and psychometric evaluation of the children’s Yale-Brown obsessive-compulsive scale second edition. Journal of the American Academy of Child & Adolescent Psychiatry, 58(1), 92-98.

Tanir, Y., Karayagmurlu, A., Kaya, İ., Kaynar, T. B., Türkmen, G., Dambasan, B. N., ... & Coşkun, M. (2020). Exacerbation of obsessive compulsive disorder symptoms in children and adolescents during COVID-19 pandemic. Psychiatry research, 293, 113363.

Vogt, G. S., Avendaño-Ortega, M., Schneider, S. C., Goodman, W. K., & Storch, E. A. (2022). Optimizing Obsessive-Compulsive Symptom Measurement With the

Yale-Brown Obsessive-Compulsive Scales-Second Edition. Journal of psychiatric practice, 28(4), 294–309. https://doi.org/10.1097/PRA.0000000000000640

Weidle, B., Jozefiak, T., Ivarsson, T., & Thomsen, P. H. (2014). Ǫuality of life in children with OCD with and without comorbidity. Health and quality of life outcomes, 12, 1-12.