COUN 5373: Intermediate Methods in Play Therapy
This course provides the philosophical basis for play therapy, including a review of play therapy's history, various theoretical applications, including a review of play therapy’s history, various theoretical applications, play therapy techniques, therapeutic stages, ethical issues, and application to a variety of populations and diagnostic categories. As an intermediate methods class, students must demonstrate a minimum skill level. Graded on a credit (CR), no credit (F) basis.
Prerequisites: COUN 5369.
Methods of Instruction: Methods of instruction include (not exclusively) lecture, PowerPoint, in-class projects, group work (small & large), student presentations, audio-visual aides, experiential activities (at the prerogative of the instructor) and video recorded and live supervision.
The student will demonstrate:
1 an understanding of the philosophical basis of play therapy
2 an understanding of the history of play therapy and the various theoretical approaches (CACREP IIK: 5c)
3 the basic communication skills utilized in play therapy (tracking, facilitative responses, etc.) (CACREP IIK:5b)
4 knowledge regarding the rationale and selection of toys and materials needed for play therapy and how to modify the toys and materials in various settings
5 knowledge of effective consultation and advocacy strategies with significant others of the child client, including teachers, courts, agencies (Child Protective Services); and parents, including consults, interventions, and training (CACREP IIK: 1b, 1f)
6 the ability to conceptualize the child client in a consistent theoretical model and express this both verbally and in writing (CACREP IIK: 5c)
7 a basic understanding of the ethics of working with children (CACREP IIK: 3e; 5g)
8 an understanding of the impact of culture on the play therapy process (CACREP IIK: 2c)
9 an understanding of group play therapy, sibling play therapy, and an overview of filial therapy, family play therapy, and application to other populations (CACREP IIK: 6e)
10 an understanding of the dynamics of the client-counselor relationship (CACREP IIK: 5a)
11 an understanding of awareness of self as the sole vehicle for providing mental health assistance to others (CACREP IIK: 5b)
12 the ability to perform appropriate tasks in the various stages of therapy (CACREP IIK: 5b)
13 the ability to develop a treatment plan and make a DSM diagnosis (CACREP IIK: 3c)
14 the ability to use the staffing experience to develop personal, professional, peer and client growth (CACREP IIK: 1b)
15 Demonstrate and understanding of research to determine effective play therapy interventions to use with children and families. (CACREP IIK: 8e)
16 Demonstrate an ability to utilize electronic media to find standards of practice, research and professional resources helpful to the counseling profession. (CACREP IIK1.c)
Student Liability insurance MUST BE received before you may see a client in this course.
Please provide a copy of the face page of your insurance policy,
noting your name, company name, and coverage period.
Axline, V.M. (1964). Dibs in search of self. New York: The Random House Publishing Group.
Landreth, G. (2012). Play therapy: The art of the relationship (3rd ed.). New York, Brunner-Routledge.
Ray, D.C. (2011). Advanced play therapy. New York, Routledge.
American Psychological Association (2010). Publication Manual of the American Psychological Association, 6th ed. New York: APA.
Axline, V. (1969). Play Therapy. New York: The Random House Publishing Group.
Kottman, T. (2003). Partners in play (2nd ed.). Alexandria, VA: American Counseling Association.
O’Connor, K. & Braverman, L. (Eds). (2009) Play therapy theory and practice (2nd Edition). New York: Wiley.
** Please put away your cell phone during class. It is distracting to myself and others for you to be texting etc. Thank you.
1 Out-of-Class Preparation and In-Class Participation
a. It is expected that readings will be completed prior to coming to class.
b. Enough understanding must occur to allow for active participation in the class discussion.
2. Clinical Experience:
a. Role-play experience with non-clinical child (3-8 years of age)
· Video tape two, 30 minute sessions
· Be sure to set up the toys and open and close the session appropriately
· Tell me the age and your relationship with the child (5 yrs old, my best friend’s child, ie do you see them often?)
· Turn in your entire video, cue to the exact spot or tell me the minute count (15:30-25:30) so I know where to start and end. If you are using DVD or a flash drive this is critical!
· Transcribe your best 15 minutes (consecutive minutes) with better responses- follow this format (no bold please)
o CL: “blah blah”
o CO: “Blah blah”
o BR: You are really excited about that.
· Every response needs a better response of some kind—even if you just want to change your tone of voice. Consider this an exercise in increasing your play therapy vocabulary.
· Discuss your feelings and experience during the session as well as what you think the child was feeling and how the child perceived you.
· What are the 3 most important things you would do exactly the same way as you did in your 15 minute segment in future sessions? Explain your rationale for each.
· What are the 3 most important things you will do differently than you did in your 15 minute segment in future sessions? Explain your rationale for each.
· What is the most important thing you will focus on for your next session?
· In one Word document email this assignment to me and bring your cued video to class. Please title the document with your last name. I will give you typed feedback on your document and then email it back to you so that you will have the feedback as quickly as possible and return the video the following week in class.
b. Micro-Practicum (done at the clinic during our Saturday classes, all forms are on TRACS)
· Work in triad group; video-record sessions
o Micro Prac Assignment:
o After your session, review your video and complete these forms:
o Play Therapy Skills Checklist (use this to assess yourself- indicate this as a self-evaluation)
o Play Therapy Session Summary Form (Case notes)
o Turn in your supervisor’s & peers’ notes as well
· During in-class supervision
o be prepared to present your session via video
o (pre-cued at a spot where you need help)
3. Theory Presentation
In pairs, students will select a theory of play therapy and present a 30 minute review in class
(a sign-up sheet will be passed around).
Address how your selected theory views the following areas in your presentation:
Therapist Roles, View of play, Use of Limits, Use of Toys, How Change Occurs, View of Structure &
Research using this theoretical approach (if there is any- if not please indicate that).
Please show a video demonstrating your theory- tapes are available in the Alkek Library. (RRHEC students can request videos be sent to RRHEC through the RRHEC library). Please see me if you have difficulty.
You will be rated on a scale of 1-3 on each of these areas in addition to your presentation style (composure, handouts etc).
Turn in: A copy of your power point and copy of your handout (if different from your power point)
4. Professional Disclosure statement
Write a Professional Disclosure Statement using the template posted on TRACS. Be sure your discussion of your theory is specific to working with children in play therapy and that the language you use is parent friendly. Do not use the name of your theory but explain it in a way a noncounselor can understand. Be sure to address how goals are set, how progress is assessed and how often you will meet with parents. I strongly encourage you to have a noncounselor read your statement to make sure it is clear and not full of professional jargon.
5. Play Therapy Explanation
o Explain and discuss what play therapy is and how it works, as if you were convincing a parent or other mental health professional how it will be helpful to their child or client. Use words and language a parent can understand. Be sure to discuss the developmental appropriateness, role of the therapist, how change occurs, your theoretical orientation etc. in your paper.
o Read the meta-analysis of play therapy literature and Ray Chapter 15, and write a BRIEF (2-4 paragraphs) summary of the research findings that indicates you understand what you have read and that you can use this research to support using play therapy with children. (your summary should be written in a way that explains to a nonplay therapist why play therapy is an appropriate intervention for children).
o The writing for this assignment must be professional not conversational in nature.
o APA format, no abstract, please use headings, no direct quotations
o 5 written pages max (this does not include title page and references)
o Grading: Explanation of Play Therapy 13pts, Research Explanation 7, Grammar/APA & writing style 5 pts.
6. Final Project: Complete all aspects of this assignment mainly based on your experience with the child, use the information you gained in observing the child with other therapists to supplement your knowledge as you conceptualize the child from your theory.
Turn in complete client file:
a. all Session Notes(re-written with any changes/corrections) for the sessions you completed
b. All Play Theme Analysis Charts
c. Client Summary Report (be sure to use your theory to conceptualize the client ie use theory terms)
d. One paragraph of feedback you would give the parent
e. A completed Professional Counseling Performance Evaluation on yourself
f. Video tape cued up to your best 10 minutes (can be from any of the 3 sessions) with a paragraph explanation as to why you believe it to be your best.
7. Treatment Plan:
Based on the case provided, make a diagnosis and write a treatment plan for the identified client. Format for the treatment plan available on TRACS.
ALL RECORDED SESSIONS MUST BE DESTROYED AT THE END OF THE SEMESTER.
1. Professional Disclosure Statement:
2. Clinical Experience:
3. Theory Presentation:
5. Play Therapy Explanation & Research:
4. Final Project:
5. Treatment Plan:
Total: 245 points
This is a credit (CR) no-credit (F) class.
If the student demonstrates progress, but it is not yet at an acceptable level of skill by the end of the semester, a grade of "PR" (for "progress") rather than an "F" (for "fail") may be given for the course. If the student has adequate counseling skills but does not complete the required number of client hours, a grade of "PR" will be given for the course. A grade of "PR" requires the student register and pay again for another semester of this course. All written and verbal feedback should be considered as an evaluation of your progress.
This is an intermediate techniques/methods course. In order to pass this course, all students must receive a satisfactory evaluation on the PCPE (required in all clinical classes in the counseling program), which means no “0”s and minimal “1”s on the rating scale. ALL WRITTEN AND VERBAL FEEDBACK GIVEN THROUGHOUT THE SEMESTER SHOULD BE CONSIDERED AN EVALUATION OF YOUR PROGRESS. You will receive a copy of the PCPE at the end of this course.
As an intermediate methods/techniques course, there is a minimum skill level which must be attained and maintained in order to meet this criteria. Many students benefit from a second semester of an intermediate methods course. This should not be seen as unusual or atypical.
Attendance is mandatory, as this class is experiential in nature. Two absences can result in a failing grade in this class. Absence at a micro practicum can also result in a failing grade.
Late assignments will be accepted however 5 points will be deduced for each day the assignment is late.
Failure to interact with peers, facilitators, clients, or faculty in a manner consistent with the performance expectations of a professional counselor may result in a failing grade in the course and a referral to a faculty review committee for remaining in the counseling program.
Office of Disability Services:
If you are a student who experiences a disability, please contact me early in the semester to discuss any necessary and prudent accommodations. A disability is defined as, “a person who: has such physical or mental impairment, which substantially limits one or more major life activities, and has record of such impairment or is regarded as having such impairment.” (Students with Disabilities; A Faculty Resource Guide, 1999). Failure to notify either the Office of Disability Services or myself in a timely manner may result in a delay of the needed accommodation. The Office of Disability Services is available to discuss any questions in this area:Mr. Clint-Michael Reneau
, fax: 512-245-3452. Dawn Bayardo in the One-Stop Center, room 201 (512)716-4023 email@example.com
can also be of assistance at the Round Rock Campus.
The Professional Counseling Student Listserve is the best way for students to receive information regarding program information such as the dates for Comps, changes in classes offered, internship sites looking for interns etc. Go directly to this link to add your email address as well as manage your account. You can look through the archives, set your mail preferences, and even unsubscribe, so I recommend you keep this link
Texas State’s Academic Honesty Policy
All work submitted for credit must be the student’s original work. Any plagiarism will automatically result in a grade of zero on that assignment. This is especially important when writing research papers. No copying of phrases or sentences is allowed. Copying another student’s work or cheating on exams will result in a grade of F in the course. To avoid suspicion, stow all notes and written documents and electronic devices prior to accepting examination materials. An assignment that is questionable will be investigated and subject to disciplinary actions recommended under the Texas State Honor Code.
Students who are unfamiliar with the University’s Honor Code policy should review UPPS 07.10.01 http://www.txstate.edu/effective/upps/upps-07-10-01.html
In short, violation of the “Honor Code" includes, but is not limited to, cheating on an examination or other academic work, plagiarism, collusion and the abuse of resource materials.