Levels - Institute of Playful Healing

View Our ‘Playshops’ Levels

LEVEL 1

Basic Tools and Methods

Description

Objectives

Registration

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

Description

Objectives

Registration

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

Description

Objectives

Registration

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’ 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

Description

Objectives

Registration

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

Description

Objectives

Registration

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

This ‘Playshop’ focuses on using the sand tray modality with couples, families, and groups. Instruction will use didactic and experiential formats to convey the integration of systems and group theory with sand tray play therapy. Skills learned in levels 1 through 4 will be reinforced and expanded upon during partnering with individual sand trays and the use of a large group sand tray to highlight the group process. 12 contact hours over 2 days.

Prerequisites: Levels 1 – 4

LEVEL 6

Play Therapy Intensive

Description

Objectives

Registration

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

This’Playshop’ focuses on integrating various play modalities, including: sand tray play, costume play, puppets, games, art, and story telling. Didactic and experiential methods of instruction will be used to express how various modalities of play therapy can be integrated with both children and adults. Particular emphasis will be placed on the integration of sand tray play therapy with verbal therapy. 24 contact hours over 4 days.

Prerequisites: Level 1

LEVEL 7

Grief & Trauma in Sand Tray Therapy

Description

Objectives

Registration

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

This ‘Playshop’ focuses on exploring grief and trauma issues and how these issues manifest in sand tray play therapy. Participants explore and discuss case vignettes and theoretical issues. The ‘Playshop’ also includes skill practice with workshop partners. Didactic and experiential methods of instruction will be used to explore how grief and trauma can be addressed with both children and adults.12 contact hours over 2 days.

Prerequisites: Levels 1 – 4

LEVEL 8

Developmental Considerations with Children (early childhood & latency)

Description

Objectives

Registration

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

Description

Objectives

Registration

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

This ‘Playshop’ focuses on developmental considerations specific to adolescence and adulthood. Didactic, experiential methods, and discussion will be used to help participants learn how to identify and support the growing edge of adolescents and adults through a developmental lens. The ‘Playshop’ will continue to include neuroscience theory and its connection to sand tray therapy and integration throughout the lifespan. The training also includes skill practice with workshop partners.

Prerequisites: Levels 1 – 4

LEVEL 10

Capstone for Certification – Integrating all Levels of Sand Tray Therapy

Description

Objectives

Registration

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.