MHS 6421 1
Instructor: Sondra Smith-Adcock
E-Mail: ssmi[email protected] Telephone: 352-273-4328 Office: 1209 Norman Hall
Office Hours: Tuesdays 1:00-2:00 and by appointment
Class Meetings: Mondays 9:35 – 12:35 in 1331 Norman Hall and required off-campus activities
Axline, V. M. (1964). Dibs in search of self. New York, NY: Ballentine Books.
Kottman, T. (2011). Play therapy: Basics and beyond (2nd Ed.). John Wiley & Sons.
Kottman, T. & Schaefer, C. (1993). Play therapy in action: A casebook for practitioners. Rowman & Little.
Other required selections (journal articles) will be distributed in class. • Students are expected to read assigned chapters/articles prior to each class meeting.
Course Description: This course is focused on the use of play and expressive arts in counseling. Theoretical orientations to play counseling, foundations of play counseling, practice of play counseling, and assessment are major areas of focus of the course. Play media such as puppets and dolls, art, creative dramatics, music and movement, games, and sand play will be integrated into the course curriculum. Demonstrations and experiential activities are a primary method of teaching and learning the theory and practice of play counseling. Both directive and nondirective play counseling experiences are included in the course.
Course Objectives: At the conclusion of MHS 6421: Play Counseling and Play Process with Children, students will be able to: 1. Define play counseling 2. Discuss the history of play counseling 3. Articulate and apply theoretical knowledge of play counseling MHS 6421 2
4. Demonstrate awareness of cultural issues in the practice of play counseling. 5. Demonstrate the use of various play media in the practice of play counseling.
Methods of Instruction: Class sessions are focused on the application of readings and experiences. The class will include the integration of content, group discussions, and play counseling experiences. For many students, the study of Play Counseling represents a theoretical and conceptual shift from the orientations with which they are most comfortable. The philosophy at the root of play counseling is based on the idea that children are innately able to grow and heal through the therapeutic relationship, which is based on positive regard, respect, and the genuine interest of the counselor. In this course, students are required to participate in play counseling experiences with a child. Students are expected to prepare themselves by immersing themselves in the course material and reflective learning. Students will have the opportunity for supervision.
CACREP Outcome-Based Program Area Standards: The 2009 CACREP Standards call for the documentation of student knowledge and/or skill performance of key components for all program areas. Portions of this course fulfill in part the following CACREP PROGRAM AREA STANDARDS:
SCHOOL COUNSELING Standard Assignments Evaluation Standard Addressed Assessing Student Criteria Provided met if: (√) Knowledge/Skills in Syllabus (√) Counseling Prevention and Intervention Standard C. Knowledge 1. Knows the theories and processes of √ Play Counseling √ Student earns effective counseling and wellness programs Intervention at least a (C) for individual and students and groups of students.
3. Knows strategies for helping students √ Play Counseling √ Student earns identify strengths and cope with Intervention at least a (C) environmental and developmental problems.
Standard D. Skills and Practices 1. Demonstrates self-awareness, sensitivity √ Play Therapy √ Student earns to others, and the skills needed to relate to Practice Session at least a (C) diverse individual, groups, and classrooms. in this area
2. Provides individual and √ Play Therapy √ Student earns group counseling and classroom Practice Session at least a (C) guidance to promote the academic, in this area career, and personal/social development of students. Research and Evaluation Standard I. Knowledge 5. Understands the outcome research data √ Play Counseling √ Student earns and best practices identified in the school Intervention at least a (C) MHS 6421 3
counseling literature. in this area
1. Reflection on Dibs (25 points): This assignment is intended to help you gain an understanding of the play therapy process and experience. Students are required to read the book Dibs: In search of self and write a reaction paper. The reaction paper should be a maximum of five pages. Within the paper, students are expected to reflect upon (a) what they learned about the play therapy process, (b) their thoughts and feelings about the play therapy experience described in the book, and (c) their thoughts and feelings about play therapy after reading the book.
2. Play Therapy Practice Session and Evaluation (70 points): You will prepare two counseling tapes, but only one will be evaluated. First, you will tape a baseline (to be taped with a classmate). After receiving feedback on your baseline tape you will be required to videotape your use of play media and play process (with emphasis on basic skills—tracking, reflection, and limit-setting), and submit one tape for evaluation. You will also self-evaluate your videotapes and you may be asked to meet with other classmates or teaching assistants to go over portions of your tape. Please note that you will be required to play with a child at least 4-5 times throughout the course.
Attached to this syllabus, you will find a form, Self-Evaluation of Child-Centered Play Therapy Sessions, which is to be filled out and brought to class with your videotape. You will also find a Play Counseling Notes Form for use after every session. Taping might be conducted in a practicum or internship setting or in a site designated by and/or supervised by the course instructor. Flip video cameras can be checked out from Educational Technology located in Norman Hall. Parents must provide consent in most cases for their child to participate in taping. A Parental Consent form will be provided as needed in class.
For these sessions, the purpose is not to “treat” the child but to experience the play media and play process with the child. Children who participate in these limited sessions, however, may benefit from a one-on-one relationship with a caring adult and may also learn about feelings of self and others and show increased confidence and self-awareness. This is a lab requirement. Therefore, please know that some of these activities may take place outside of class time.
3. “Create Your Own” Play Counseling Intervention (Paper [50 points], Group Facilitation [20 points]: This project is designed to offer you further practice with the integration of theory and practice in play counseling (e.g., puppet shows, bibliotherapy activities). You will be assigned to a small group early in the semester and each group will provide an intervention, linked to theory, to be used with school children. A handout (with references) describing each intervention is required and is to be handed in on the date the intervention is presented (& will be provided to the class). You will be provided approximately 20 minutes for your presentation. The keys to this presentation are DIRECTIVE PLAY, SHARING RESOURCES, and PARTICIPATION. In your handout, be specific in the description of the activities and how they illustrate play process. Include the following in your assignment: MHS 6421 4
a. Title—Give your idea a descriptive title. b. Purpose—Describe the theoretical approach of your intervention. c. Rationale—Reason for using this intervention to address this topic. c. Objectives—Cite one or two specific objectives for the intervention. d. Materials Needed—List those items or materials needed for the session. e. Experiential & Verbal Components—Describe extent to which experiential components and verbal components will be used in the intervention. f. Procedures— List in chronological order the specific steps (procedures) needed to carry out the activity. Be descriptive. Tell what counselors should do in easy to follow guidelines (i.e., puppet script) g. Processing leads—List possible phrases or statements, which might be used to help process the experience or activity. h. Recommendations/Cautions— Provide any recommendations that are appropriate or seem relevant to help make the activity successful. Discuss cautions for counselors to be aware of. i. References—Cite any relevant references or resources needed.
4. Class Participation (20 points): Your participation is crucial in this course. Please attend all class meetings or inform the instructor of the nature of your absence and make arrangements to make up in-class activities. Please also fully participate in your group assignment and lab component of the class. Group members are encouraged to openly discuss the level of involvement of their fellow group members and to notify the instructor if there are concerns about individual participation. It is also your responsibility to make yourself fully available to see your play buddy at the times you agree to and to meet the minimum requirements of sessions with your child (at least 4 times, which will be discussed further in class).
Evaluation Criteria: Reflection on Dibs 25 points Play Therapy Practice Session and Evaluation 70 points Play Counseling Intervention Paper and Handout 50 points Play Counseling Intervention Group Facilitation 20 points Attendance & Participation 20 points Total 185 points
Grading Scale: A = 94-100 A- = 90-93 B+ = 86-89 B = 83-85 B- = 80-82 C+ = 76-79 C = 73-75 C- = 70-72 F = Below 70
ALL ASSIGNMENTS MUST BE TYPED & IN APA FORMAT
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* Assignments are due by the deadline. Late assignments will be accepted; however, 10% will be deducted for each day an assignment is late, including weekends. No assignment will be accepted after one week. It is the student’s responsibility to ensure that assignments are submitted on time. If you have any problems with assignments &/or due dates, please contact the instructor prior to the due date so possible accommodations may be made if necessary.
Professionalism (Confidentiality & Ethics): In MHS 6421: Play Counseling and Play Process with Children, you are required to engage in class activities and discussions. In the course of discussions and activities, students may disclose personal information. It is your duty to maintain confidentiality. You are expected to abide by the American Counseling Association (2014) Code of Ethics, the American School Counselor Association (2004) Ethical Standards, and/or the International Association of Marriage and Family Counselors (2005) Ethical Standards & Guidelines. Also refer to the University of Florida (2010) Student Honor Code and Student Conduct Code: https://www.dso.ufl.edu/sccr/process/student-conduct-honor-code/
Student Conduct & Academic Integrity: All students are expected to abide by the University of Florida Honor Code: “We, the members of the University of Florida community, pledge to hold ourselves and our peers to the highest standards of honesty and integrity by abiding by the Honor Code." Therefore, the pledge that is expressed or implied on all work submitted for credit in this course is:
“On my honor, I have neither given nor received unauthorized aid in doing this assignment.” Working together on a team project and sharing responsibility for completion of a task and a final evaluation is acceptable under these guidelines.
If you have questions about student conduct and academic integrity, please refer to the University of Florida Student Honor Code and Student Conduct Code (2010): https://www.dso.ufl.edu/sccr/process/student-conduct-honor-code/
Accommodating Students with Special Learning Needs: If you are registered with Disability Resource Center (DRC), please make an appointment with your instructor to discuss accommodations that may be necessary. If you have a disability but have not contacted DRC, please view the website http://www.dso.ufl.edu/drc/, call 392-8565, email [email protected], or visit DRC at 0001 Building 0020 (Reid Hall). Students with disabilities must be registered with DRC and provide an accommodation request letter before receiving accommodations in this class. Other Considerations: Ø As part of this profession, you are STRONGLY encouraged to join both the American Counseling Association (ACA) and the Florida Counseling Association (FCA). Furthermore, it is suggested that you additionally join your specialty divisions (e.g., ASCA, AMHCA, IAMFC).
Helpful Websites: American Counseling Association (ACA) www.counseling.org American School Counselor Association (ASCA) www.schoolcounselor.org MHS 6421 6
American Mental Health Counselor Association (AMHCA) www.amhca.org Association for Play Therapy (APT) www.a4pt.org Florida Play Therapy Association (FAPT) www.floridaplaytherapy.org/ Florida Counseling Association (FCA) www.flacounseling.org Florida Association for Marriage & Family Counseling www.flacounseling.org/displaycommon.cfm?an=1&subarticlenbr=18 School Counselors of Florida (SCF) http://schoolcounselorsfla.org/ National Board of Certified Counselors (NBCC) www.nbcc.org Council for Accreditation of Counseling and Related Education Programs (CACREP) www.cacrep.org Chi Sigma Iota (Counseling Academic and Professional Honor Society International) www.csi-net.org
University of Florida Mental Health Services: UF Counseling and Wellness Center (24 Hours) 352-392-1575 3190 Radio Road Alachua County Crisis Center (24 Hours) 352-264-6789 Career Resource Center (8:00 AM to 5:00 PM) 352-392-1601 Reitz Union
Please do not allow cell-phones and beepers to interrupt class time. The instructor respectfully asked that you deactivate these prior to class. THANKS!!
Selected Readings and Resources: Axline, Virginia (1947). Play therapy. Boston: Houghton Mifflin.
Bratton, S., Ray, D., Rhine, T., & Jones, L. (2005). The efficacy of play therapy with children: A Meta-analytic review of the outcome research. Professional Psychology: Research and Practice, 36, 376-390.
Kaduson, H. G., & Schaefer, C. E. (Eds.). (2003). 101 Favorite play therapy techniques. (3rd ed.). Northvale, NJ: Jason Aronson Inc.
Schaefer, C.E. (2003). Foundations of Play Therapy. Hoboken, NJ: John Wiley & Sons.
Wolfe, L., and Wolfe, J. (1983). Action techniques for therapy with families with young children. Family Relations, pp 81-87.
THE SYLLABUS, TENTATIVE SEMESTER OUTLINE, FORMAT OF ASSIGNMENTS, AND READINGS MAY BE ADJUSTED OVER THE COURSE OF THE SEMESTER
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Tentative Topical Outline
Topic Assignments Date 8/23 Overview Begin Reading Dibs: In Search of Self Background of Play in Counseling Kottman Chapter 1 On Becoming a play therapist PTAKSS and COSE Pre-test Fingerprinting requirement
8/30 Child-Centered Philosophy: Eight basic Kottman Chapter 4 and 15 principles Kottman & Schaefer—Chapter 2 Audry, the Bois d’ Arc Logistics of Play Therapy APT Best Practices Professional Issues/Legal and Ethical Issues APT Policy on Touch
9/6 Tracking and reflective listening Kottman Chapters 5, 6, 7 *Small group: Practice sessions
9/13 Limit Setting Kottman Chapter 8, 9, 11 Returning Responsibility to the Child Play themes handouts Integrating Skills *Small group: Practice sessions
9/20 Themes in play; Stages in play Guerney (2001) article Talking to parents & teachers about play Kottman Chapter 10, 14, Appendix B therapy http://www.a4pt.org/?page=PTMakesADifference What If?... http://www.a4pt.org/?page=ParentsCornerHomePag Documentation http://www.a4pt.org/?page=ParentsStagesofThera
9/27 It’s a miniature world: Sand tray—Jungian Kottman & Schaefer—Chapter 7 “Born on My Bum;” Sandtray Workshop Allan & Berry (1987) Sandplay Tape 1 due (baseline)
10/4 *Small groups: Review Baseline tapes Oaklander (2001) article Gestalt Play Therapy Kottman & Schaefer—Chapter 9 From Meek to Bold Using Art in play: The Rosebush Strategy
10/11 Adlerian Play Therapy Kottman & Schaefer—Chapter 5 The King of Rock and Theraplay Roll Dibs discussion Kottman & Schaefer—Chapter 3 Family Theraplay Dibs Reflection Paper Due
10/18 *Meet at Sidney Lanier—Preparation for Knell (1998) article Play Buddies Kottman & Schaefer—Chapter 6 To Show and Not Tell Cognitive Behavioral Play Therapy Wolfe & Collins-Wolfe (1983) Families and Play Therapy Kottman & Schaefer-Chapter 14 As the Child Plays; Chapter 17 Two by Two
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10/25 *Meet at Sidney Lanier —PLAY BUDDIES sessions
11/1 *Meet at Sidney Lanier —PLAY BUDDIES sessions
11/8 *Meet at Sidney Lanier —PLAY BUDDIES sessions
11/15 *Meet at Sidney Lanier —PLAY Play Counseling Intervention Paper and Handout BUDDIES sessions due
11/22 Play Therapy Research Bratton et al. (2005) article Play Therapy with Adults Kottman & Shaefer-Chapter 18 I Brought My Own PTAKSS and COSE Post-test Toys Process play buddies/case conceptualizations
11/29 *Meet at Sidney Lanier --Group Play Counseling Intervention Facilitation Classroom Presentations
12/6 *Meet at Sidney Lanier -Goodbye Party *Tape 2 & Self-Evaluation due (session with play Course Wrap-Up (PTAKSS results); buddy)
12/13 Exam Week: Individual meetings for tape reviews
Self-Evaluation of MHS 6421 9 Child-Centered Play Therapy Sessions
*Note: an “*” next to an item means that you should list the time in minutes where the item takes place on the taped session
Date of Session: ______Date of Review: ______Client’s First Name: ______Age: _____ Session #: ______*1. List feelings expressed (verbally or non-verbally) by the client. Put an “X” next to the feelings you reflected. Put an “O” next to the feelings you could have reflected. ______
*2. Give examples of responses you gave to the client’s feelings: note if they were accurate, complete, and timed appropriately: ______
*3. Which of the client’s feelings, if any, did I not respond to appropriately? Response: ______Alternate: ______Response: ______Alternate: ______Response: ______Alternate: ______
4. For the responses above, what kind of error was committed in responding appropriately? Failure to respond at all? ______Failure to respond until much later? ______Addressing action instead of feeling? ______
5. Frequency of responses (tracking): Were your responses balanced? ______(Too little talking, too much talking) Were your responses succinct? Ex:______Did you respond to unimportant details? ______
6. Did you ask questions? Question: ______Alternate reflection: ______Question: ______Alternate reflection: ______Question: ______Alternate reflection: ______
*7. Were limits enforced appropriately? MHS 6421 10
Limit set: ______Limit set: ______Behavior requiring a limit not set: ______Behavior requiring a limit not set: ______
8. Was appropriate structure provided? Opening? ______5 minute warning? ______1 minute warning? ______Closing? ______Was timing correct? ______
9. Proximity to client Too close ______Too far away ______Client looked uncomfortable with distance? ______Therapist looked uncomfortable with distance? ______
*10. Was factual information provided appropriately? Responded appropriately to client questions: ______Did not respond appropriately: ______Too much information provided: ______Too little or misleading information provided: ______
11. Language: was therapist’s language child friendly? ______Ex: ______
12. Control of therapists feelings (provide brief example if appropriate): Adequate throughout session: ______Opinions, values, judgments crept in: ______Face revealed contradictory feelings: ______Voice revealed contradictory feelings: ______Therapist appears distracted/uninterested: ______
13. Therapist carries off technique comfortably? ______If not, what is the evidence for this? ______
*14. Therapist is comfortable with child’s direction? ______Follows lead well (ex) ______Struggles to allow child to lead (ex) : ______
15. Apparent themes in child’s play: ______MHS 6421 11
16. What do you like about this child? ______
17. List two things you did well: ______
18. List two things you would improve: ______
19. Overall feeling about session: ______
20. Most positive aspect of session: ______
21. How do you view what happened theoretically? (Link your observations to play therapy theory and cite relevant course material): ______
Swank MHS 6421 12
Play Counseling Note Client Initials: Date: Time of Session: Counselor: Session #: Length of Session: Transition into session: 1 enthusiastic 1 happy 1 tired 1 irritable 1 tentative 1 calm 1 begrudging 1 frustrated 1 sad 1______1 ______Materials Used: 1 Action heroes/Soldiers 1 Cars/trucks 1 Animals: domestic, zoo, dinosaur ______1 Bop Bag/egg cartons 1 Dress up/masks 1 Water 1 Baby dolls/bottles 1 Guns/handcuffs/swords 1 Puppets 1 Doll house/figurines 1 Doctor Kit/Band aids 1 Money/cash register 1 Crayons/markers/paint 1 Telephone 1 Blankets 1 Sand/Miniatures 1 Kitchen/dishes/food 1 Shields 1 Blocks/legos 1 Camera 1______Subjective Feelings Expressed: Session Narrative (subjective feelings, themes, significant HAPPY: relieved, satisfied, pleased, delighted, excited, verbalizations, “Firsts”, additive or cycling play, description of surprised, silly, ______role play/content) SAD: disappointed, hopeless, pessimistic, discouraged, lonely, ______ANGRY: impatient, annoyed, frustrated, mad, mean, jealous, ______AFRAID: vulnerable, helpless, distrustful, anxious, fearful, ______scared, terrified, ______CONFIDENT: proud, strong, powerful, determined, free, ______HESITANT: timid, confused, nervous, embarrassed, ashamed, ______CURIOUS: interested, focused, ______FLAT: contained, ambiguous, contained, restricted, apathetic, ______bored, ______
Themes: Prosocial Behaviors Displayed: 1 Relationship: connecting; trust; approval-seeking; 1 Manners 1 Care Taking 1 Self-Control manipulative; limit-testing; ______1 Sharing 1 Mutuality 1 Picking up 1Mastery: deconstructive; constructive; competency; 1 Empathy 1 Respect 1 Apologizing resolution; integrative 1 Problem Solving 1______1______1Adjustment/change 1 Power/Control 1 Boundaries/Intrusion 1 Exploratory Limits set and response of the child: 1 Dependence/Independence 1 Loneliness ______1 Helpless/Inadequate 1 Confusion ______1 Aggression/Revenge 1 Fears/Anxiety ______1 Self-esteem/Self-Worth 1 Good vs. Evil ______1 Safety/Security/ Protection 1 Anger/Sadness Limit Out?: ______1 Nurturing/Self-Care/Healing 1 Trust/Betrayal ______1 Death/Loss/Grieving 1 ______
Transitioned out of Session: 1 enthusiastic 1 happy 1 tired 1 irritable 1 tentative 1 calm 1 begrudging 1 frustrated 1 sad 1______1 ______Reminders/Other Notes:
© Kidworks Counseling Services, & Jenn Pereira LMHC, RPT-S, 2008