Additional Events

This training is co-sponsored by the Indiana Association for Play Therapy and The Institute for Continuing Education. The program offers 12.00 contact hours, with full attendance required.

A Boxed Lunch will be included in Registration for both days.

Eligible for Play Therapy Continuing Education: APT Provider 98-040.

Counseling/MFT: The Institute for Continuing Education and the Indiana Association for Play Therapy are co-sponsors of this event. This co-sponsorship has been approved by NBCC. The Institute for Continuing Education is an NBCC approved continuing education provider, ACEP 5643. The Institute for Continuing Education is solely responsible for this program, including the awarding of NBCC credit.

Social Work: This program has been approved for 6.00 per day for social work continuing
education hours for re-licensure, in accordance with 258, CMR, NASW-MA Chapter CE Approving Program. Authorization: D-92415-1 / D-92415-2.

Indiana Board Counseling/ Social Work/ MFT: The Institute for Continuing Education is recognized as a provider of continuing education by the Indiana Licensing Professional Agency for social work, counseling, MFT, Provider 98000996-A, expiration 04/1/2026.

Indiana APT Special Spring Event with Eliana Gil

March 7 & 8, 2024

Time: 8a- 4:30p EST

Day 1: The Extended Play-Based Developmental Assessment: A Structured and Manualized Assessment Approach Utilizing Play Therapy Principles and Techniques (6 CE HOURS)

Workshop Overview: This goal of this workshop is to provide participants with a structured and manualized assessment process that uses play therapy principles and techniques as the theoretical framework. This assessment tool has been developed over the last thirty years of working with children who have histories of trauma. Characteristically, these children do not volunteer information, may not be emotionally or cognitively capable of formulating accurate perceptions and communicating those perceptions, and may feel burned out on repeating their stories. The aim of this assessment process is to give children the time they need to become familiar with clinicians and therapy environments as well as find their own ways of processing difficult emotions at their own pace. Deeply reliant on the expressive arts, this assessment approach invites children to use play, art, and sand therapy techniques in order to externalize whatever is on their mind. Clinicians are encouraged to document thematic material in children’s play, listen and invite metaphors, and craft comments and questions that help children amplify important themes in their play. This assessment process is done utilizing both nondirective and directive play therapy strategies. Once assessments are completed, children and their families are given feedback and recommendations which often include ongoing play therapy, filial therapy, family play therapy, Theraplay, CBT, or other therapy formats and modalities.

Workshop Objectives: 

By the end of the workshop, participants will be able to:

  • Explain the four elements of the EPBDA
  • List four play-therapy activities utilized during the EPBDA
  • Provide a rationale for the use of child-centered play therapy
  • List two reasons why thematic material in the child’s play therapy must be chronicled
  • List two ways in which the EPBDA can set the context for future treatment
  • List two reasons why play therapy can override children’s hesitancy to talk
  • List two specific take-away play therapy skills useful in advancing treatment goals

Day 2: Working with Children with Sexual Behavior Problems Utilizing Play Therapy approaches in Assessment and Treatment (3 CE HOURS)

Workshop Overview: The goal of this workshop is to help play therapists and other clinicians identify and address the unique challenges of assessing and treating children with sexual behavior problems. This workshop will provide a range of information including definitions, types of sexual behavior problems, and most importantly, how to differentiate between normative sexual development and sexual behavior problems. The presenter will emphasize the importance of an assessment to both receive and give information to keep children safe in their environment. In addition, a brief child-friendly assessment process will be shown as well as a summary of treatment goals that target the underlying issues of children’s sexual behavior problems. The target goals will be promoted through a variety of play therapy and other expressive therapies. Primary theoretical orientation is behavioral and trauma-informed.

Workshop Objectives: 

By the end of the course, participants will be able to:

  1. Define sexual behavior problems and how play therapists can assist children with sexual behavior problems
  2. List two criteria play therapists can use for determining non-normative sexual behaviors
  3. List two intake issues that play therapists must address with parents to set the context for the treatment
  4. Name two play therapy approaches that can be used to conduct a useful assessment of children with sexual behavior problems
  5. Name two goals that play therapists can promote using play therapy
  6. Name two specific activities suggested for working with underlying issues of sexual behavior problems

Creating an Integrated Approach to Play Therapy (3 CE HOURS)

Workshop Overview: Over the years, more and more innovations in play therapy approaches and models have been originated and weaved into contemporary practice of play therapy. Most play therapists seek trainings and certifications in a variety of topics and many clinicians are thus challenged to integrate a variety of diverse, creative, and noteworthy approaches. This workshop is structured to provide a novel way of assessing the needs of the child and his/her family so that treatment goals and formats become apparent based on a careful needs assessment. Specifically, the workshop presenter will discuss how clinical decisions about how to advance treatment goals are informed by assessment, how models and approaches are selected, and how a prescriptive and integrative model can be flexible, child-focused, and family-based.

Workshop Objectives

By the end of the course participants will be able to:

  1. List two of the three overlapping lenses when assessing children for play therapy
  2. Give two examples of what variables might play a part in choosing one play therapy intervention versus another
  3. Name two ways that you can describe yourself so that parents know that you will be flexible in your play therapy approach
  4. Identify two ways that play therapists can select the most appropriate play therapy strategy based on conceptualization of family concerns
  5. List two foundational theories that could be used in an integrated fashion 
  6. Define Pair Therapy and state two reasons why play therapists may choose to provide this dyadic work
  7. Name two evidence-based attachment programs that play therapists might suggest when there are insecure attachments
  8. List two reasons to use expressive therapies, including play therapy, when working with children’s behavioral concerns