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COUN 622 Play Therapy

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COUN 622 Play Therapy School of Education Semester: Summer 2016 Course Number: COUN 622 CRN 1261 Course Name: Play Therapy (3.0 credit hours) Class Meetings: Class will meet Saturday, June 11, Location: NMHU Santa Fe HEC 239 Sat-Sun, June 18-19 & Sat, June 25 9:00 am - 4:00 pm (course listing S Su 9-4:30) Instructor: Geri Glover, Ph.D., LPCC, RPT-S, Licensed School Counselor Office: TEC 127 Phone: 505-454-3396 office 505-490-6075 cell Office Hours: Summer hours by appointment E-mail: [email protected] Course Catalog Description This course focuses on training to be a therapeutic agent in the lives of children through the utilization of play therapy. Course Prerequisites NONE School of Education Conceptual Framework 1 The NMHU School of Education believes in democratic access to an education, both theoretical and authentic, that allows the reflective learner to continue to develop cultural schemas and diverse cognitive processing skills to construct a knowledge base, practice the skills and develop professional dispositions in authentic settings needed to excel in education, leadership, counseling or other self-determined endeavors. Required Materials2, 3 Chalk & Wire license. The Counseling Department is not currently requiring admission through Chalk & Wire and does not have any assignments tied to Chalk & Wire. Text 1. Landreth, G.L. (2012). Play therapy: The art of the relationship (3rd ed.). New York: Brunner-Routledge. ISBN-10: 9780415886819 ISBN-13: 978-0415886819 Text 2. Axline, V.M. (1964). Dibs: In search of self. New York: Ballentine Books. ISBN-10: 0345339258 ISBN-13: 978-0345339256 Supplemental Materials & Supplies NONE Course Objectives The objectives for this course correspond with: School of Education Themes (SOE): . Diversity (D) . Practice (Pra) . Reflective Practitioner (RP) . Knowledge (K) . Culturally Inclusive (CI) . Professionalism (Pro) . Authentic Settings (AS) . Leadership (L) NM Counseling and Therapy Practice Board – Mental Health Clinical Core Curriculum (NMAC Chpt 27): http://www.nmcpr.state.nm.us/nmac/parts/title16/16.027.0009.htm 1 SOE email from Associate Dean, 5/4/10 2 SOE email from Dean, 1/6/10 3 Email from C&W Coordinator, 8/9/10 version date: 12/17/10 km 2 NM Public Education Department – Licensure for School Counselors, Pre-K-12 (NMAC Chpt 63): http://www.nmcpr.state.nm.us/nmac/parts/title06/06.063.0006.htm NM Public Education Department – Licensure for Rehabilitation Counselors, Pre-K-12 (NMAC Chpt 63): http://www.nmcpr.state.nm.us/nmac/parts/title06/06.063.0011.htm Council on Rehabilitation Education: CORE Accreditation Standards: http://www.core-rehab.org/Standards.html North Central Association/Higher Learning 1. Mastery of content knowledge and skills Commission Student Traits (NCA): 2. Effective communication skills 3. Critical and reflective thinking skills 4. Effective use of technology Students will learn about the historical foundation of play therapy, major theoretical models, and basic child-centered play therapy skills. Particular attention is paid to ethical considerations in working with minors and parents/guardians. This course meets professional curriculum content requirements: course content areas for the New Mexico Counseling and Therapy Practice Board; competencies for the Public Education Department; and, course requirements from the Council on Rehabilitation Education (CORE). See end of syllabus. Course Goals 1. Understanding the historical development of play therapy. 2. The basic theoretical models of play therapy in practice today. 3. Demonstrate an understanding of play as a child’s natural medium of expression and its function in a therapeutic relationship. 4. Developing a philosophy of and approach to play therapy that is effective 5. Developing an awareness of the child’s world as viewed by the child. 6. Communicating more effectively with children at a “feeling level”. 7. An increased understanding of children and their behavior. 8. Enhanced sensitivity to and acceptance of others. 9. Self-exploration and self-understanding. Course Outcomes correspond to: – 12 12 - - K ation Dept - censure In Rehab Li Licensure for School NCA SOE NM Public Educ – PreCounseling, K Council on Rehabilitation Education: CORE Accreditation Standards NM Counseling and Therapy Practice Board Mental Health Clinical Core Curriculum NM Public Education Dept – Counselors, Pre Traits Traits 1. Understand theories of individual A(4) 1 D, K, L development and transitions across the life- span (Ages 2-10) 2. Understand counseling and consultation C(1) 1, 2, 4 K theories 3. Understand counselor or consultant C(2) 1, 4 D, RP, K characteristics and behaviors that influence helping processes 4. Understand client or consultee C(3) 1, 2, 3 D, RP, K characteristics and behaviors that influence helping processes 5. Use age appropriate intervention for young I(9) E(2) 1, 2, 3 D, RP, CI, children (clinical theory and practice) K, Pra Major Assignments (Outcome Measurements) 3 Each student MUST attend each class. Students will be responsible for: ASSIGNMENT Outcome SOE THEMES NCA TRAITS Competencies 1. Attendance 1., 2., 3., 5. Reflective Practitioner (RP) Mastery of content knowledge and skills Practice (P) Effective communication skills Knowledge (K) Critical and reflective thinking skills Professionalism (Pro) 2. Readings & 1., 2., 3., 5. Knowledge (K) Mastery of content knowledge and skills Quizzes Effective use of technology 3. Practice Play 1., 2., 3., 5. Mastery of content knowledge and skills Reflective Practitioner (RP) Sessions Effective communication skills Practice (P) Knowledge (K) Effective use of technology Professionalism (Pro) 4. Observations of 3., 4., 6. Knowledge (K) Mastery of content knowledge and skills Play Therapists Effective communication skills Authentic Settings (AS) Critical and reflective thinking skills 5. Compare & 3., 4., 6. Reflective Practitioner (RP) Mastery of content knowledge and skills Contrast Paper Effective communication skills Knowledge (K) Critical and reflective thinking skills COURSE SCHEDULE Date Topic Assignment Due June 11th Introductions The Meaning of Play Play Therapy Skill – Tracking Play Therapy Skill – Reflecting Feelings Play Therapy Skill – Setting Limits Observation of Play Therapist Before June 18th History and Development of Play Therapy Play Therapy, Chapts 1-6 Desire2Learn Child-Centered Play Therapy Quiz #1 History Psychoanalytic Play Therapy Quiz #2 Child-Centered Jungian Play Therapy Quiz #3 Jungian & Gestalt Gestalt Play Therapy Quiz #4 Adlerian Adlerian Play Therapy Play Therapist Observations #1 Play Session #1 June 18th Being with the Child DIBS: In Search of Self The Play Room Share play sessions Discuss Observation of Play Therapist June 19th Jungian Play Therapy Share play sessions Gestalt Play Therapy Adlerian Play Therapy Cognitive Behavioral Play Therapy Before June 25th Prescriptive Play Therapy Play Therapy, Chapts 7-13 Desire2Learn Ecosystemic Play Therapy Quiz #5 Prescriptive, Ecosystemic, Cognitive-Behavioral Cognitive Behavioral Play Therapy Quiz #6 Problems & Issues Quiz #7 Research Play Therapist Observations #2 Play Session #2 June 25th Parents in the Process Share play sessions Beginning the Relationship Discuss Observation of Play Therapist Treatment Planning – Play Therapy Progress Notes: Affect, Behaviors, Play Themes, & Process July 8th Compare & Contrast Paper Due 4 INSTRUCTIONAL STRATEGIES Students are expected to be active and engaged in all aspects of the class, including but not limited to lecture, quizzes, papers, presentations, video, discussions, group activities, and other classroom forums. ASIGNMENTS, ASSESSMENT, & SCHEDULE ASSIGNMENT #1: Attendance = 80 POINTS [20 pts/Face-to-Face class] Attend class – see Attendance Policy later in this syllabus. ASSIGNMENT #2: Quizzes = 70 POINTS [10 pts/quiz] Read materials, view PowerPoints, review notes, and complete the online quizzes. (You can take the quizzes as many times as you like. Your highest score is recorded.) ASSIGNMENT #3: Observations of Play Therapists 25 pts each = 50 POINTS Viewing and discussion of two play therapy sessions. You will have the opportunity to view taped play sessions done by professional play therapists. Turn in a two page, double-spaced paper on each session using the following headings (Do not number your headings in the actual paper): 1. Name of play therapist 2. Child (first name, age, gender) 3. Body language/demeanor of play therapist 4. Recognizing child’s feelings 5. Tracking 6. My reactions 7. Something I would have done differently 8. Something I learned [Be prepared to share your observations with the class on Saturday, and Sunday of the next weekend.] ASSIGNMENT #4: Practice Play Sessions 100 pts each = 200 POINTS Arrange two 20-30 minute play sessions with a 3 to 6 year old child, other than your own, at your home, a kindergarten room, or other setting with toys. Audio or videotape the sessions and critique each experience using the following headings (Do not number your headings in the actual paper): 1. Overview of the session (Child’s age, environment, happenings) 2. My Feelings (provide context) (You are feeling something every moment you are in the playroom. You should be able to identify several different feelings throughout the session. Think of how you felt at the beginning, middle, end, etc.) 3. Child’s Feelings (provide context) (The child is feeling something every moment he or she is in the playroom. You should be able to identify several different feelings throughout the session. Consider what you
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