About this course

Learning Objectives

• identify 3 Play Therapy Theories and apply 1 technique from each theory.
• describe the set up assessment for Play Therapy Sessions.
• demonstrate 3 techniques to be used in the initial phase of therapy.
• develop knowledge on how to bring play therapy into treatment options online or in the office.

Learning Levels

• Beginner and Intermediate, all levels welcomed

Target Audience

Course Instructor(s)

• 

  Stacey B. Shapiro, LCSW

  Stacey's 25 years of professional experience includes working with children, individuals, and families, providing specialized mental health therapy tailored to diverse age groups and populations in her virtual private practice. She serves clients in Pennsylvania, New Jersey and Florida. Her expertise in modalities such as Brainspotting, Emotional Freedom Technique, Clinical Emotional Freedom Technique, and Comprehensive Energy Psychology allows her to address her clients unique needs in resolving individual and collective trauma. She specializes in working with other helping professionals and fellow mental health therapists, trauma and anxiety as well as people who identify with the traits of being highly sensitive and empath. She has worked with individuals who survived 9/11, tornadoes and other truamatic events.

  She has a passion for education and sharing her expertise with other mental health professionals. She has experience as an Adjunct Professor at Temple University and Pennsylvania State University. Stacey's focus on children aged 6 and above highlights her dedication to early intervention and support for mental health issues in younger populations, which can have a significant and lasting impact on their well-being.

  She is a sought after international speaker, author, consultant to her colleagues and helping professionals as well as corporations and religious organizations in the community. Her son helped her author the children's book, Jay's Horrible Day. The book is about racism, discrimination and resilience.

Disclosure

References

• Blalock, S. M., Goble, P., & Mozier, K. (2024). Teacher professional development training: Utilizing child-centered play therapy skills in the classroom. International Journal of Play Therapy, 33(1), 1–11.
• Bratton, S.C,. Ray, D,. T,. & Jones, L. (2005) The Efficacy of Play Therapy with Children: A Meta-Analytic Review of Treatment Outcomes. Professional Psychology: Research and Practice 36: 4, 376-390.
• Higgins-Klein, D. (2013). Mindfulness-Based Play-Family Therapy: Theory and practice. W W Norton & Co.
• Iacona, J., & Johnson, S. (2018). Neurobiology of Trauma and Mindfulness for Children. Journal of trauma nursing : the official journal of the Society of Trauma Nurses, 25(3), 187–191.
• Kottman, T (2001). Play Therapy: Basics and beyond. Alexandria, VA: American Counseling Association.
• Landereth, G.L. (2002). Play Therapy: The art of the relationship (2nd Ed. ), New York: Brunner-Routledge.
• Landreth, G. L. (2024). Intensive and Short-Term Child-Centered Play Therapy. In Play Therapy (pp. 395-410). Routledge.
• Ramdaniati, S., Lismidiati, W., Haryanti, F., & Sitaresmi, M. N. (2023). The effectiveness of play therapy in children with leukemia: A systematic review. Journal of pediatric nursing, 73, 7–21.
• Webb, N.B. (2003). Social Work Practice with Children , 2nd ED. New York: The Guilford Press
• Woollett, N., Bandeira, M., & Hatcher, A. (2020). Trauma-informed art and play therapy: Pilot study outcomes for children and mothers in domestic violence shelters in the United States and South Africa. Child abuse & neglect, 107, 104564.