Considerations for Setting Up Play Therapy Training Clinics

2019 ◽  
pp. 1-48
Author(s):  
Nicola Shea Hughes-Brand ◽  
Julie A. Clifton ◽  
Columbus Edward Brand
Keyword(s):  
Best Practices ◽  
Play Therapy ◽  
Classroom Setting ◽  
Cultural Considerations ◽  
Training Clinic ◽  
Therapy Training ◽  
Therapy Services ◽  
Toy Selection ◽  
Therapeutic Space ◽  
Training Clinics

When setting up a play therapy training clinic, there are many considerations to explore regarding designing a therapeutic space, selecting toys and other materials, exploring the rationale for the toy selection and examining the cultural considerations in play therapy settings. This chapter will review the different types of play therapy clinics and the specific toys recommended based on the fourteen primary play therapy theoretical orientations. General considerations will be reviewed when utilizing art media and other materials, books and bibliotherapy, puppets and puppet theaters, sandtrays and miniatures, and psychotherapeutic games. Recommendations will be made for establishing community and university-based play therapy training sites offering clinical and mock play therapy services. Suggestions will be made regarding the importance of establishing play therapy laboratories in the classroom setting when providing graduate play therapy instruction. Additional recommendations will be made for the 2019 Play Therapy Best Practices published by the Association for Play Therapy.

Considerations for Setting Up Play Therapy Training Clinics

2021 ◽  
pp. 312-348
Author(s):  
Nicola Shea Hughes-Brand ◽  
Julie A. Clifton ◽  
Columbus Edward Brand
Keyword(s):  
Best Practices ◽  
Play Therapy ◽  
Classroom Setting ◽  
Cultural Considerations ◽  
Training Clinic ◽  
Therapy Training ◽  
Therapy Services ◽  
Toy Selection ◽  
Therapeutic Space ◽  
Training Clinics

When setting up a play therapy training clinic, there are many considerations to explore regarding designing a therapeutic space, selecting toys and other materials, exploring the rationale for the toy selection and examining the cultural considerations in play therapy settings. This chapter will review the different types of play therapy clinics and the specific toys recommended based on the fourteen primary play therapy theoretical orientations. General considerations will be reviewed when utilizing art media and other materials, books and bibliotherapy, puppets and puppet theaters, sandtrays and miniatures, and psychotherapeutic games. Recommendations will be made for establishing community and university-based play therapy training sites offering clinical and mock play therapy services. Suggestions will be made regarding the importance of establishing play therapy laboratories in the classroom setting when providing graduate play therapy instruction. Additional recommendations will be made for the 2019 Play Therapy Best Practices published by the Association for Play Therapy.

Role of University-Based Training Clinics

2019 ◽  
pp. 131-144
Author(s):  
Latifey B. LaFleur ◽  
Irvin G. Esters
Keyword(s):  
Play Therapy ◽  
Ethical Considerations ◽  
Experiential Training ◽  
Training Clinic ◽  
Space Design ◽  
Therapy Training ◽  
Training Clinics ◽  
Therapy Clinic

This chapter will focus on the formation and operation of a university-based play therapy clinic. Attention to the role of the clinic in experiential training, which is an important part of counselor and play therapy preparation will be addressed as well. The mission, functions, and benefits of a university-based play therapy training clinic will be explored in depth and suggestions for forming and administering the clinic will be made. Further, the authors will discuss the effect of a play therapy clinic on training, credentialing, and the promotion of play therapy along with the influence of accrediting entities such as CACREP. Finally, to assist interested programs in the development of a play therapy training clinic, components such as funding, space, design, equipment/materials, administration, and ethical considerations are discussed.

The Clinic as the Classroom

2019 ◽  
pp. 109-130
Author(s):  
Dee C. Ray ◽  
Hannah Robinson
Keyword(s):  
Play Therapy ◽  
Educational Program ◽  
Clinical Training ◽  
Developmental Level ◽  
Training Clinic ◽  
Therapy Training ◽  
Play Therapists ◽  
Training Clinics ◽  
Practicum Experiences ◽  
Play Therapist

Play therapy training clinics are vital to the success of the field of play therapy, as they serve as the foundation for play therapists' education and clinical training. Furthermore, play therapy training differs depending on the developmental level of the play therapist. In this chapter, the authors present a clinical educational program for graduate level students designed to prepare play therapists through practicum experiences based in a play therapy training clinic. The authors address the structure of beginning and advanced play therapy trainings as well as practicum and internship courses, and provide detailed information regarding supervisors, potential course assignments, scheduling, play therapy skills, play therapy rooms, and supervision.

Social Justice and Advocacy in University-Based Play Therapy Training Clinics

2019 ◽  
pp. 170-193
Author(s):  
Emily C. Brown ◽  
Emily Oliveira
Keyword(s):  
Social Justice ◽  
Service Learning ◽  
Clinical Supervision ◽  
Play Therapy ◽  
Social Inequalities ◽  
Training Programs ◽  
Social Justice Advocacy ◽  
Play Therapists ◽  
Therapy Services ◽  
Training Clinics

This chapter examines how university training programs and clinics can help play therapists develop social justice advocacy competency. Developing social justice advocacy can help play therapists understand social inequalities and oppressive systems, experience empathy with clients, and integrate advocacy action into their work. Training programs can help facilitate social justice advocacy for students through curriculum focus, service learning, and continuing education opportunities that promote awareness and empathy. Play therapy services offered in university clinics also offer opportunities for interns to increase understanding of social justice advocacy through client interactions and clinical supervision. Clinic directors promote social justice advocacy through managing just organization procedures and coordinating advocacy and outreach initiatives.

Social Justice and Advocacy in University-Based Play Therapy Training Clinics

2021 ◽  
pp. 238-255
Author(s):  
Emily C. Brown ◽  
Emily Oliveira
Keyword(s):  
Social Justice ◽  
Service Learning ◽  
Clinical Supervision ◽  
Play Therapy ◽  
Social Inequalities ◽  
Training Programs ◽  
Social Justice Advocacy ◽  
Play Therapists ◽  
Therapy Services ◽  
Training Clinics

This chapter examines how university training programs and clinics can help play therapists develop social justice advocacy competency. Developing social justice advocacy can help play therapists understand social inequalities and oppressive systems, experience empathy with clients, and integrate advocacy action into their work. Training programs can help facilitate social justice advocacy for students through curriculum focus, service learning, and continuing education opportunities that promote awareness and empathy. Play therapy services offered in university clinics also offer opportunities for interns to increase understanding of social justice advocacy through client interactions and clinical supervision. Clinic directors promote social justice advocacy through managing just organization procedures and coordinating advocacy and outreach initiatives.

Working With Parents in Child-Centered Play Therapy

2021 ◽  
pp. 133-153
Author(s):  
Kristy A. Brumfield
Keyword(s):  
Best Practices ◽  
Play Therapy ◽  
Teaching Process ◽  
Cultural Considerations ◽  
Child Centered ◽  
Child Centered Play Therapy

Oftentimes individuals providing counseling for child clients struggle with how to effectively incorporate parents in the process. This is particularly important in Child Centered Play Therapy when the parent or caregiver is not in the room for the intervention. In this chapter, the author addresses the current best practices for supporting parents/caregivers including cultural considerations and issues related to practice settings. Specific resources this clinician offers parents and interventions utilized in the consultation, counseling, and teaching process are reviewed. Finally, the chapter addresses strategies for supporting supervisees in the process of parent and caregiver consultation.

Live Supervision in University-Based Play Therapy Training Clinics

2019 ◽  
pp. 194-222
Author(s):  
Yi-Ju Cheng ◽  
Rochelle Ritzi ◽  
Liz D. Ener
Keyword(s):  
Play Therapy ◽  
Developmental Stages ◽  
Theoretical Orientation ◽  
Limited Information ◽  
Live Supervision ◽  
Therapy Training ◽  
Supervision Process ◽  
Diverse Community ◽  
Training Clinics ◽  
Contextualized Learning

Experiential and contextualized learning experiences are essential for facilitating play therapy supervisees' skills development, understanding of play therapy, and self-insight necessary for growth. University-based training clinics have the capacities to provide such experiential learning opportunities; this setting, which often serves diverse community client populations, offers live supervision opportunities. To date, there is limited information available describing the process and procedure for providing live supervision in university-based play therapy training clinics. Therefore, the authors will discuss the functions of live supervision, the process and formats of live supervision, developmental stages of play therapy supervisees in live supervision, theoretical orientation and its impact on the play therapy live supervision process, additional considerations, and advantages and disadvantages of providing live supervision in this chapter all within the context of university-based training programs.

Valuing Your Play Therapy Practice

2019 ◽  
pp. 49-79
Author(s):  
Karen Taheri
Keyword(s):  
Play Therapy ◽  
Graduate Programs ◽  
Business Practices ◽  
Ethical Considerations ◽  
Training Clinic ◽  
Therapy Training ◽  
Brand Development ◽  
Play Therapists ◽  
Play Therapist

Developing, growing, and maintaining a sustainable play therapy training clinic involves creating meaningful contact within the clinic's targeted community. How the play therapist developing the training clinic goes about creating contact within a community reflects that clinic's overall identity or brand. Counselors are often not trained regarding business practices, brand development, or marketing in their graduate programs. This chapter focuses on providing play therapists with information regarding branding a business and tools for promoting that brand in a manner that aids in the development, growth, and maintenance of a play therapy training clinic. Ethical considerations, as well as thought-provoking questions specific for the development and promotion of a play therapy training clinic are included.

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