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APT E-LEARNING CENTER Play Therapy Continuing Education Test for: INTERNATIONAL JOURNAL OF PLAY THERAPY VOLUME 19, NUMBER 4, October 2010

General Information Citation: (2010: Washington, DC: American Psychological Association) Format: Journal, ISBN 1555-6824 # Credit Hours: 1 (APA, NBCC, APT approved) % Pass: 80% Test Fee: $10 Instructions: 1. BEFORE printing, FIRST type your Identification and Test responses in the spaces provided below. 2. Click on only one response for each question. If you click on more than one response or fail to respond to any question, the question will be scored as incorrect. 3. Finally print and mail this completed test form with processing fee payment for scoring to (or, if you have questions, contact): Carol Guerrero, E-Learning Center, Association for Play Therapy, 3198 Willow Avenue, Suite 110, Clovis, CA 93612 USA, (559) 294-2128 ext 1, [email protected]. Learning Objectives: Based on the content of the workshop, I am able to: 1. Describe the "Advanced Filial Model" developed by Wickstrom. 2. List the different perspectives assessed in the graduate-training of parent-child interaction therapy with a multicultural emphasis. 3. Outline the use of the Marshak Interaction Method Rating System Method with Chinese families. 4. Discuss the professional development of play therapy in Hong Kong.

Identification: Name: Degree: Credential(s): Email: Address: City: State: ZIP: Nation: Telephone: ( ) Fax: ( ) Fee Payment (USD only): If check, make payable to “APT”. If credit card VISA MasterCard Account #: Expiration Dt: Promo Code: Amount: $ AVS Code: Authorization Signature: Attestation: I attest that I alone completed this test in accordance with the ethics of my profession.

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SCORE______# correct responses (this item is completed only by APT)

THE DEVELOPMENT OF AN ADVANCED FILIAL THERAPY MODEL BY AMY C. WICKSTROM, PHD (pp. 187-197)

1. The advanced filial therapy model was created because: a. Many parents who have completed variations of filial therapy expressed the desire for additional means of developing the skills they learned in the treatment model. b. The development of a standardized filial therapy format called Child Parent Relationship Therapy (CPRT) created the basic model from which a standardized filial therapy model can be implemented with parents following their completion of CPRT. c. Family therapy approaches that directly work with children and utilize play are always evolving, and the advanced filial therapy model is an example of this kind of developing approach. d. All of the above

2. There are several core elements of the advanced filial therapy model, including small groups of three parents and one group facilitator that meet four times over approximately two and a half months. a. True b. False

3. The advanced filial therapy model: a. Is appropriate for parents with axis II diagnoses b. Was developed from a clinical supervision model to train clinicians in child-centered play therapy c. Involves teaching parents how to have playtimes with more than one child at a time d. Involves both live observation of parent-child playtimes and live supervision e. B & D

4. Married couples should not be allowed to participate in the same small group in the advanced filial therapy model. a. True b. False

5. In comparison to basic filial therapy models, the advanced filial model: a. Replaces videotaped playtimes with live parent-child playtimes b. Spends minimal time reviewing the basic filial skills c. Is only offered in a small group format d. Is comprised of a fewer number of meetings, although the meetings are longer in duration e. All of the above

GRADUATE TRAINING IN CHILD-PARENT RELATIONSHIP THERAPY WITH A MULTICULTURAL IMMERSION EXPERIENCE: GIVING AWAY THE SKILLS BY TIM S. VANDERGAST, PHD, PHYLLIS B. POST, PHD AND THERESA KASCSAK-MILLER, PHD (pp. 198-208)

1. The purpose of this paper was to describe how a play therapy class in parent child interaction training was designed to train graduate students in the theory and skills to lead CPRT groups and to provide an immersion experience for students as they offered service to highly economically at risk parents. a. True b. False

2. The value of multicultural competence, which focus on awareness, knowledge, and skills, is widely accepted in counselor education at this time. a. True b. False

3. The university training described in this manuscript was designed to help practitioners in the community learn new skills. a. True b. False

of 5 International Journal of Play Therapy, Volume 19, Number 4 Copyright 2010 Association for Play Therapy 4. When parents were asked which part of the training was most beneficial for them, most parents agreed that ______were most valuable to them. a. Limit setting skills b. Responding to children’s feelings c. Esteem building skills d. Choice-giving skills e. Changing their views of their child

5. The following constituents were involved in this training experience: a. MA students b. Ph.D students c. Children attending schools deemed highly at risk d. Parents of children attending schools deemed highly at risk e. All of the above

USING THE MARSCHAK INTERACTION METHOD RATING SYSTEM FOR CHINESE FAMILIES: RELATIONSHIP BETWEEN PARENT-CHILD INTERACTION PATTERN AND CHILD’S SOCIAL BEHAVIOR BY ANGELA F.Y. SIU, PHD AND EDA Y.H. YUEN, MED (pp. 209-221)

1. The purpose of this study was to investigate the use of the Marschak Interaction Method Rating System (MIMRS) in assessing parent-child interaction patterns and its relationship with preschool children’s social behavior in a French sample. a. True b. False

2. Early attachment security can be seen as a protective factor for children against developing internalizing and externalizing problems. a. True b. False

3. The MIMRS consists of items that rate parent’s behaviors towards their child as well as the child’s responses to that parent’s behaviors. a. True b. False

4. This study reported positive significant results on the relationship between the Kinship Centre Attachment Questionnaire (KCAQ) and the behavioral anchors in the MIMRS. a. True b. False

5. The result of this study pointed out that there may be cultural issues when interpreting parent-child interactions and further studies are needed to clarify this situation. a. True b. False

REPETITIVE SYMBOLIC PLAY AS A THERAPEUTIC PROCESS IN CHILD-CENTERED PLAY THERAPY BY MEGAN M. CAMPBELL, MA AND JAN J. KNOWTZE, MA (pp. 222-234)

1. Within the child-centered play therapy mode the child’s sense of self is made up of an interplay between the child’s ‘person’ and the child’s ‘perceived external environment’. a. True b. False

2. The child’s ‘person’ is made up of a combination of internal psychic experiences and interactions with significant others a. True b. False

of 5 International Journal of Play Therapy, Volume 19, Number 4 Copyright 2010 Association for Play Therapy 3. The child’s perceived external environment relates to the physical being, including his or thoughts, feelings and behaviors a. True b. False

4. Psychopathology is indicative of incongruence within the child’s sense of self a. True b. False

5. Children have an inner drive towards self realization, maturity, independence and affirmation a. True b. False

PLAY THERAPY IN HONG KONG: OPPORTUNITIES AND CHALLENGES BY ANGELA F.Y. SIU, PHD (pp. 235-243)

1. The purpose of this current study was to: a. Discuss the strengths, weaknesses, opportunities, and threats confronting the development of play therapy as an extension of core graduate level mental health training in Hong Kong c. Evaluate the effectiveness of play therapy service in Hong Kong d. Present the intervention strategies play therapists used in Hong Kong e. Discuss the social service situation in Hong Kong

2. One of the strengths for the development of play therapy in Hong Kong is: a. Most of the play therapists received training from overseas and have cross-cultural experience. b. Most of the play therapists work with adults. c. There is a clear professional recognition for people pursuing training in mental health specialization. e. None of the above.

3. Empirical evidence to test the effectiveness of different approaches to play for children’s problems in Hong Kong is: a. Emerging though at a slow pace. b. Huge in the past few years. c. Contrary to the research findings in the West. d. Accumulating at a fast pace in recent years.

4. Play therapists in Hong Kong can make use of their expertise in a. Establishing preventive programs. b. Developing intervention programs for children with special needs. c. Conducting assessment such as parent-child relationship d. All of the above.

5. In order to provide clear professional recognition for people using play therapy in Hong Kong: a. There is a need to develop a professional association that adheres closely to the registration and practice policies of those in the West while meeting cultural needs in Hong Kong. b. Professional training (in terms of courses and field practice) in play therapy should be organized in a more structured and systematic way so that the process for certification is clearer for mental health professionals. c. Collaboration among local professional organizations and well-established play therapy organizations should be encouraged. d. All of the above.

of 5 International Journal of Play Therapy, Volume 19, Number 4 Copyright 2010 Association for Play Therapy APT E-LEARNING CENTER Home Study Evaluation Form for: INTERNATIONAL JOURNAL OF PLAY THERAPY VOLUME 19, NUMBER 4, OCTOBER 2010

Instructions: 1. Please indicate your rating of the following statements by circling the appropriate number for each statement. 2. Return completed form to APT 559-294-2129(fax), or 3198 Willow Avenue, Suite 110, Clovis, CA 93612.

Strongly Neutral Strongly Learning Objectives: Agree Disagree Based on the content of the workshop, I am able to: 1. Describe the "Advanced Filial Model" developed by Wickstrom. 5 4 3 2 1 2. List the different perspectives assessed in the graduate-training of parent-child interaction therapy with a multicultural emphasis. 5 4 3 2 1 3. Outline the use of the Marshak Interaction Method Rating System Method with Chinese families. 5 4 3 2 1 4. Discuss the professional development of play therapy in Hong Kong. 5 4 3 2 1

Content / Relevancy: 1. The information presented will enhance my practice. 5 4 3 2 1 2. The content of this session was relevant to my practice and/or professional expertise. 5 4 3 2 1 3. The teaching learning strategies used during this session were effective for content presented. 5 4 3 2 1 4. This program is appropriate to my education, experience, and skills level. 5 4 3 2 1 5. Cultural, racial, ethnic, socioeconomic, and gender differences were considered. 5 4 3 2 1 6. I would recommend this program to others. 5 4 3 2 1 7. This activity was free of commercial bias. 5 4 3 2 1 8. How much did you learn as a result of this CE program? a great deal some very little 9. Overall Rating: This session met or exceed my expectations 5 4 3 2 1

Participant Information: Please circle your designation: Psychologist / Counselor / MFT / Social Work / Other______Optional: Name: Address: City: State: Zip Code: Country: