SUNY College at Oswego

CPS 692 Advanced Play Therapy 2007 Jodi A Mullen

SUNY College at Oswego School of Education Counseling and Psychological Services Department

Instructor: Jodi Mullen, PhD, LMHC, NCC, RPT-S Office: 312-3278 email: [email protected] web: www.oswego.edu/~jmullen office hours: TBA This course will meet from 9-3:30 on the following Saturdays 1/27, 2/10, 3/3, 3/10, 3/31, & 4/21/07

I. Course Number & Credit: CPS 692 3 semester hours

II. Course Title: Advanced Play Therapy: Theory and Practice

III. Course Description: This course is intended to provide students with a critical analysis of theoretical approaches to play therapy with an emphasis on the dimensions of the process, the counselor's understanding of children's behavior and his/her perceptions of self, of the client, and of the therapeutic play relationship. It is intended that students will acquire an applied understanding of the Adlerian and Gestalt models of play therapy and the philosophy and skills necessary for counselors to include play therapy as a part of their intervention repertoire.

IV. Prerequisites: Graduate student status in Counseling and Psychological Services or a related field and an introductory course in play therapy; or permission of the instructor.

V. Justification for the Course: This advanced course in play therapy enables students to develop and apply their theoretical and practical knowledge for using play therapy as a part of their therapeutic repertoire. The specialized principles of play therapy are most appropriately understood and acquired in an authentic learning context. This course is appropriate for students who have already acquired a theoretical foundation in the area of counseling and play therapy. This course is offered as an elective. Because of the applied training aspect of this course, class size should be limited to 15 students.

VI. Course Objectives: This course is designed to enable students to:

A. Describe the various theoretical approaches to play therapy (Knowledge). B. Demonstrate the comprehension of and an ability to employ strategies of Adlerian and Gestalt models of play therapy (Knowledge & Practice). C. Implement play therapy in order to create an accepting atmosphere for the client (Social Justice). D. Perform physical attending skills that facilitate counselor-client interaction. E. Employ the skills of reflective response, limit setting, and structuring during a play therapy session. F. Identify and assess the client's concerns (Social Justice). CPS 692 Advanced Play Therapy 2007 Jodi A Mullen

G. Conduct an ongoing self-directed inquiry as it relates to the play therapy self- supervision skills (Reflection). H. Discuss the legal and ethical issues involved with the practice of play therapy (Social Justice, Leadership). I. Describe the impact of multicultural issues in play therapy (Social Justice).

VII. Course Outline:

The Advanced Play Therapy course is expected to give the student an understanding of two of the major theoretical approaches used in play therapy when counseling children. Specific models of play therapy will be introduced which will include using the skills of reflective listening, limit setting, structuring of sessions and identifying themes in children's play (Knowledge). Students will also gain experience in the clinical supervision of play therapy (Collaboration & Leadership). It is intended that the student will have exposure to and/or involvement in the following areas of learning:

A. Models of play therapy; B. The Adlerian and Gestalt philosophies of play therapy; C. Limit setting and structuring in sessions, using reflective responses; D. Themes in children's play; E. Adlerian and Gestalt interviews; F. Play therapy sessions, both mock and real; G. Becoming a professional play therapist; H. Group supervision of play therapy sessions; and I. Clinical supervision of play therapy sessions.

VIII. Methods of Instruction:

Lecture, large group discussion, role playing, large group supervision, out of class assignments, video demonstrations, participation in play therapy session laboratory and course space.

IX. Course Requirements:

A. Students will maintain a log of their experience of weekly in-class activities and any out-of-class processing assignments (Reflection). 25%

B. Students are required to submit reaction paper(s) to assigned readings. Students may choose one of the following texts: 25%

Kottman, T. (1995). Partners in play: An Adlerian approach to play therapy. Alexandria, VA: American Counseling Association.

Oaklander, V. (1988). Windows to our children. (4th ed.). Highland, NY: The Gestalt Journal Press. CPS 692 Advanced Play Therapy 2007 Jodi A Mullen

C. Students will engage at least one volunteer child using a specific, prescriptive theoretical play therapy approach. This session is to be video taped for later playback (Practice, Authentic Learning).

D. Students will submit a case review for in class processing of the above stated video taped play therapy session. 25%

E. Students will be required to engage in clinical supervision laboratory (Practice, Authentic Learning).

F. Students will attend class meetings regularly and to be prepared to participate in class activities and discussions. Students will collaborate in a semester log class project to be discussed. 25%

G. Students will complete readings assigned by the instructor.

X. Means of Evaluation: Letter grades will be assigned. To successfully complete the course each student will be expected to:

A. Demonstrate a thorough understanding of Adlerian and Gestalt play therapy theories and an ability to employ the skills necessary to perform these modalities, as evidenced by class performance and video-taped sessions (Authentic Learning, Knowledge, Practice); B. Complete written and reflection assignments on the due date to the satisfaction of the student and the instructor; and C. Attend all classes and participate appropriately in discussions and feedback. CPS 692 Advanced Play Therapy 2007 Jodi A Mullen

Course Schedule

Date Topic Assignment 1/27 Review course outline Re-read Introductions Play Therapy by Axline Review child-centered play therapy Mock play sessions 2/10 Adlerian Play Therapy Reaction paper due: Mock play sessions Kottman 3/3 Gestalt Play Therapy Reaction paper due: Mock play sessions Oaklander 3/10 Prescriptive play therapy Mock play sessions 3/31 Developing an eclectic Case Presentations model

4/21 Group supervision of Video presentations student videos Collaborative project Final assessment

In the case of dangerous winter weather check Course Space for guidelines.

If you have a disabling condition which may interfere with your ability to successfully complete this course, please contact the Office of Disabled Student Services, 210 Swetman Hall, Phone: 312-3358

***Although academic performance is a crucial factor in evaluating candidate performance, there are other interpersonal and professional skills that are equally important in determining the professional readiness of a particular candidate to enter their chosen field. Therefore, in addition to academic performance, students in the CPS Department will also be evaluated on the following professional readiness indicators.

Indicators of Professional Readiness: Essential characteristics expected of all candidates matriculated in a degree program in the CPS Department are as follows:

1. Willingness and ability to self-explore and reflect on experiences in order to grow as a professional; 2. Ability to demonstrate excellent listening skills; 3. Ability to effectively communicate with others; 4. Ability to work respectfully, appropriately, and effectively with authority figures including university professors and site supervisors; 5. Ability to hear and accept critical feedback; CPS 692 Advanced Play Therapy 2007 Jodi A Mullen

6. Ability to integrate and make changes based on communicated feedback; 7. Ability to act according to the professional expectations of the classroom and school/agency placement sites especially with regard to -

o Appropriate dress o Promptness o Respectful attitude and behavior;

1. Ability to work effectively with administrators, staff, students/clients, and parents; 2. Ability to engage students/clients in a competent, ethical, and professional manner that respects and enhances their inherent dignity and worth; 3. Demonstrated adherence to the ethical guidelines related to Ability to recognize and value client diversity in terms of race, ethnicity, gender, sexual orientation, disability, social class, etc.; 4. Demonstrated ability to practice in a manner consistent with the ACA/NASP ethical guidelines; especially those related to ensuring the welfare of all students/clients and doing no harm to students/clients.

CPS 692 Advanced Play Therapy 2007 Jodi A Mullen

Bibliography

Barnes, M. A. (1996). The healing path with children: An exploration for parents and

professionals. New York, Viktoria, Fermoyle & Berrigan Publishing House.

Bratton, S., & Ray, D. (2000). What research shows about play therapy. International

Journal of Play Therapy, 9(1), 47-88.

Carmichael, K. D. (1994). Sand play as elementary school strategy. Elementary School

Guidance & Counseling, 28 (4), 302-307.

Cerio, J.D. (1994). Play therapy: A brief primer for school counselors. Journal for the

Professional Counselor, 9 (2), 73-80.

Chethik, M. (2000). Techniques of child therapy: Psychodynamic strategies. (2nd. ed.). New

York, NY: Guilford.

Duff, S. E. (1996). A study of the effects of group family play on family relations.

International Journal of Play Therapy, 5(2), 81-93.

Fall, M. (1994). Physical and emotional expression: A combination approach for working with

children in the small areas of a school counselor’s office. School Counselor, 42, 73-77.

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Gil, E. (1994). Play in family therapy. New York, NY: The Guilford Press.

Glover, G. J. (1994). The hero child in the alcoholic home: Recommendations for counselors.

School Counselor, 41, 185-190.

Kottman, T. (1995). Partners in play: An Adlerian approach to play therapy.

Alexandria, VA: American Counseling Association.

Landreth, G. & Wright, C. S. (1997). Limit setting practices of play therapists in CPS 692 Advanced Play Therapy 2007 Jodi A Mullen

training and experienced play therapists. International Journal of Play Therapy, 6, 41-

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Bibliography of Classic Works in Play Therapy

Axline, V. M. (1947). Play Therapy. New York, NY: Ballantine.

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