Full Course Description

Creative Play Therapy for ADHD

Children with ADHD are often energetic, creative, and full of potential —but in the play therapy room, their distractibility, impulsivity, and hyperactivity can challenge even the most experienced clinicians.

In this highly engaging session, internationally renowned play therapist and author Liana Lowenstein shares a toolkit of directive play therapy interventions specifically designed for children ages 4-12 with ADHD. These structured, goal-oriented play therapy activities are tailored to help children strengthen attention, increase impulse control, improve self-regulation, and channel their energy in constructive ways.

You’ll learn how to use targeted play-based strategies to transform restlessness into mastery, distraction into focus, and impulsivity into insight. Whether you're working in a clinical setting, school-based environment, or home, you'll gain access to play therapy techniques that are easy to implement and highly effective. This session also includes practical tools for parents and teachers to reduce power struggles, foster cooperation, and support children’s success across multiple environments.

Don’t miss this unique opportunity to deepen your understanding of play therapy and discover creative, evidence-informed approaches to help children with ADHD become more motivated, focused, organized, and able to perform closer to their true potential — all through the transformative power of play.

Program Information

Objectives

Identify the diagnostic features of ADHD in play therapy.
Understand examples of a play therapy that help a child manage impulsivity.
Name an example of a play therapy technique to help a child increase attention and focus.

Outline

Understanding ADHD Through a Therapeutic Lens

The three presentations of ADHD
The role of executive functioning and self-regulation deficits
Differentiating ADHD from anxiety and trauma
Benefits of structured play therapy techniques to help children with ADHD
Limitations and risks

Creative, Directive Play Therapy Interventions That Work

Step-by-step demonstrations of play therapy techniques to slow down the mind and body
Innovative games and other play therapy activities to increase attention span and focus
Movement-based strategies that channel hyperactivity into mastery and success
Play therapy games to enhance self-regulation and emotional control

Partnering with Parents and Teachers for Lasting Change

Translating play therapy skills into home and school success
Effective ways to coach parents on managing impulsivity and defiance
Creative classroom strategies to set children up for success and reduce behavioral struggles
Distinguishing incompetence from noncompliance - and responding effectively

Risks & Limitations

Target Audience

Play Therapists
Child Therapists
Licensed Clinical/Mental Health Counselors
Marriage & Family Therapists
Psychologists
Social Workers

Copyright : 06/03/2026

Digital Play Therapy™

As digital platforms, video games, and immersive technologies become central to children’s lives, play therapists are increasingly asked to interpret digital behavior as relational behavior. Yet many lack a developmentally grounded, attachment-informed method for distinguishing healthy engagement from clinically meaningful signals of distress, avoidance, dysregulation, or unmet relational needs.

This play therapy training bridges traditional play theme identification with theme identification in digital interactions. It emphasizes co-play and developmentally attuned entry into a child’s digital world and culture as a practical pathway for strengthening attachment.

As this frontier continues to develop, emerging clinical experience and early scholarship suggest that digital play can express emotional and relational themes that may parallel those seen in traditional play. Per Unicef’s RITEC study, common themes include control and power, safety and threat, mastery and competence, belonging and exclusion, identity experimentation, justice and revenge, loss and repair, and the tension between autonomy and dependence. These themes in the play therapy room may present through avatar choices, repeated story arcs, role-based interactions, in-game rule testing, withdrawal, aggression, protectiveness, or intense attachment to virtual routines and spaces. Recognizing these patterns allows play therapists to use digital play as symbolic language that informs assessment, treatment planning, and caregiver guidance.

This session situates digital play within the Therapeutic Powers of Play by emphasizing how symbolic expression, mastery experiences, emotional regulation, relational attunement, social learning, and meaning-making can occur through ethically selected and clinically framed digital modalities. Participants will learn how to evaluate digital environments, incorporate co-play strategically, and support caregivers in shifting from polarized “screen time battles” toward relationally mindful digital practices.

The evidence base continues to evolve, and risks and limitations are important considerations. Clinicians will review safeguards and contraindications to ensure individualized, culturally responsive, and developmentally appropriate integration. Participants will leave with a practical play therapy framework for interpreting digital play, strengthening connection, and using technology as a therapeutic tool that supports co-regulation and secure attachment.

Program Information

Objectives

Define play themes and describe their significance in play therapy assessment and treatment.
Identify play themes withing Digital Play Therapy™ sessions and recognize how they parallel traditional play therapy expressions.
Use identified play themes in treatment planning and caregiver communication.

Outline

Digital Play Therapy™ as Clinical Expression

Exploring avatars, digital environments, and the 5Cs of Digital Play Therapy™

Connecting Themes Across Modalities

Linking digital and traditional play; applying the RITEC-8 to assess well-being

Practice & Integration

From rural communities to schools and clinics
Guided video analysis, documentation strategies, caregiver communication, and ethical use

Limitations and Risks

Review safeguards and contraindications to ensure individualized, culturally responsive, and developmentally appropriate integration

Target Audience

Play Therapists,
Licensed Mental Health Counselors
Psychologists
Marriage & Family Therapist
Social Workers
School-Based Personnel

Copyright : 06/03/2026

Social-Emotional Learning from the Inside Out

Join Dr. Daniel J. Siegel, world-renowned neuropsychiatrist, for this 90 minute training session where he breaks down the neuroscience of interoceptive awareness – the gateway for insight, empathy, compassion, and self-regulation cultivated in play therapy.

Drawing from his social-emotional learning framework, NowMaps, Dr. Siegel shares concrete play-based tools for teaching kids and tweens to:

Create space between impulse and action through imaginative play
Observe their inner experience using play therapy activities that make feelings visible and tangible
Assess their internal state of being with sensory-rich games
Direct their attention and energy in helpful ways through movement, storytelling, and creative expression

Program Information

Objectives

Differentiate the two basic components of the mind as a regulatory process using play-based strategies to illustrate monitoring and modulating functions.
Appraise how neuroplasticity enables the brain to mediate insight and empathy through creative play therapy that builds new neural connections.
Determine the connection between interoception and regulation by applying sensory play and movement activities to link body signals with emotional control.

Outline

What is interoceptive awareness?
The brain’s role in developing insight, empathy, compassion, and self-regulation through experiential play, symbolic expression, and safe emotional exploration
The relationship between interoception and regulation through play
Supporting kids and tweens in their SEL development through play therapy
Risks and Limitations

Target Audience

Counselors
Psychologists
Social Workers
Marriage and Family Therapists
Addictions Counselors

Copyright : 06/03/2026

Play Therapy, Autism, and Big Behavior

Behaviors in autistic children often draw attention—whether they appear unusual, socially misunderstood, aggressive, isolating, or involve meltdowns. In play therapy, it’s essential to recognize that most challenging behaviors are not defiant but responses to distress or dysregulation. Understanding this distinction helps therapists respond with empathy and effectiveness.

This presentation provides practical tools and resources for addressing behavioral challenges in autistic children. You’ll learn how to identify distress-driven or dysregulated behavior, explore core causes, and apply the AutPlay® therapy model alongside play therapy interventions that affirm neurodivergent play and promote regulation.

You’ll learn:

The difference between distress-driven and dysregulated behaviors in autistic children
Underlying causes of behavior, including sensory and emotional factors
The AutPlay® therapy model supports regulation and reduces behavioral challenges
Play therapy interventions that affirm neurodivergent play and foster emotional resilience
Strategies to turn moments of dysregulation into opportunities for healing and connection

Program Information

Objectives

Describe at least three play therapy interventions that help autistic children reduce distress and dysregulation.
Describe the AutPlay® Therapy model of regulation/dysregulation.
Identify play therapy interventions to address regulation needs (creating a regulation play time).
Apply a neurodiversity affirming framework for addressing big behavior in autistic children.

Outline

Strategies for Being Neurodiversity-Informed and Affirming

Understanding neurodiversity and why affirming approaches matter
Common misconceptions about autistic behaviors
Creating a safe and validating play therapy environment

Key Considerations for Understanding Autistic Distress and Dysregulation

What distress-driven and dysregulated behavior looks like in autistic children
Core causes of dysregulation; sensory, emotional, and environmental factor
Recognizing signs of escalation and meltdown patterns

Implementing Play Therapy Techniques for Big Behaviors

Play-based strategies for co-regulation
Using sensory play and movement to support regulation
Practical tools for managing meltdowns in the playroom

Using Play Therapy Theories and Approaches to Reduce Autistic Distress

Overview of AutPlay® therapy model and its application
Affirming neurodivergent play while promoting emotional resilience
Turning moments of dysregulation into opportunities for connection and growth

Key Takeaways

Identify distress-driven vs. dysregulated behaviors in autistic children
Apply neurodiversity-affirming strategies in play therapy practice
Implement play therapy techniques that support regulation and reduce behavioral challenges
Use AutPlay® and other play therapy approaches to foster resilience and connection

Target Audience

Licensed Clinical/Mental Health Counselors
Psychologists
Marriage & Family Therapists
Social Workers
Teachers/School-Based Personnel
Occupational Therapists
Occupational Therapy Assistants
Speech-Language Pathologists
Case Managers
Nurses

Copyright : 06/03/2026

A Playful Shift from Symptoms to Systems

A playful yet powerful shift is proposed: moving from exclusively focusing on a child's symptoms to embracing a comprehensive family systems approach within the context of play therapy.

This presentation highlights the clinical advantages of broadening treatment to include the entire family system, arguing that this approach significantly enhances a play therapist's effectiveness and fosters more durable, long-lasting positive change for the child.

We emphasize that family therapy with young children should naturally integrate playful modalities to boost engagement, access internal experiences, and encourage expression.

You’ll learn practical play therapy strategies for inviting families to participate in this treatment and assessment shift, as well as concrete methods to support and strengthen family relationships and communication dynamics.

Program Information

Objectives

Identify a play therapy strategy that can be used to invite parents or caregivers to participate collaboratively in a family systems approach.
Determine the importance of including the full family in treatment when a child is symptomizing and incorporate play therapy to help family members explore and address underlying dynamics that may be contributing to the symptoms.
Formulate one scenario that explains why a family systems modality using play therapy is a more culturally sensitive approach than focusing on a child only approach.

Outline

Rationale for a Shift from Symptoms to Systems

Reasons to move beyond a child-focused model
What research says about the family systems that have a child with a mental health challenge
How systemic play therapy can improve long-term outcomes by strengthening relationships

Getting Buy In from Caregivers for a Family Systems Approach

Intake message: “We use play therapy to look at the whole family, not just the child”
Normalize stress and frame therapy as teamwork
Emphasize behaviors as signals, not labels

Interventions, Tools and Techniques in Family Play Therapy

Build Alliance: Use playful joining activities and shared goals
Engage All Members: Cooperative games, role reversals, and digital play tools
Track Negative Patterns: Map cycles with toys or digital avatars; reflect together

Risks & Limitations

Target Audience

Addiction Professionals
Case Managers
Dieticians
Licensed Clinical/Mental Health Counselors
Marriage & Family Therapists
Nurses
Nursing Home/Assisted Living Administrators
Occupational Therapists
Occupational Therapy Assistants
Physical Therapists
Physical Therapist Assistants
Psychologists
School Administrators
Social Workers
Speech-Language Pathologists
Teachers/School-Based Personnel

Copyright : 06/03/2026

Play Without Barriers

Children with physical disabilities and chronic illnesses often face emotional, social, and developmental challenges that traditional therapies overlook. Play therapists sometimes struggle to integrate play therapy in ways that honor the child’s autonomy while adapting to their physical or medical limitations.

This presentation introduces an integrated child-centered play therapy approach—blending developmental, medical, and therapeutic frameworks to create meaningful, healing play therapy experiences.

You’ll learn how to adapt the playroom environment, modify play therapy interventions, and collaborate with families and medical teams to support resilience, emotional expression, and empowerment.

Dr. Tapia will teach you:

How to adapt play therapy environments and interventions for physical limitations
Integrate play therapy techniques to support autonomy and empowerment
Ways to collaborate effectively with medical teams and families through the therapeutic power of play
Tools to address internalized ableism and promote inclusion
Practical methods to integrate developmental, medical, and therapeutic frameworks for holistic care
How to expand therapeutic flexibility and deepen empathy through accessible play therapy strategies

Program Information

Objectives

Identify and discuss three unique developmental needs for physical disabilities and chronic illnesses in play therapy.
Determine culturally and linguistically sensitive Child-Centered Play Therapy (CCPT) techniques that address the unique developmental and emotional needs of children with physical disabilities and chronic illnesses.
Develop and utilize play therapy tools and resources that support communication and interaction with parents in support of their child with physical disabilities and chronic illnesses in parent consultation.
Identify 3 ways they can make adjustments to how they will set limits with children who have physical disabilities in play therapy.

Outline

Understanding the Child’s World

Emotional, social, and developmental challenges unique to physical disabilities and chronic illness
How these conditions impact autonomy, attachment, and play
Key developmental needs clinicians must address in play therapy

Adapting the Playroom for Accessibility

Practical modifications to the play therapy environment
Selecting and adapting tools for mobility and sensory limitations
Strategies for adjusting limit-setting while maintaining therapeutic boundaries

Empowering Through Play

Child-centered techniques that foster autonomy and resilience
Play therapy interventions that promote emotional expression and mastery
Addressing internalized ableism and supporting positive identity

Collaboration for Holistic Care

Integrating developmental, medical, and therapeutic frameworks
Effective communication with families and medical teams
Tools for parent consultation to reinforce therapeutic goals

Inclusive Practice and Cultural Responsiveness

Culturally and linguistically sensitive approaches in CCPT
Honoring family narratives and lived experiences in the playroom
Reflective strategies to deepen empathy and therapeutic flexibility

Limitations and Risks

Target Audience

Licensed Clinical/Mental Health Counselors
Marriage & Family Therapists
Occupational Therapists
Physical Therapists
Psychologists
Social Workers

Copyright : 06/04/2026

Playing with Cultural Intention

Play is universal—but its meaning, expression, and interpretation are deeply shaped by culture.

For play therapists, cultural awareness isn’t optional; it’s essential for building trust, honoring identity, and ensuring ethical practice. This experiential workshop invites you to examine how your own cultural lens influences the playroom and how power, privilege, and bias can impact the play therapeutic interactions.

This experiential workshop invites you to examine how your own cultural lens influences the playroom and how power, privilege, and bias can impact the play therapeutic interactions. You’ll also explore ways to collaborate with families and access resources that strengthen cultural integrity and therapeutic safety as you utilize play.

Leave with tools to create play therapy spaces where every child feels seen, valued, and understood
Recognize how your cultural identify shapes play therapy interactions and decision-making
Identify implicit bias and moments of cultural disconnection in the play therapy room
Select toys and materials that reflect diverse identities and cultural narratives found in play therapy
Collaborate with families to maintain cultural integrity and therapeutic safety

Program Information

Objectives

Identify the importance of cultural identity in play therapy.
List three ways power and privilege may show up in the playroom and impact the therapeutic relationships.
Implement culturally responsive play therapy techniques through simulation and practice.

Outline

Exploring Culture in the Play Therapy Process

Therapist cultural self-awareness and its influence on the playroom
Cultural identities shape children’s play themes and communication
Implicit bias and cultural assumptions in therapeutic interactions

Power, Privilege, and Dynamics in the Playroom

Ways power imbalances emerge between therapist and child
Impact of cultural worldview on interpretation of play
Identifying moments where cultural disconnection may occur

Culturally Responsive Play Therapy Practices

Intentional selection of toys and materials that reflect diverse identities
Supporting cultural narratives through symbolic, creative, and imaginative play
Inviting child and family centered meaning-making through a cultural framework

Enhancing Clinical Practice Through Collaboration and Resource seeking

Finding resources to support ongoing growth
Maintaining cultural integrity and therapeutic safety

Risks

Participants may unintentionally oversimplify or misapply cultural concepts, leading to stereotyping or inaccurate interpretation of children’s play
Discussions of power, privilege, and bias may evoke emotional discomfort or defensiveness, which can impact learning or participant
Learners may over-attribute behaviors to culture while overlooking developmental, familial, or trauma-related factors
Increased confidence after the workshop may lead some attendees to implement culturally based techniques without adequate supervision or consultation

Limitations

The workshop provides foundational knowledge but cannot fully develop cultural humility, which requires ongoing training, supervision, and self-reflection
Due to time constraints, not all cultural identities, worldviews, or systemic influences on play can be addressed in depth
Simulation and practice activities may not reflect the full complexity of real-world clinical interactions

Target Audience

Licensed Clinical/Mental Health Counselors
Social Workers
Marriage & Family Therapists
Psychologists
Teachers/School-Based Personnel

Copyright : 06/04/2026

Seeing the Signs: Detect the Suicidality in Kids Ages 6-12 through Attachment-Centered Play

Suicidality in children ages 6–12 is often overlooked due to developmental misconceptions and the limited assessment tools traditionally used. This session introduces an Attachment-Centered Play Therapy framework for assessing suicidal ideation and behaviors in middle childhood, focusing on how to recognize these signs through the child’s play. By understanding the role of attachment patterns in play, we can spot subtle indicators of distress and respond with ethical, compassionate interventions that are grounded in play therapy techniques. You’ll learn: How to recognize signs of suicidality through play-based sessions, interpreting both symbolic play and nonverbal cues to uncover underlying emotional states. The role of attachment patterns in expressing distress, and how these dynamics show up through play therapy interventions, helping to identify when children are struggling with suicidal thoughts. Practical play therapy tools for attuning to both verbal and nonverbal cues, using sandtray, art, and role-play to facilitate expression and assessment of emotional distress.

Program Information

Objectives

Identify at least three developmentally appropriate indicators of suicidality in middle childhood observable within the context of play therapy.
Define how attachment patterns influence the expression and experience of suicidal ideation in children ages 6-12, using play therapy assessments (such as sandtray or role-play) to identify attachment-related behaviors and emotional cues that indicate distress or suicidal ideation.
Determine an ethical framework for assessing and intervening when suicidality is present, including considerations for parents/caregiver involvement and mandated reporting, as evidenced by implementing structured play therapy sessions that balance therapeutic needs with ethical considerations.

Outline

Suicidality in Middle Childhood

Developmental factors (ages 6-12)
Emotional and relational contributors to suicidal ideation and behavior

Applying an Attachment-Centered Play Therapy Framework

Role of attachment theory in assessment and intervention
Emphasis on relational safety and emotional attunement

Integrating Play Therapy Techniques for Assessment

Play-based methods for identifying:
- Themes of despair
- Disconnection
- Self-harm in narratives and symbolic expression

Enhancing Clinical Practiced and Collaboration

Communicating findings with:
- Caregivers
- Schools
- Multidisciplinary teams
Maintaining child’s trust and security
Ethics and mandated reporting considerations

Target Audience

Licensed Clinical/Mental Health Counselors
Marriage & Family Therapists
Nurses
Occupational Therapists
Psychologists
School Administrators
Social Workers
Speech-Language Pathologists
Teachers/School-Based Personnel

Copyright : 06/04/2026

Play, Presence, and Partnership

Clinicians need this workshop because supervision within play therapy is often focused on technique, documentation, and evaluation, leaving little space to nurture the relational and cultural dimensions that sustain meaningful practice. Many supervisors and supervisees struggle to remain present, regulated, and culturally responsive in a profession that demands constant attunement. When supervision neglects the nervous system and the lived experiences of culture, migration, and community, both the therapist and the client lose access to the safety and creativity that make play therapy a more transformative process.

This session offers a corrective lens, inviting participants to reimagine play therapy supervision as a space of co-regulation, mutual learning, and community care. Clinicians will learn to use play and embodied presence to foster trust, curiosity, and collaboration in supervision. They will leave with practical, play-based tools to integrate cultural humility and nervous system awareness into their supervisory relationships.

The transformation is twofold: Play therapists rediscover supervision as a restorative process rather than a performance review, and their clients benefit from therapists who are more grounded, attuned, and culturally responsive. When supervisors model co-regulation and cultural attunement, they transmit these same capacities into the therapy room, strengthening the play therapist’s ability to create safety, engage the child’s nervous system, and honor the cultural story within every playroom interaction.

Program Information

Objectives

Explain how co-regulation and presence support the supervisory alliance in play therapy supervision.
Demonstrate one play-based supervision technique that fosters mutual learning, relational safety, and attunement.
Identify at least two culturally attuned supervision practices that address power, privilege, and migration in the supervisory relationship. Integrate the concept of community care into their supervisory framework by articulating how supervision can support therapist resilience and client-system outcomes.

Outline

The Nervous System in Supervision: Foundations for Learning and Connection

Shapes learning, emotional safety, and connection within the supervisory relationship

Supervision as Reflective and Relational Play

Supervision as a co-created process
- Both supervisor and supervisee engage in mutual discovery
Metaphor, sandtray, and creative interventions
- Deepen trust, curiosity, and reflective capacity in supervision

Cultural Humility and Systemic Awareness in Supervision

Identity, power, and privilege influence supervisory dynamics
Practice integrating cultural humility, language awareness, and systemic reflection
Ensure culturally responsive supervision and equitable care

Bridging Supervision and Clinical Practice

Connect insights from supervision to direct client work
- Highlight how play, co-regulation, and community-based perspectives enhance therapist resilience and client healing
Concrete tools to implement supervision models
- Honor both individual growth and collective well-being

Risks & Limitations

Target Audience

Licensed Clinical/Mental Health Counselors
Marriage & Family Therapists
Psychologists
School Administrators
Social Workers
Teachers/School-Based Personnel
Occupational Therapists

Supporting the Emotional Worlds of Adolescents Through Play and Expressive Therapy

Adolescence is a season of creativity, intensity, and discovery—a time when emotions run deep and self-expression takes many forms. For play therapists, these years offer a powerful opportunity to support teens as they explore identity and connection.

Play therapy and expressive approaches provide dynamic ways to join that journey by engaging imagination, honoring emotional truth, and building relationships grounded in trust and authenticity.

This workshop invites play therapists to rediscover the joy and depth of creative connection with adolescents by reconnecting with their own inner teen—the part that still knows how to imagine, feel deeply, and express freely.

Explore how play therapy and expressive techniques can illuminate strengths, foster emotional resilience, and open space for genuine growth and healing. By tuning into the expressive language of movement, art, story, and metaphor, play therapists can help teens transform overwhelm into understanding and self-protection into self-expression.

Program Information

Objectives

Discuss key aspects of adolescent brain development and how these influence emotional expression and behavior and how to assess them using play therapy techniques.
Apply 3-5 play therapy and expressive therapy techniques that promote emotional regulation, communication and connection with teens.
Identify 2-3 play therapy strategies for supporting parents and caregivers in strengthening relationships and fostering emotional safety with adolescents.

Outline

The Adolescent Brain and Emotional Landscape

Key features of adolescent brain development
Impact on emotion, behavior and relationships
How developmental changes influence risk-taking, sensitivity and connection

Engaging Teens Through Play Therapy and Expressive Approaches

Enhance connection, emotional regulation and communication
Creating safe, creative spaces for authentic expression
Incorporate art, movement, and metaphor in the play therapy room

Reconnecting with Your Own Inner Teen

Exploring personal experiences of adolescence
Deepening empathy and authenticity in clinical work
Building self-awareness and flexibility when engaging emotional intensity

Partnering with Parents and Caregivers for Lasting Change

Helping parents respond with curiosity and validation
Strengthening collaboration between clinicians, caregivers, and teens
Fostering emotional safety and growth across environments

Risks and Limitations

Potential for emotional activation
Developmental and cultural considerations
Scope of competence
Limitations of expressive media
Safety and ethical boundaries

Target Audience

Licensed Clinical/Mental Health Counselors
Social Workers
Marriage & Family Therapists
Psychologists
School Administrators
Teachers/School-Based Personnel
Case Managers
Nurses

From Ancestral Pain to Playful Repair

Program Information

Objectives

Explain how co-regulation and presence support the supervisory alliance in play therapy supervision.
Demonstrate one play-based supervision technique that fosters mutual learning, relational safety, and attunement.
Identify at least two culturally attuned supervision practices that address power, privilege, and migration in the supervisory relationship.
Integrate the concept of community care into their supervisory framework by articulating how supervision can support therapist resilience and client-system outcomes.

Outline

The Nervous System in Supervision: Foundations for Learning and Connection

Shapes learning, emotional safety, and connection within the supervisory relationship

Supervision as Reflective and Relational Play

Supervision as a co-created process
- Both supervisor and supervisee engage in mutual discovery
Metaphor, sandtray, and creative interventions
- Deepen trust, curiosity, and reflective capacity in supervision

Cultural Humility and Systemic Awareness in Supervision

Identity, power, and privilege influence supervisory dynamics
Practice integrating cultural humility, language awareness, and systemic reflection
Ensure culturally responsive supervision and equitable care

Bridging Supervision and Clinical Practice

Connect insights from supervision to direct client work
- Highlight how play, co-regulation, and community-based perspectives enhance therapist resilience and client healing
Concrete tools to implement supervision models
- Honor both individual growth and collective well-being

Risks & Limitations

Target Audience

Licensed Clinical/Mental Health Counselors
Marriage & Family Therapists
Psychologists
School Administrators
Social Workers
Teachers/School-Based Personnel
Occupational Therapists

Transparenting: The Play Therapist's Role in Family Support for Gender Diverse Youth

Voices continue to be lifted in the LGBTQ+ community, and more and more of our youth are finding the freedom to live as their authentic selves.

As therapists, we play a pivotal role in not only supporting LGBTQ+ youth, but also in helping youth and their families navigate the questions and uncertainty that may come with being who they are.

In this session we will explore:

Common Play Therapy themes with gender diverse youth,
Identify Play Therapy and family interventions to foster communication and growth within the family system
Work through case scenarios of Play Therapy interventions to address other mental health considerations to be aware of when working with this population

Program Information

Objectives

Participants will be able to identify and describe three key principles of play therapy that are particularly relevant to working with LGBTQ+ youth and families.
Participants will develop an understanding of potential cultural and systemic barriers faced by LGBTQ+ families and explore strategies to incorporate affirming and inclusive language in play therapy sessions.
Participants will be able to recognize signs of distress or resilience in LGBTQ+ youth through play-based expressions and behaviors, and apply appropriate interventions based on these observations.

Outline

Building Bridges: Nurturing Acceptance in Families

Supporting parents and caregivers who may not be fully supportive of their child

Understanding Distress & Resilience

Play therapy based observations
Therapeutic interventions
Collaborative support

Creating Safe Spaces

Environment
Empowerment
Family involvement in play therapy

Target Audience

Counselors
Marriage and family therapists
Nurses
Physicians
Play therapists
Psychologists
Social workers

Diving Deep - Nurturing Cultural Awareness in Play Therapy with BIPOC Youth

When embarking on the journey of therapy with culturally diverse young ones, it becomes imperative to delve beyond surface-level issues, especially when confronted with symptoms of racial and cultural trauma.

In our interactions within the playful sanctuary of therapy rooms, it's crucial for us as therapists to explore and acknowledge our own biases that might inadvertently seep into the therapeutic space.

Far too often, the profound impact of cultural and racial experiences on the lives of Black, Indigenous People of Color (BIPOC) is brushed aside or downplayed in clinical settings.

This workshop is a heartfelt endeavor to infuse cultural humility into the nurturing realm of play therapy. It's about cultivating a safe haven where BICPOC children can truly see themselves reflected, fostering a deeper understanding of themselves, others, and the intricate tapestry of our world.

Program Information

Objectives

Differentiate cultural competence and cultural humility as it relates to therapy practice.
Categorize the therapeutic powers of play therapy and the relationship with Black, and Indigenous People of Color impacted by racial and cultural trauma to improve clinical outcomes.
Analyze the impact of race and culture to increase knowledge of the client and family lifestyles.

Outline

Recognizing the Meaning of Culture and Diversity

How culture impacts the playroom
The difference between cultural competence and cultural humility

Integrating Culturally Diverse Practices in the Playroom

Creating a cultural and diverse responsive playroom
Utilizing diverse interventions within the playroom

The Impact of Trauma on the BIPOC community

The impact of cultural trauma
Looking deeper than the presenting problem
Risks and limitations

Target Audience

Psychologists
Social Workers
Counselors
Marriage & Family Therapists
Speech-Language Pathologists
Occupational Therapists
Occupational Therapy Assistants
School Administrators
Play Therapists
Teachers/School-Based Personnel