TRAUMA-FOCUSED INTEGRATED PLAY THERAPY
Myriam Goldin, LCSW, PRT-S
The goal of this workshop is to provide participants with a working knowledge of an integrated model well-anchored in trauma theory and informed by current scientific knowledge as well as research. Trauma-Focused Integrated Play Therapy is relationship-based and utilizes principles of child-centered play therapy in order to 1) allow children to self-direct; 2) give children an experience of control and mastery; and 3) permit children to access natural healing mechanisms such as post-trauma play. By giving children opportunities to work in a permissive setting, clinicians observe and document how children utilize gradual exposure, gain an understanding of traumatic experiences, discharge affect, and begin to manage experiences that can feel overwhelming or frightening. This trauma-anchored model integrates directive strategies as needed, deepens metaphor work by amplifying the child’s ability to explore the material they externalize, and provides children with a safe, predictable environment for processing interpersonal trauma. This model values children’s pacing, respects defensive strategies, and seeks to help children build alternative skills to cope with difficult thoughts, emotions, or behaviors.
The schedule will consist of didactic presentations, experiential work, and processing clinical case material.
Day 1 : 6 Instruction Hours
|9:00- 9:15||Introductions and needs assessment: Participant’s “wish list”|
|09:15 -10:30||Brief Experiential Exercise and Discussion of Whole-Brain Activities|
|10:45 -12:00||Didactic presentation of Trauma theory, the relevance of phenomenological experiences, and basic principles that anchor TFIPT|
|12:00 - 1:30||LUNCH|
|01:30 - 3:00||Assessment Strategies and Utilizing Play-Based Activities to Understand Children’s Unique Functioning|
|03:00 - 3:15||BREAK|
|03:15 - 4:30||Case Discussions and Setting the Context for Therapy|
Day 2: 6 Instruction Hours
|09:00 – 10:15||Discussion of child-centered play therapy goals and principles, an integrated model using directive and nondirective strategies and defining the three-phase model of treatment in TFIPT
Phase One Goals and Interventions
|10:30 -12:00||Phase two treatment: Continues|
|12:00 - 1:15||LUNCH|
|01:15 - 02:45||Phase two treatment: Continues|
|02:45 - 3:00||BREAK|
|03:00 - 4:30||Phase three treatment: Relationship building, prevention work, and working with children in their family context Termination Planning & Closure Exercise|
By the end of the course participants will be able to:
- Identify at least two factors in trauma theory
- Discuss a rationale for utilizing child-centered play therapy
- List two play therapy ways in which children may feel comfortable showing their feelings
- Explain two play-based assessment strategies that might facilitate children’s self-disclosure
- List the three phases of treatment with traumatized children
- List two primary activities employed in Phase One of treatment
- Describe two playful directive strategies to help children address traumatic material
- Identify three characteristics of post-trauma play
- List two interventions that might help “move” post-trauma play that has become “stuck”
- Apply two techniques that might facilitate termination of therapy
General Course Information
This course is limited to 15 participants and is designed to facilitate experiential work, group discussion, and processing of clinical material. Participants will have ample opportunity to discuss their specific needs and clinical questions. Participant feedback will be sought out throughout the day.
Clinical case discussions will adhere to HIPPA regulations regarding client confidentiality.
Target audience is Mental Health Professionals: Social Workers, Psychologists, Licensed Professional Counselors and Licensed marriage and Family Therapists.
The program is Intermediate Level
This event is sponsored by Starbright Training Institute. Starbright Training Institute is approved by the Association for Play Therapy to offer continuing education specific to play therapy (APT Provider No. 96-029).
Continuing Education Credit is pending through Commonwealth Educational Seminars for the following professions:
It is the participant's responsibility to check with their individual state boards to verify CE requirements for their state.
Commonwealth Educational Seminars is approved by the American Psychological Association to sponsor continuing education for psychologists. Commonwealth Educational Seminars maintains responsibility for these programs and their content.
Licensed Professional Counselors/Licensed Mental Health Counselors:
Commonwealth Educational Seminars (CES) is entitled to award continuing education credit for Licensed Professional Counselors/Licensed Mental Health Counselors. Please visit CES CE CREDIT to see all states that are covered for LPCs/LMHCs. CES maintains responsibility for this program and its content.
Commonwealth Educational Seminars (CES) is entitled to award continuing education credit for Social Workers. Please visit CES CE CREDIT to see all states that are covered for Social Workers. CES maintains responsibility for this program and its content.
If applicable: Social Workers – New York State
Commonwealth Educational Seminars is recognized by the New York State Education Department's State Board for Social Work as an approved provider of continuing education for licensed social workers. #SW-0444.
Licensed Marriage & Family Therapists:
Commonwealth Educational Seminars (CES) is entitled to award continuing education credit for Licensed Marriage & Family Therapists. Please visit CES CE CREDIT to see all states that are covered for LMFTs. CES maintains responsibility for this program and its content.
For information about continuing education credit, fees, and deadlines for cancellations/refunds, please see https://starbrighttraininginstitute.com/. It is the participant's responsibility to check with their individual state boards to verify CE requirements for their state.
Myriam Goldin, LCSW; RPT-S, is Director of Starbright Training Institute.
Web Page: starbrighttraininginstitute.com
Gil, E.(2006). Helping abused and traumatized Children: Integrating Directive and Nondirective Approaches. New York: The Guilford Press.
Gil, E.(2017). Posttraumatic Play: What clinicians need to know. New York: The Guildford Press.
Gil, E. & Crenshaw, D. (2016). Termination challenges in child psychotherapy. New York: The Guildford Press.
Schaefer, C.E., & Drewes, A.A. (Eds.). (2014). The therapeutic powers of play: 20 core agents of change. Hoboken, NJ: Wiley.
Drewes, A.(2009). Blending Play Therapy with Cognitive Behavioral Therapy: Evidence-Based and Other Effective Treatments and Techniques.
Commonwealth Educational Seminars (CES) seeks to ensure equitable treatment of every person and to make every attempt to resolve grievances in a fair manner. Please submit a written grievance to: Myriam Goldin, LCSW; RPT-S, Director of Starbright Training Institute.
Web Page: starbrighttraininginstitute.com
Grievances would receive, to the best of our ability, corrective action in order to prevent further problems.
Accommodations for the Differently Abled
Starbright Training Institute’s training facilities are handicap accessible. Individuals needing special accommodations please contact the Director of Starbright Training Institute. See contact information above.
Course Instructor Contact Information
Name: Myriam Goldin
Clinical case discussions will adhere to HIPAA regulations regarding client confidentiality.
Starbright Training Institute
8626 Lee Highway
Fairfax, VA 22031