Course Description

In this “sequel” to Beginning Adlerian Play Therapy, the emphasis is on getting supervision for your sessions with a child; honing your Adlerian play therapy skills; giving you a toolbox filled with Adlerian play therapy strategies and techniques; deepening your ability to conceptualize children, parents, and teachers from an Adlerian perspective; and deepening your mastery of Adlerian lifestyle conceptualizing and Adlerian play therapy  treatment planning with children, parents, and teachers. The instructor and the other members of the class will serve as witnesses and facilitators for your process as you examine your own lifestyle, exploring issues that might enhance or impede your relationship with specific clients. 

 

Required reading:

Adlerian Counseling and Psychotherapy:

A Practitioner's Wellness Approach 6th Edition
by Thomas J. Sweeney

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Course Objectives

By the end of this workshop, participants will be able to:

1. List and describe 4 basic concepts of Adlerian theory

2. Explain how each of these basic concepts of Adlerian theory apply to play therapy

3. Describe each of the 4 phases of Adlerian play therapy

4. List and describe 4 play therapy skills used in Adlerian play therapy for building the relationship with a child client

5. List and describe 3 Adlerian play therapy techniques used for establishing a relationship with the child in play therapy

6. Explain the steps of limit setting in Adlerian play therapy and explain the rationale for each of them

7. Describe how they would decide whether to use the 4th step of limit-setting (setting a consequence for continued breaking of a play room rule) with a child

8. Describe the rationale for cleaning the room with a child at the end of the session in Adlerian play therapy

9. Describe how you would decide whether to engage a specific child in collaboratively cleaning the room at the end of a session in Adlerian play therapy

10. Describe each of the following elements of lifestyle and explain why exploring each of them in connection with every child client is important in Adlerian play therapy:

    1. Family atmosphere

    2. Family constellation

    3. Crucial Cs

    4. Personality priorities

    5. Goals of misbehavior

    6. Purposes of behavior

    7. Assets and strengths

    8. Lifestyle convictions

    9. Mistaken beliefs

    10. Private logic

11. Explain at least one strategy for exploring each of these lifestyle elements in your sessions with a child in Adlerian play therapy

12. Describe why it is also important in Adlerian play therapy to explore each of the following with every child in Adlerian play therapy:

    1. Problem solving ability and skills

    2. Communication ability and skills

    3. Self-regulation ability and skills

    4. Emotional management ability and skills

    5. Friendship ability and skills

13. List and describe 3 skills used in Adlerian play therapy for exploring the lifestyle of a child client

14. List and describe 3 Adlerian play therapy techniques used in exploring the lifestyle of a child client

15. Describe the difference between skills and abilities and explain why this distinction is important in Adlerian play therapy

16. Describe the Johari Window and explain the relationship between the Johari Window and the third phase of Adlerian play therapy

17. List and describe 3 Adlerian play therapy skills used in helping the child client gain insight in play therapy

18. List and describe 3 Adlerian play therapy techniques used in helping the child gain insight in play therapy

19. Describe the purpose of metacommunication in Adlerian play therapy

20. List 5 things they might metacommunicate about in Adlerian play therapy

21. List 5 types of metacommunication they might use in Adlerian play therapy

22. Describe how they would decide whether to use a “bridging” metacommunication with a specific child

23. Explain the relationship between the phase of Adlerian play therapy they are in with a specific child and the type of metacommunication they would usually use with that child

24. Describe why it is important to use more lifestyle metacommunications the farther in the process of Adlerian play therapy they are

25. List and describe 3 Adlerian play therapy skills used in the reeducation/reorientation phase for teaching the child new patterns of feeling, thinking, and behaving

26. List and describe 3 Adlerian play therapy techniques used in the reeducation/reorientation phase for teaching the child new patterns of feeling, thinking, and behaving

27. Explain how they would use their knowledge of the personality priorities of parents or teachers during consultation in Adlerian play therapy 

28. Explain how Adlerian play therapists determine whether it is an appropriate time to terminate the play therapy process

29. List and describe 3 strategies for successfully terminating with play therapy clients

30. List and describe 3 Adlerian play therapy strategies for working with specific populations of play therapy clients

31. Describe the relationship of their own lifestyles to their ability to be effective in their work with specific types of children and parents

32. Describe the process of conceptualizing clients in Adlerian play therapy

33. Describe the process of developing treatment plans for clients in Adlerian play therapy

34. List and describe 3 strategies for consulting with teachers and/or parents as part of the process of Adlerian play therapy

35. Demonstrate competency using Adlerian play therapy skills for establishing a relationship with a child client by attaining at least an 85% fidelity score on the Adlerian Play Therapy Skills Checklist for Phase 1

36. Demonstrate competency using Adlerian play therapy skills for exploring a child client’s lifestyle by attaining at least an 85% fidelity score on the Adlerian Play Therapy Skills Checklist for Phase 2

37. Demonstrate competency using Adlerian play therapy skills for helping a child client gain insight into his or her lifestyle by attaining at least an 85% fidelity score on the Adlerian Play Therapy Skills Checklist for Phase 3

38. Demonstrate competency using Adlerian play therapy skills for helping a child client learn and practice new patterns of thinking, feeling, and behaving by attaining at least an 85% fidelity score on the Adlerian Play Therapy Skills Checklist for Phase 4

39. Demonstrate competency using Adlerian consultation skills for working with parents and/or teachers as an adjunct to play therapy by attaining at least an 85% on the Adlerian Play Therapy Parent Consultation Skills Checklist (or the Adlerian Play Therapy Teacher Consultation Skills Checklist) 

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Prerequisites

1. Completion of AdPT 2: Parent Consultation in Adlerian Play Therapy

2. You must have access to a playroom (or at least a space with toys) for a half an hour on the second, third and fourth days of the class, so you can do a play therapy session and video it to share for class.  You must also be able to borrow a child (5-8 years old) for that half an hour on the 2nd, 3rd & 4th day of that class.  The child should not be one of your clients, nor should the child be related to you.  You will need permission to video the session and share the video via Zoom with me, the other members of your triad, and one of my Assistant Teachers.  The child needs to relatively mentally healthy, without any major psychological problems.  A child who is creative and mostly cooperative seems to work best for this type of activity.  You must be able to video record the session in a format that you can share via Screen Share on Zoom.  OR , you would need to have a way to record a telehealth play therapy session with a child during that same time period each of those same days, recording the session so it can be shared that afternoon in class.

3. You will need to interview at least one of the parents of “your” child sometime on each day of the class, using the parent interview we will send you.

 

Methodology

1. Multimedia Lectures

2. Trainings with opportunities for self-reflection and group discussion

3. Individual and group activities for processing

 

Certification of Attendance

Certificate of Attendance - will be presented to the participant at the end of each course.

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Certificate Recognition

This Certificate of Attendance is jointly awarded by Healing Hearts Centre and LEAPT inc.

Certificate training hours are recognised by the Association for Play Therapy (Singapore) for the individual who is working towards their Registered Play Therapist qualifications.