CSL6835

Play Therapy

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This course provides an enhancement of counseling skills in working with individuals and families at a deeper level than those theories present in the curriculum. The purpose of a course in Play Therapy is to encourage communication more naturally through the manipulation of toys and objects in a safe environment.  This course provides relevant and cognitive training for problem solving in the area of child behavior and development. A course of this nature develops a student’s capability to identify and select solutions to social problems related to child, adolescent and adult development. Play Therapy allows for a more adequate means than words to express the significant persons and events in a person's life. Play Therapy training provides the student a different set of techniques to work with children, adolescents, adults, and families.

Play Therapy can be utilized throughout the counseling division in the School, Professional, and Christian counseling programs for any student that will be working in Play Therapy techniques.

PREREQUISITE: 

 CSL6801 Life Span Development

 COURSE COMPETENCIES:

UPON COMPLETION OF THE COURSE, THE STUDENT WILL BE COMPETENT IN:

  • Identifying and utilizing the contributions of play and sand tray therapy theorists.
  • Applying developmental attributes of play and sand tray therapy to the practice of therapy with children, adolescents, adults and families.
  • Applying play therapy models to group, individual and family formats.
  • Defining the personal characteristics of a play therapist.
  • Identify categories of toys.
  • Analyzing rationale for toy/miniature selections in play and sandtray therapy by case study.
  • Developing a play therapy traveling kit or generate a list of appropriate play therapy materials to be used for evaluation and treatment.
  • Writing a treatment plan and case study using play and sand tray therapy
  • Identifying stages of play and sand tray therapy and provide appropriate therapeutic techniques. 
  • Developing key elements in a play therapy relationship.
  • Identify the uses of play and sandtray therapy in school, private practice and community mental health environments.
  • Demonstrating basic play and sandtray therapy skills (with non-clinical volunteers) including (but not limited to) structuring, tracking, reflection of content and process, returning responsibility, facilitating self-advocacy skills, and limit setting.
  • Identifying and limiting the typical problems in play and sandtray therapy sessions.
  • Being cognizant of relationship issues including transference and countertransference.
  • Working cooperatively with child protective services, educational services, other mental health professionals and medical personnel.

 

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