WELCOME TO OUR ‘Playshops’
WHY ‘WORK’ AT CE’s WHEN YOU CAN PLAY!
‘Playshop’
Schedule
‘Playshop’ Schedule: Times are approximate to allow for the group process.
- 8:30 a.m. Meet and Greet with Breakfast treats
- 9:00 a.m ‘Playshop’ Begins
- 9:00 a.m. – 12:00 p.m. Discussion and experiential exercises with a 15 minute break
- 12:00 p.m. – 1:30 p.m. Lunch Break on your own
- 1:30 p.m. – 5:00 p.m. Discussion and experiential exercise with a 15 minute break
Continuing Education Credit
The Institute of Playful Healing is approved by the following to offer continuing education credits: Florida Board of Clinical Social Work, Marriage and Family Therapy and Mental Health Counseling (CE Provider Number #:50-19000 – Exp.3/2022); In addition, we are approved by the Association for Play Therapy, APT Approved Provider #15-434, to offer continuing education specific to play therapy. The Institute of Playful Healing follows all CE guidelines and maintains responsibility for the program.
LEVEL 1
Basic Tools and Methods
Level 1 Objectives
Program Objectives
Participants Will:
- Identify the basic components (sand tray, sand, miniature, etc.) of sand tray play therapy.
- Discuss how to create and maintain a sand tray play therapy within a play therapy/clinical setting.
- Discuss the history of sand tray play therapy within an overview of Play Therapy history.
- Describe the basic theoretical overview and process of sand tray play therapy.
- Describe the role of the witness (observational skills) during the sand tray play therapy process within a play therapy session.
- Review and list training recommendations for sand tray play therapy within a play therapy session.
- Identify the clinical implications of Stephen Porge’s Polyvagal Theory to play therapy and sand tray play therapy.
- Analyze and discuss the connections between Jack Panksepp’s innate primary motivational circuits, Dan Siegel’s definition of mental health, and the therapeutic relationship in play therapy and sand tray play therapy.
- Utilize experimental exercises to anchor the basic theoretical tenets of sand tray play therapy.
- Demonstrate initial sand tray play therapy witness skills within play therapy.
- Assess and discuss personal experience of sand tray play therapy world building.
Level 1 Introduction
This ‘Playshop’ is an introduction to the basic tools and methods of a nondirective approach to sand tray play therapy for children, adolescents, and adults. In incorporates a history of sand therapies and the relationship of sand tray play therapy within the history of Play Therapy. Level 1 is an introduction to Sand Tray Play Therapy, a multi-conceptual integration of the traditions of sand tray therapy, mindfulness, the science of play, developmental theory, and clinical applications based on current neuroscience-informed practices. Specific to play therapy, this level addresses the relationship of sand tray play therapy to the therapeutic powers of play (Schaffer) and how to set up a sand tray center within a play therapy room. By maintaining limited number of participants, specific practical considerations are addresses based upon participants’ interests (i.e. private practice, school-based or in-home play therapists). Through didactic and experiential hands-on exploration of the sand tray play process with miniatures and sand trays, participants will learn and practice basic skills. Level 1 is limited to a maximum of 10 participants. The ‘Playshop’ provides 12 contact hours over 2 days. Prerequisite: None
LEVEL 2
Symbolic Integration and Theory
Level 1 Objectives
Program Objectives
Participants Will:
- Identify the basic components (sand tray, sand, miniature, etc.) of sand tray play therapy.
- Discuss how to create and maintain a sand tray play therapy within a play therapy/clinical setting.
- Discuss the history of sand tray play therapy within an overview of Play Therapy history.
- Describe the basic theoretical overview and process of sand tray play therapy.
- Describe the role of the witness (observational skills) during the sand tray play therapy process within a play therapy session.
- Review and list training recommendations for sand tray play therapy within a play therapy session.
- Identify the clinical implications of Stephen Porge’s Polyvagal Theory to play therapy and sand tray play therapy.
- Analyze and discuss the connections between Jack Panksepp’s innate primary motivational circuits, Dan Siegel’s definition of mental health, and the therapeutic relationship in play therapy and sand tray play therapy.
- Utilize experimental exercises to anchor the basic theoretical tenets of sand tray play therapy.
- Demonstrate initial sand tray play therapy witness skills within play therapy.
- Assess and discuss personal experience of sand tray play therapy world building.
Level 2 Introduction
In this ‘Playshop’, participants discuss and work with symbolic meaning and basic theoretical ideas. There are opportunities to create sand trays in the presence of an observer (workshop partner) and to practice skills using the symbolic language of play. Participants also explore the core issues of play in sand tray play therapy. 12 contact hours over 2 days.
Prerequisites: Level 1
LEVEL 3
Basic Clinical Skills and Theory
Level 3 Objectives
Program Objectives
Participants Will:
- Identify the basic components (sand tray, sand, miniature, etc.) of sand tray play therapy.
- Discuss how to create and maintain a sand tray play therapy within a play therapy/clinical setting.
- Discuss the history of sand tray play therapy within an overview of Play Therapy history.
- Describe the basic theoretical overview and process of sand tray play therapy.
- Describe the role of the witness (observational skills) during the sand tray play therapy process within a play therapy session.
- Review and list training recommendations for sand tray play therapy within a play therapy session.
- Identify the clinical implications of Stephen Porge’s Polyvagal Theory to play therapy and sand tray play therapy.
- Analyze and discuss the connections between Jack Panksepp’s innate primary motivational circuits, Dan Siegel’s definition of mental health, and the therapeutic relationship in play therapy and sand tray play therapy.
- Utilize experimental exercises to anchor the basic theoretical tenets of sand tray play therapy.
- Demonstrate initial sand tray play therapy witness skills within play therapy.
- Assess and discuss personal experience of sand tray play therapy world building.
Level 3 Introduction
In this’Playshop’Â participants have numerous opportunities to develop skills in working with the language of Sand Tray Play Therapy. Therapists use exercises to learn when and how to translate play language into verbal language. Each participant has an individual sand tray for practice exercises and for creating individual sand tray worlds. 12 contact hours over 2 days.
Prerequisites: Levels 1 & 2
LEVEL 4
Advanced Clinical Skills
Level 4 Objectives
Program Objectives
Participants Will:
- Identify the basic components (sand tray, sand, miniature, etc.) of sand tray play therapy.
- Discuss how to create and maintain a sand tray play therapy within a play therapy/clinical setting.
- Discuss the history of sand tray play therapy within an overview of Play Therapy history.
- Describe the basic theoretical overview and process of sand tray play therapy.
- Describe the role of the witness (observational skills) during the sand tray play therapy process within a play therapy session.
- Review and list training recommendations for sand tray play therapy within a play therapy session.
- Identify the clinical implications of Stephen Porge’s Polyvagal Theory to play therapy and sand tray play therapy.
- Analyze and discuss the connections between Jack Panksepp’s innate primary motivational circuits, Dan Siegel’s definition of mental health, and the therapeutic relationship in play therapy and sand tray play therapy.
- Utilize experimental exercises to anchor the basic theoretical tenets of sand tray play therapy.
- Demonstrate initial sand tray play therapy witness skills within play therapy.
- Assess and discuss personal experience of sand tray play therapy world building.
Level 4 Introduction
This ‘Playshop’ includes discussion of professional issues related to diagnosis, treatment planning, transference, and ethical issues of sand tray play therapy. Participants refine and integrate therapeutic skills through hands-on practice with workshop partners. 12 contact hours over 2 days
Prerequisites: Levels 1 – 3
LEVEL 5
Couples, Family, & Group
Level 5 Objectives
Program Objectives
Participants Will:
- Identify the basic components (sand tray, sand, miniature, etc.) of sand tray play therapy.
- Discuss how to create and maintain a sand tray play therapy within a play therapy/clinical setting.
- Discuss the history of sand tray play therapy within an overview of Play Therapy history.
- Describe the basic theoretical overview and process of sand tray play therapy.
- Describe the role of the witness (observational skills) during the sand tray play therapy process within a play therapy session.
- Review and list training recommendations for sand tray play therapy within a play therapy session.
- Identify the clinical implications of Stephen Porge’s Polyvagal Theory to play therapy and sand tray play therapy.
- Analyze and discuss the connections between Jack Panksepp’s innate primary motivational circuits, Dan Siegel’s definition of mental health, and the therapeutic relationship in play therapy and sand tray play therapy.
- Utilize experimental exercises to anchor the basic theoretical tenets of sand tray play therapy.
- Demonstrate initial sand tray play therapy witness skills within play therapy.
- Assess and discuss personal experience of sand tray play therapy world building.
Level 5 Introduction
Prerequisites: Levels 1 – 4
LEVEL 6
Play Therapy Intensive
Level 6 Objectives
Program Objectives
Participants Will:
- Identify the basic components (sand tray, sand, miniature, etc.) of sand tray play therapy.
- Discuss how to create and maintain a sand tray play therapy within a play therapy/clinical setting.
- Discuss the history of sand tray play therapy within an overview of Play Therapy history.
- Describe the basic theoretical overview and process of sand tray play therapy.
- Describe the role of the witness (observational skills) during the sand tray play therapy process within a play therapy session.
- Review and list training recommendations for sand tray play therapy within a play therapy session.
- Identify the clinical implications of Stephen Porge’s Polyvagal Theory to play therapy and sand tray play therapy.
- Analyze and discuss the connections between Jack Panksepp’s innate primary motivational circuits, Dan Siegel’s definition of mental health, and the therapeutic relationship in play therapy and sand tray play therapy.
- Utilize experimental exercises to anchor the basic theoretical tenets of sand tray play therapy.
- Demonstrate initial sand tray play therapy witness skills within play therapy.
- Assess and discuss personal experience of sand tray play therapy world building.
Level 6 Introduction
Prerequisites: Level 1
LEVEL 7
Grief & Trauma in Sand Tray Therapy
Level 7 Objectives
Program Objectives
Participants Will:
- Identify the basic components (sand tray, sand, miniature, etc.) of sand tray play therapy.
- Discuss how to create and maintain a sand tray play therapy within a play therapy/clinical setting.
- Discuss the history of sand tray play therapy within an overview of Play Therapy history.
- Describe the basic theoretical overview and process of sand tray play therapy.
- Describe the role of the witness (observational skills) during the sand tray play therapy process within a play therapy session.
- Review and list training recommendations for sand tray play therapy within a play therapy session.
- Identify the clinical implications of Stephen Porge’s Polyvagal Theory to play therapy and sand tray play therapy.
- Analyze and discuss the connections between Jack Panksepp’s innate primary motivational circuits, Dan Siegel’s definition of mental health, and the therapeutic relationship in play therapy and sand tray play therapy.
- Utilize experimental exercises to anchor the basic theoretical tenets of sand tray play therapy.
- Demonstrate initial sand tray play therapy witness skills within play therapy.
- Assess and discuss personal experience of sand tray play therapy world building.
Level 7 Introduction
Prerequisites: Levels 1 – 4
LEVEL 8
Developmental Considerations with Children (early childhood & latency)
Level 8 Objectives
Program Objectives
Participants Will:
- Identify the basic components (sand tray, sand, miniature, etc.) of sand tray play therapy.
- Discuss how to create and maintain a sand tray play therapy within a play therapy/clinical setting.
- Discuss the history of sand tray play therapy within an overview of Play Therapy history.
- Describe the basic theoretical overview and process of sand tray play therapy.
- Describe the role of the witness (observational skills) during the sand tray play therapy process within a play therapy session.
- Review and list training recommendations for sand tray play therapy within a play therapy session.
- Identify the clinical implications of Stephen Porge’s Polyvagal Theory to play therapy and sand tray play therapy.
- Analyze and discuss the connections between Jack Panksepp’s innate primary motivational circuits, Dan Siegel’s definition of mental health, and the therapeutic relationship in play therapy and sand tray play therapy.
- Utilize experimental exercises to anchor the basic theoretical tenets of sand tray play therapy.
- Demonstrate initial sand tray play therapy witness skills within play therapy.
- Assess and discuss personal experience of sand tray play therapy world building.
Level 8 Introduction
This ‘Playshop’ focuses on exploring how early childhood patterns of sand tray play appear not only in the very young but also in older children and even adults. This ‘Playshop’ includes patterns of play of latency-age children. Didactic, experiential methods, and discussion will be used to help participants learn how to identify and support the growing edge of young children. It also provides a focus for how sand tray play therapy collaborates with the brain in its push toward integration throughout the lifespan. Participants identify and discuss these patterns of play therapy in terms of the developmental life span. The training also includes skill practice with workshop partners.
Prerequisites: Levels 1-4
LEVEL 9
Developmental Considerations with Adolescents & Adults
Level 9 Objectives
Program Objectives
Participants Will:
- Identify the basic components (sand tray, sand, miniature, etc.) of sand tray play therapy.
- Discuss how to create and maintain a sand tray play therapy within a play therapy/clinical setting.
- Discuss the history of sand tray play therapy within an overview of Play Therapy history.
- Describe the basic theoretical overview and process of sand tray play therapy.
- Describe the role of the witness (observational skills) during the sand tray play therapy process within a play therapy session.
- Review and list training recommendations for sand tray play therapy within a play therapy session.
- Identify the clinical implications of Stephen Porge’s Polyvagal Theory to play therapy and sand tray play therapy.
- Analyze and discuss the connections between Jack Panksepp’s innate primary motivational circuits, Dan Siegel’s definition of mental health, and the therapeutic relationship in play therapy and sand tray play therapy.
- Utilize experimental exercises to anchor the basic theoretical tenets of sand tray play therapy.
- Demonstrate initial sand tray play therapy witness skills within play therapy.
- Assess and discuss personal experience of sand tray play therapy world building.
Level 9 Introduction
Prerequisites: Levels 1 – 4
LEVEL 10
Capstone for Certification – Integrating all Levels of Sand Tray Therapy
Level 10 Objectives
Program Objectives
Participants Will:
- Identify the basic components (sand tray, sand, miniature, etc.) of sand tray play therapy.
- Discuss how to create and maintain a sand tray play therapy within a play therapy/clinical setting.
- Discuss the history of sand tray play therapy within an overview of Play Therapy history.
- Describe the basic theoretical overview and process of sand tray play therapy.
- Describe the role of the witness (observational skills) during the sand tray play therapy process within a play therapy session.
- Review and list training recommendations for sand tray play therapy within a play therapy session.
- Identify the clinical implications of Stephen Porge’s Polyvagal Theory to play therapy and sand tray play therapy.
- Analyze and discuss the connections between Jack Panksepp’s innate primary motivational circuits, Dan Siegel’s definition of mental health, and the therapeutic relationship in play therapy and sand tray play therapy.
- Utilize experimental exercises to anchor the basic theoretical tenets of sand tray play therapy.
- Demonstrate initial sand tray play therapy witness skills within play therapy.
- Assess and discuss personal experience of sand tray play therapy world building.
Level 10 Introduction
This ‘Playshop’ is intended for participants who are ready for certification in Sand Tray Therapy. More description to come soon.
Prerequisites: Levels 1-9
Refunds: Registration fees are refundable (less $50.00 administrative fee) if written notice is postmarked no later than 30 days before the ‘Playshop’ begins. Refunds require a minimum 6-week processing time. Registrants may transfer/sell their enrollment to another qualified person at any time.
Training Reciprocity
The Institute of Playful Healing has a reciprocal training agreement with The Sand Tray Institute of New Mexico. Levels of training completed at either institute will be honored by each other if needed as prerequisites for additional trainings.
The Sand Tray Institute of New Mexico was founded by Theresa Kestly, Ph.D., RPT-S. Dr. Kestly is a psychologist, educator, consultant, international presenter, and registered play therapist / supervisor with the Association for Play Therapy. She maintains a private practice that specializes in play therapy and sand tray therapy for children, adults, families and couples. Dr. Kestly is a past president of the New Mexico Association for Play Therapy and the founder and director of The Sand Tray Institute of New Mexico.
**Six (6) continuing education credits per workshop day will be awarded to participants who attend the entire time of each workshops.
Partial credit cannot be given. No exceptions can be made to this policy. Please contact us regarding CE questions.**