You can learn more about a person in an hour of play than in a year of conversation. (Plato)

Transcription

1 SOCIAL WORK Units PLAY THERAPY IN SOCIAL WORK WITH CHILDREN AND ADOLESCENTS You can learn more about a person in an hour of play than in a year of conversation. (Plato) Spring 2014 Instructor: Jodi Smith, LCSW, RPT-S Jodismit@usc.edu Phone: (909) Office: 119 Office Hours: By Appointment Course Day: Tuesday Course Time: 5:30-8:20 pm Course Location: OCAC - E I. COURSE PREREQUISITES Social Work 543, Social Work 545, Social Work 503, Social Work 505; or, relevant basic clinical practice skills and understanding of human behavior within the social context. II. CATALOGUE DESCRIPTION SOWK 675: Play Therapy in Social Work With Children and Adolescents (3 credits): Advances student theoretical knowledge and clinical practice skills in working with children, adolescents, and their families and explores the process of child psychotherapy. III. COURSE DESCRIPTION This course advances students theoretical knowledge and clinical practice skills in working with children, adolescents and their families. This course will explore the process of child psychotherapy by focusing upon helping children, adolescents, and their families who are experiencing a variety of biopsychosocial dilemmas that exist within diverse and complex urban environments. A framework for assessing children and adolescents utilizing a generalist SOWK Smith Spring 2014 Page 1 of 28

2 approach to Social Work, inclusive of psychodynamic and cognitive-behavioral approaches, through a play therapy focus, will be applied. Emphasis will be placed on the development and enhancement of knowledge, skill, theories, values and ethics specific to working with children, adolescents and their families. Various child development theories will be reviewed while introducing various play therapy models. Several specific issues commonly faced by children and adolescents who live in complex urban environments will also be examined. Play Therapy techniques will be introduced from various theoretical approaches and applied to a range of challenges facing children and adolescents, including severe emotional disturbance, abuse, neglect, abandonment, separation and loss, trauma, behavioral concerns, anxiety and depression. Evidence Based Play Therapy and play-based treatment will be introduced and discussed specific to applicable diagnoses and populations. IV. COURSE OBJECTIVES The Play Therapy in Social Work with Children and Adolescents (SOWK 675) will: Objective # Objectives 1 Teach students a broad context for understanding and practicing Play Therapy. Provide opportunities for students to enhance awareness of diverse populations (gender, race, sexual orientation, social class, religion, and vulnerable and oppressed groups) while teaching the needed clinical skills to assess, diagnose and intervene with children and adolescents dealing with a variety of mental health related problems. 2 Demonstrate Play Therapy that integrates elements of several existing Evidenced Based theories and techniques. Provide the opportunity for students to utilize analytic skills to critically evaluate theories that pertain to child psychotherapy. 3 Teach an enhanced knowledge base of developmental theory and its relationship to clinical practice with children, youth and their families. Expand students knowledge and initial skills introduced in advanced practice courses in Mental Health and Children and Family concentrations. 4 Provide students with the opportunity to enhance clinical skills as they relate to children and adolescents presenting with a variety of issues such as loss, abandonment, abuse, anxiety, phobia, depression, trauma, neglect and behavioral difficulties. Present clinical skills and social work strategies for developing and implementing clinically relevant treatment plans. 5 Present clinical and leadership abilities while teaching students to combine theory and practice as a professional Social Worker who utilizes Play Therapy with children, adolescents, and their families. V. COURSE FORMAT / INSTRUCTIONAL METHODS The class format consists of a combination of didactic lecture, class discussion, small group discussion, video, case examples and experiential exercises. Experiential exercises will be SOWK Smith Spring 2013 Page 2 of 28

3 utilized to provide students the opportunity to practice the skills and techniques taught in class and to deepen the students understanding of interventions. Students will be invited to share case materials from field placement to illustrate and deepen content of class discussion, and to integrate knowledge and experience between the classroom and the field. Confidentiality of information shared in class is always to be observed. Students will also utilize blackboard for course information, announcements and handouts and journal entries. The online teaching and learning environment provided by the University s Blackboard Academic Suite will support and facilitate student-to-student communication and interaction outside of class as well as access to instructor support. The URL for Blackboard is VI. STUDENT LEARNING OUTCOME OBJECTIVES Student learning for this course relates to one or more of the following ten social work core competencies: Social Work Core Competencies SOWK Professional Identity Course Objective 2 Ethical Practice * Critical Thinking 4 Diversity in Practice * Human Rights & Justice 6 Research Based Practice 7 Human Behavior * 1, 3, & 4 8 Policy Practice 9 Practice Contexts * 1, 2, 4, & 5 10 Engage, Assess, Intervene, Evaluate * 1, 2, 4, & 5 * Highlighted in this course The following table explains the highlighted competencies for this course, the related student learning outcomes, and the method of assessment. Competencies/ Knowledge, Values, Skills Student Learning Outcomes Method of Assessment Ethical Practice Apply social work ethical principles to guide professional 1. Recognize and manage personal values in a way that practice. allows professional values to guide practice. Group Discussions Social workers competent in Ethical Group Project Practice: 1. Make ethical decisions by Final Project applying standards of the Fulfill their obligation to conduct National Association of Social themselves ethically and to engage in Workers Code of Ethics. ethical decision-making. 1. Tolerate ambiguity in Are knowledgeable about the value resolving ethical conflicts. base of the profession, its ethical standards, and relevant law. Group Discussions SOWK Smith Spring 2014 Page 3 of 28

4 Practice: Fulfill their obligation to conduct themselves ethically and to engage in ethical decision-making. Are Competencies/ knowledgeable Knowledge, about Values, the value Skills Student Learning Outcomes Method of Assessment Group Discussions base of the profession, its ethical standards, and relevant law. 1. Apply strategies of ethical reasoning to arrive at principled decisions. Diversity in Practice Engage diversity and difference in practice. Social workers competent in Diversity in Practice: Understand how diversity characterizes and shapes the human experience and is critical to the formation of identity. Recognize that the dimensions of diversity reflect intersectionality of multiple factors including age, class, color, culture, disability, ethnicity, gender, gender identity and expression, immigration status, political ideology, race, religion, sex, and sexual orientation. Appreciate that, as a consequence of difference, a person s life experiences may include oppression, poverty, marginalization, and alienation as well as privilege, power, and acclaim. 1. Recognize the extent to which a culture s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power. 1. Gain sufficient selfawareness to eliminate the influence of personal biases and values in working with diverse groups. 1. Recognize and communicate understanding of the importance of difference in shaping life experiences. 1. View themselves as learners and engage those with whom they work as informants. Group Discussions Group Project Final Project Group Discussions Experiential Activities Group Discussions Experiential Activities Group Project Final Project Human Behavior Apply knowledge of human behavior and the social environment. Social workers competent in Human Behavior: Are knowledgeable about human behavior across the life course; the range of social systems in which people live; and the ways social systems promote or deter people in maintaining or achieving health and well-being. Apply theories and knowledge from the liberal arts to understand biological, social, cultural, psychological, and spiritual development. 1. Utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation. 1. Critique and apply knowledge to understand person and environment. Group Discussions Experiential Activities Group Project Final Project Practice Contexts Respond to contexts that shape practice. Social workers competent in Practice Contexts: Are informed, resourceful, and proactive in responding to evolving organizational, community, and societal contexts at all levels of practice. Recognize that the context of practice is dynamic, and use knowledge and skill 1. Continuously discover, appraise, and attend to changing locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services. Group Discussions Group Project Final Project SOWK Smith Spring 2013 Page 4 of 28

5 Contexts: Are informed, resourceful, and proactive in responding to evolving organizational, community, and societal contexts at all 1. Provide leadership in levels of practice. promoting sustainable Recognize that the context of practice changes in service delivery is dynamic, and use knowledge and skill and practice to improve the to respond proactively. quality of social services. Engage, Assess, Intervene, 1. Engagement: Evaluate Engage, assess, intervene, and evaluate with individuals, families, groups, Substantively and affectively organizations and communities. prepare for action with individuals, families, groups, Social workers competent in the dynamic organizations, and and interactive processes of Engagement, communities. Assessment, Intervention, and Evaluation apply the following knowledge and skills to Use empathy and other practice with individuals, families, groups, interpersonal skills. organizations, and communities. Develop a mutually agreedon focus of work and desired Identifying, analyzing, and implementing evidence-based interventions designed outcomes. to achieve client goals 1. Assessment: Using research and technological Collect, organize, and advances interpret client data. Evaluating program outcomes and practice effectiveness Assess client strengths and Developing, analyzing, advocating, and limitations. providing leadership for policies and Develop mutually agreed-on services intervention goals and Promoting social and economic justice objectives. Select appropriate intervention strategies. 1. Intervention: Initiate actions to achieve organizational goals. Implement prevention interventions that enhance client capacities. Help clients resolve problems. Negotiate, mediate, and advocate for clients. Facilitate transitions and endings. 1. Evaluation: Critically analyze, monitor, and evaluate interventions. Group Discussions Experiential Activities Group Project Final Project Group Discussions Experiential Activities Final Project SOWK Smith Spring 2014 Page 5 of 28

6 VII.COURSE ASSIGNMENTS, DUE DATES & GRADING Assignment Due Date % of Final Grade Class Participation Ongoing 10 Reflective Journal Weekly 10 Group Project/Class Presentation TBD 35 Final Project 5/7/14 45 Each of the major assignments is described below. GROUP PROJECT-CLASS PRESENTATION: (35%) As a small group you will be asked to select a challenge area (anxiety, selective mutism, loss, divorce, military deployment, depression, foster care, ADHD, Oppositional Defiant Disorder, PDD, Autism/Asperger s Disorder, etc...) that diverse children and adolescents face. The group will provide psychoeducation regarding the issue/area to the class, in a manner appropriate for use with children and parents. Additionally, each group ember will pick a specific Play Therapy technique, from a non-required text/source, and demonstrate how this technique helps children/ adolescents dealing with the specific challenge area. Please specify specific theoretical models the technique flows with and specific diagnostic symptoms the technique helps clients with. A handout for the class, summarizing your presentation, is due on the day of your presentation. Your presentation should be educational, informative and demonstrate the utility of the techniques selected. Your presentation should be creative and demonstrate an ability to connect and communicate with children and teenagers. Additional details will be discussed in class and posted on blackboard. FINAL PROJECT: (45%) Students will create a original play therapy intervention, game or children s story. This project will provide an opportunity for student s to demonstrate understanding and application of the material learned throughout the semester and present this knowledge in a creative manner appropriate for use within the Play Therapy community. Complete details will be provided in class and posted on blackboard. REFLECTIVE JOURNALS: (10%): Students will complete weekly entries discussing their reactions to course material and interventions presented in class, struggles with implementing interventions with their clients and counter-transference issues. Additionally, students should reflect on course readings, their understanding of the readings and how they relate to their practice. SOWK Smith Spring 2013 Page 6 of 28

7 CLASS PARTICIPATION: (10%) Class participation is defined as students active engagement in class related learning. Students are expected to participate fully in the discussions and activities that will be conducted in class. Students are expected to contribute to the development of a positive learning environment and to demonstrate their learning through the quality and depth of class comments, participation in small group activities and experiential exercise and discussions related to readings, lectures, and assignments. Class participation should consist of meaningful, thoughtful, and respectful participation based on having completed required and independent readings and assignments prior to class. When in class, students should demonstrate their understanding of the material and be prepared to offer comments or reflections about the material, or alternatively, to have a set of thoughtful questions about the material. Your class participation evaluation will be based on the following criteria: 1. Good Contributor: Contributions in class reflect thorough preparation. Ideas offered are usually substantive, provide good insights and sometimes direction for the class. Challenges are well substantiated and often persuasive. If this person were not a member of the class, the quality of discussion would be diminished. 2. Adequate Contributor: Contributions in class reflect satisfactory preparation. Ideas offered are sometimes substantive, provide generally useful insights but seldom offer a new direction for the discussion. Challenges are sometimes presented, fairly well substantiated, and are sometimes persuasive. If this person were not a member of the class, the quality of discussion would be diminished somewhat. 3. Non-Participant: This person says little or nothing in class. Hence, there is not an adequate basis for evaluation. If this person were not a member of the class, the quality of discussion would not be changed. 4. Unsatisfactory Contributor: Contributions in class reflect inadequate preparation. Ideas offered are seldom substantive, provide few if any insights and never a constructive direction for the class. Integrative comments and effective challenges are absent. Your involvement in this class is considered essential to your growth as a social work practitioner. You will be asked to discuss the material assigned, provide questions related to your field experiences, and offer feedback to your colleagues questions. Knowing the right answers is not nearly as important as being willing to risk exploring your ideas and being open to new information and additional ideas. Your presence in class, your preparation for class (reading and considering the assignments), and your participation in class discussion is essential to your learning experience. Students are further expected to complete assignments on or before the due date and notify the instructor if they are having difficulty comprehending the course material or keeping up with the assignments. Failure to meet these expectations will result in the reduction of grades. SOWK Smith Spring 2014 Page 7 of 28

8 Class grades will be based on the following: Class Grades Final Grade A A A A B B B B B B C C C C USC School of Social Work Grading Standards C- Within the School of Social Work, grades are determined in each class based on the following standards which have been established by the faculty of the School: 1) Grades of A or A- are reserved for student work which not only demonstrates very good mastery of content but which also shows that the student has undertaken a complex task, has applied critical thinking skills to the assignment, and/or has demonstrated creativity in her or his approach to the assignment. The difference between these two grades would be determined by the degree to which these skills have demonstrated by the student. (2) A grade of B+ will be given to work which is judged to be very good. This grade denotes that a student has demonstrated a more-than-competent understanding of the material being tested in the assignment. (3) A grade of B will be given to student work which meets the basic requirements of the assignment. It denotes that the student has done adequate work on the assignment and meets basic course expectations. (4) A grade of B- will denote that a student's performance was less than adequate on an assignment, reflecting only moderate grasp of content and/or expectations. (5) A grade of C would reflect a minimal grasp of the assignments, poor organization of ideas and/or several significant areas requiring improvement. (6) Grades between C- to F will be applied to denote a failure to meet minimum standards, reflecting serious deficiencies in all aspects of a student's performance on the assignment. VIII.REQUIRED AND SUPPLEMENTARY INSTRUCTIONAL MATERIALS & RESOURCES Required Textbooks Axline, V. (1964). Dibs: In Search of Self. New York: Ballantine Books Drewes, A., Bratton, S., & Schaefer, C. (Eds.). (2011). Integrative Play Therapy. New Jersey: Wiley. SOWK Smith Spring 2013 Page 8 of 28

9 Drewes, A., & Schaefer, C. (Eds.) (2013). The Therapeutic Powers of Play: 20 Core Agents of Play. 2nd Edition. New Jersey: Wiley. Russ, S.W., & Niec, L.N., (Eds). (2011). Play In Clinical Practice: Evidence-Based Approaches. New York: Guilford Press. Van Fleet, R., Sywulak, A., & Sniscak, C. (2010). Child-Centered Play Therapy. New York: Guilford Press. Recommended Textbooks Gil, E. (1991). The Healing Power of Play: Working with Abused Children. New York: The Guilford Press. Kaduson, G. Heidi & Schaefer, E. Charles (Eds.). (2009). Short Term Play Therapy for Children. 2 nd Edition. New York: The Guilford Press. (NOTE: This is available on ARES) Lowenstein, L. (2008) Favorite Therapeutic Activities for Children and Teens: Practitioners Share Their Most Effective Techniques. Canada: Champion Press. (NOTE: This is also available as a free E-Book) Oaklander, V. (2007). Hidden Treasure: A Map to the Child's Inner Self. Karnac Books. Perry, B. (2006). The Boy Who Was Raised as a Dog. New York: Basic Books. Reddy, L., Files-Hall, T. & Schaefer, C., (Eds.). (2005) Empirically Based Play Interventions for Children. Washington, DC: APA. NOTE: Additional required and recommended readings will be assigned by the instructor throughout the course and available on Blackboard or Ares. Course Schedule: Detailed Description Session 1: Introduction & Overview Week 1 Topics The Value and Importance of Play Historical Overview of Play Therapy Theoretical Foundations of Play Therapy Becoming a Play Therapist This Unit relates to course objectives 1, 2, 3 and 5. Required Readings Axline, V. (1964). Dibs: In Search of Self. New York: Ballantine Books Chapter 1 7 SOWK Smith Spring 2014 Page 9 of 28

10 Ginsburg, K.R. (2007). The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent-Child Bonds. American Academy of Pediatrics, 119, Gray, P. (2008). The Value of Play I: The definition of Play Provides Clues to Its Purposes. Psychology Today, ( Homeyer, L. & Morrison, M. (2008). Play Therapy: Practice, Issues, and Trends. The American Journal of Play, Jent, F. J., Niec, L.N. and Baker, S.E. (2011). Play and Interpersonal Processes. In S.W. Russ, & L.N. Niec, (Eds). (2011). Play In Clinical Practice: Evidence-Based Approaches. New York: Guilford Press. Russ, S.W., Fiorelli, J. & Spannagel, S.C. (2011). Cognitive and Affective Processes in Play. In S.W. Russ, & L.N. Niec, (Eds). (2011). Play In Clinical Practice: Evidence- Based Approaches. New York: Guilford Press. Van Fleet, R., Sywulak, A., & Sniscak, C. (2010). Child-Centered Play Therapy. New York: Guilford Press. Chapter 1 The Importance of Play (pp. 3-10). Chapter 2 A Brief Overview of Play Therapy (pp ). Winerman, L. (2009). Play in Peril. Monitor on Psychology, 40, Session 2: Relevant Legal and Ethical Issues Week 2 Topics Theoretical Foundations Diversity and Social Justice History of Child Rights Leadership Countertransference This Unit relates to course objectives 1-5. Required Readings APT Voluntary Practice Guidelines ( Axline, V. (1964). Dibs: In Search of Self. New York: Ballantine Books Chapter 8-19 SOWK Smith Spring 2013 Page 10 of 28

11 Drewes, A., Schaefer, C. (2013). Introduction: How Play Therapy Causes Therapeutic Change. In A. Drewes, & C. Schaefer (Eds.). The Therapeutic Powers of Play: 20 Core Agents of Play. 2nd Edition. New Jersey: Wiley. Kao, Shu-Chen. (2005) Play Therapy with Asian Children. In E. Gil & A. Drewes (Eds.). Cultural Issues in Play Therapy. New York: NY: Guilford Press O Connor, K. (2005). Addressing diversity issues in play therapy. Professional Psychology: Research and Practice, 36(5) Robles, R. (2006). Culturally Competent Play Therapy with the Mexican American Child and Family. In H. Kaduson & C. Schaefer (Eds). Contemporary Play Therapy: Theory, Research and Practice. New York: Guilford Press. Review materials from previous classes and/or create a search to find information on the following three topics: Bowlby, Attachment Theory Erikson, Psychosocial Stages of Development Piaget, Stages of Cognitive Development Mandated Reporting Laws, Child Abuse Reporting Laws, NASW Code of Ethics Search Search Search Recommended Readings Oaklander, V. (2007). Hidden Treasure: A Map to the Child's Inner Self. Karnac Books. Chapter 1 Introduction (pp. 3-4). Chapter 2 What brings children into therapy: a developmental perspective (pp. 5-19). Session 3: Environment and Materials of Play Therapy Week 3 Topics Getting Started as a Play Therapist Practical Implications and Applications Diversity and Social Justice Building Relationships with Children or Adolescents Initial Contact and Observation Mental Status This Unit relates to course objectives 1-5. Required Readings SOWK Smith Spring 2014 Page 11 of 28

12 Crenshaw, D., & Tillman, K. (2013). Access to the Unconscious. In A. Drewes & C. Schaefer (Eds.) The Therapeutic Powers of Play: 20 Core Agents of Play. 2nd Edition. New Jersey: Wiley. Landreth, G. (2002). Play Therapy: The Art of the Relationship (2nd ed.). New York: Brunner-Routledge. Chapter 7 The Playroom and Materials (pp ). Short, E.J., Noeder, M., Gorovoy, S., Manos, M.J., & Lewis, B. (2011). The Importance of Play in Both Assessment and Treatment of Young Children. In S.W. Russ, & L.N. Niec, (Eds). (2011). Play In Clinical Practice: Evidence-Based Approaches. New York: Guilford Press. Stewart, A. & Echterling, L. (2013). Therapeutic Relationship. In A. Drewes & C. Schaefer (Eds.) The Therapeutic Powers of Play: 20 Core Agents of Play. 2nd Edition. New Jersey: Wiley. Van Fleet, R., Sywulak, A., & Sniscak, C. (2010). Child-Centered Play Therapy. New York: Guilford Press. Chapter 4 Playroom Set-Up and Logistics Chapter 11 Touch in Child-Centered Play Therapy (pp ). Chapter 12 Cultural and Systemic Considerations in the Practice of Child- Centered Play Therapy (pp ) Recommended Readings Oaklander, V. (2007). Hidden Treasure: A Map to the Child's Inner Self. Karnac Books. Chapter 3 The therapeutic process with children and adolescents (pp ) Session 4: Culturally Competent Assessment and Diagnosis Week 4 Topics Evidence Based Play Therapy Prescriptive Play Therapy Integrative Play Therapy Designing Your Own Interventions Assessment This Unit relates to course objectives 1-5. Required Readings Bratton, S. D., Ray, D., Rhine, T., & Jones, L. (2005). The efficacy of play therapy with SOWK Smith Spring 2013 Page 12 of 28

13 children: A meta-analytic review. Professional Psychology: Research and Practice, 36, Brestan-Knight, E. & Salamone, C.A. (2011). Measuring Parent-Child Interactions through Play. In S.W. Russ, & L.N. Niec, (Eds). (2011). Play In Clinical Practice: Evidence-Based Approaches. New York: Guilford Press. Drewes, A.. (2011). Integrating Play Therapy Therapies Into Practice. In A. Drewes, A., S. Bratton & C. Schaefer (Eds.). Integrative Play Therapy. New Jersey: Wiley. Kaugers, A.S. (2011). Assessment of Pretend Play. In S.W. Russ, & L.N. Niec, (Eds). (2011). Play In Clinical Practice: Evidence-Based Approaches. New York: Guilford Press. Morrison Bennett, M. & Eberts, S. (2013). Self Expression. In A. Drewes & C. Schaefer (Eds.) The Therapeutic Powers of Play: 20 Core Agents of Play. 2nd Edition. New Jersey: Wiley. Seymour, J.W. (2011). History of Psychotherapy Integration and Related Research. In A. Drewes, S. Bratton & C. Schaefer (Eds.). Integrative Play Therapy. New Jersey: Wiley. Tharinger, D.J., Christopher, G. B., & Matson, M. (2011). Play, Playfulness, and Creativity in Therapeutic Assessment with Children. In S.W. Russ, & L.N. Niec, (Eds.). (2011). Play In Clinical Practice: Evidence-Based Approaches. New York: Guilford Press. Recommended Readings Johnson, D., Pedro-Carroll, J., & Demanchick, S. Announcing Empirically Based Play Interventions for Children. In L.Reddy, T. Files-Hall & C. Schaefer (Eds.). Empirically Based Play Interventions for Children. Washington, DC: APA. Oaklander, V. (2007). Hidden Treasure: A Map to the Child's Inner Self. Karnac Books. Chapter 9 Working with very young children (pp ). O Connor, K. (2000). Chapter 2: Theories of Play Therapy. Pp In The Play Therapy Primer: An Integration of Theories and Techniques. New York: NY: Wiley & Sons. Schaefer, Charles (Ed.). (2003) Foundations of Play Therapy. New Jersey: Wiley & Sons, Inc. Chapter 14 SOWK Smith Spring 2014 Page 13 of 28

14 Van Fleet, R., Sywulak, A., & Sniscak, C. (2010). Child-Centered Play Therapy. New York: Guilford Press. Chapter 6 Recognition and Interpretation of Play Themes (pp ). Session 5/6: Play Therapy Theories and Techniques Week 5 & 6 Topics Child-Centered Play Therapy Non-Directive Play Therapy This Unit relates to course objectives 1-5. Required Readings Axline, V. (1964). Dibs: In Search of Self. New York: Ballantine Books Chapter Van Fleet, R., Sywulak, A., & Sniscak, C. (2010). Child-Centered Play Therapy. New York: Guilford Press. Chapter 3 History, Theory, Principles and Variations of Child-Centered Play Therapy (pp ). Chapter 5 The Four Skills of Child Centered Play Therapy (pp ). Recommended Readings Schaefer, C. (Ed.). (2003) Foundations of Play Therapy. New Jersey: Wiley & Sons, Inc. Chapter 1-3 Chapter 13 Session 7: Play Therapy Theories and Techniques Week 7 Topics Gestalt Play Therapy Cognitive Behavioral Play Therapy Developmental Play Therapy This Unit relates to course objectives 1-5. Required Readings APT Paper on Touch ( Brody, V. (1997). Developmental Play Therapy. In K. O Connor & L. Braverman (Eds.) Play Therapy Theory and Practice: A Comparative Presentation. New York: Wiley & Sons. SOWK Smith Spring 2013 Page 14 of 28

15 Hall, T. M., Kaduson, H. G., Schaefer, C. E., (2002). Fifteen effective play therapy techniques. Professional Psychology: Research and Practice, 33, Knell, S. M., & Dasari, M. (2011) Cognitive-Behavioral Play Therapy. In S.W. Russ, & L.N. Niec, (Eds). (2011). Play In Clinical Practice: Evidence-Based Approaches. New York: Guilford Press. Oaklander, V. (1978 ). Windows to Our Children. Utah: Real People Press. Chapter 2 Drawing and Fantasy (pp ). Recommended Readings Schaefer, C. (Ed.). (2003) Foundations of Play Therapy. New Jersey: Wiley & Sons, Inc. Chapter 6-8 Chapter 11 Session 8: Play Therapy Theories and Techniques Week 8 Topics Adlerian Play Therapy Storytelling Jungian Play Therapy Sandtray versus Sandplay This Unit relates to course objectives 1-5. Required Readings Allan, J. & Berry, P. (1993). Sandplay. In Schaefer, C. & Cangelosi, D. (eds.). Play Therapy Techniques. New Jersey: John Aronson Inc. Carey, Lois. (2006). Short-Term Family Sandplay Therapy.. In H. Kaduson & C. Schaefer (Eds). Short-Term Play Therapy for Children. 2 nd Edition. New York, NY: Guilford Press. De Domenico, Gisela Schubach. (2002). Weaving together dream, image and relationship: Moving from anger, to fear, to love. International Journal of Play Therapy, 11(1), pp Kottman, Terry. (2003). Adlerian Play Therapy. In C. Schaefer (Ed.). Foundations of Play Therapy. New Jersey: Wiley & Sons. SOWK Smith Spring 2014 Page 15 of 28

16 Kottman, T. (2003). Mutual Storytelling, Adlerian Style. In H. Kaduson & C. Schaefer, (Eds.). (2003). 101 Favorite Play Therapy Techniques: Volume III. New Jersey: Jason Aronson, Inc. Kottman, T. (2013). Positive Emotions. In A. Drewes & C. Schaefer (Eds.) The Therapeutic Powers of Play: 20 Core Agents of Play. 2nd Edition. New Jersey: Wiley. McCalla, Charlotte. (1994). A comparison of three play therapy theories: Psychoanalytic, Jungian, and client-centered. International Journal of Play Therapy, 3(1), pp Sweeney, D. (2011). Integration of Sandtray Therapy and Solution-Focused Techniques for Treating Noncompliant Youth. In S.W. Russ & L.N. Niec, (Eds.). Play In Clinical Practice: Evidence-Based Approaches. New York: Guilford Press. Taylor de Faoite, A. (2013) Indirect Teaching. In A. Drewes & C. Schaefer (Eds.) The Therapeutic Powers of Play: 20 Core Agents of Play. 2nd Edition. New Jersey: Wiley. Recommended Readings APA, DSM (most current edition) Major Depressive Disorder Bipolar Disorders Dysthymia Johnson, M. & Kreimer, J. (2005). Guided Fantasy Play for Chronically Ill Children. In L. Reddy, T. Files-Hall & C. Schaefer (Eds.). Empirically Based Play Interventions for Children. Washington, DC: APA. Kaduson, H. & Schaefer, C. (Eds.). (2003). 101 Favorite Play Therapy Techniques: Volume III. New Jersey: Jason Aronson, Inc. Lowenstein, Liana. (2008) Favorite Therapeutic Activities for Children and Teens: Practitioners Share Their Most Effective Techniques. Canada: Champion Press. Rae, W. & Sullivan, J. (2005). A Review of Play Interventions for Hospitalized Children. In L. Reddy, T. Files-Hall & C. Schaefer, (Eds.). Empirically Based Play Interventions for Children. Washington, DC: APA. Session 9: Strategies for Specific Mental Health Challenges Week 9 Topics SOWK Smith Spring 2013 Page 16 of 28

17 Internalizing Disorders Mood Disorders Grief & Loss Group Presentations This Unit relates to course objectives 1-5. Required Readings Hamil, S. (2011). Integrating Art Into Play Therapy for Children With Mood Disorders. In A. Drewes, S. Bratton & C. Schaefer (Eds.). Integrative Play Therapy. New Jersey: Wiley. Newman, Erik. (2006). Short-Term Play Therapy for Children with Mood Disorders. In H. Kaduson & C. Schaefer (Eds). Short-Term Play Therapy for Children. 2 nd Edition. New York, NY: Guilford Press. Ludlow & Williams. (2006). Short-Term Group Play Therapy for Children Whose Parents are Divorcing. In H. Kaduson & C. Schaefer (Eds.). Short-Term Play Therapy for Children. 2 nd Edition. New York, NY: Guilford Press. Newman, Erik. (2006). Short-Term Play Therapy for Children with Mood Disorders. In H. Kaduson & C. Schaefer (Eds). Short-Term Play Therapy for Children. 2 nd Edition. New York, NY: Guilford Press. Oaklander, V. (2007). Hidden Treasure: A Map to the Child's Inner Self. Karnac Books. Chapter 7 Pedro-Carroll, J & Jones, S. (2005). A Preventative Play Intervention to Foster Children s Resilience in the Aftermath of Divorce. In L. Reddy, T. Files-Hall & C. Schaefer (Eds.). Empirically Based Play Interventions for Children. Washington, DC: APA. Recommended Readings APA, DSM (most current edition) Major Depressive Disorder Bipolar Disorders Dysthymia Johnson, M. & Kreimer, J. (2005). Guided Fantasy Play for Chronically Ill Children. In L. Reddy, T. Files-Hall & C. Schaefer (Eds.). Empirically Based Play Interventions for Children. Washington, DC: APA. SOWK Smith Spring 2014 Page 17 of 28

18 Kaduson, H. & Schaefer, C. (Eds.). (2003). 101 Favorite Play Therapy Techniques: Volume III. New Jersey: Jason Aronson, Inc. Lowenstein, Liana. (2008) Favorite Therapeutic Activities for Children and Teens: Practitioners Share Their Most Effective Techniques. Canada: Champion Press. Rae, W. & Sullivan, J. (2005). A Review of Play Interventions for Hospitalized Children. In L. Reddy, T. Files-Hall & C. Schaefer (Eds.). Empirically Based Play Interventions for Children. Washington, DC: APA. Session 10: Strategies for Specific Mental Health Challenges Week 10 Topics Internalizing Disorders Anxiety Selective Mutism Group Presentations This Unit relates to course objectives 1-5. Required Readings Ashby, J.S. & Noble, C. (2011). Integrating Cognitive BehavioralPlay Therapy and Adlerian Play Therapy Into the Treatment of Perfectionism. In A. Drewes, S. Bratton & C. Schaefer (Eds.). Integrative Play Therapy. New Jersey: Wiley. Bemis, K. (2013). Stress Management. In A. Drewes & C. Schaefer (Eds.) The Therapeutic Powers of Play: 20 Core Agents of Play. 2nd Edition. New Jersey: Wiley. Cavett, A. Stress Inoculation. In A. Drewes & C. Schaefer (Eds.) The Therapeutic Powers of Play: 20 Core Agents of Play. 2nd Edition. New Jersey: Wiley. Goodyear-Brown, P. (2011). The Worry Wars: A Protocol for Treating Childhood Anxiety Disorders. In A. Drewes, S. Bratton & C. Schaefer (Eds.). Integrative Play Therapy. New Jersey: Wiley. Kendall, P. C. & Suveg, C. (2006). Treating anxiety disorders in youth. In P. C. Kendall (Ed.), Child and adolescent therapy: Cognitive-Behavioral Procedures, pp New York: Guilford Press. SOWK Smith Spring 2013 Page 18 of 28

19 Pehrsson, D. (2011). Utilizing Bibliotherapy Within Play Therapy for Children With Anxiety and Fears. In A. Drewes, S. Bratton & C. Schaefer (Eds.). Integrative Play Therapy. New Jersey: Wiley. Pincus, D.B., Chase, R.M., Chow, C., Weiner, C.L., & Pian, J. (2011). Integrating Play into Cognitive-Behvioral Therapy for Child Anxiety Disorders. In S.W. Russ & L.N. Niec (Eds). Play In Clinical Practice: Evidence-Based Approaches. New York: Guilford Press. Van Hollander, T. (2013). Counterconditioning Fears. In A. Drewes & C. Schaefer (Eds.) The Therapeutic Powers of Play: 20 Core Agents of Play. 2nd Edition. New Jersey: Wiley. Recommended Readings APA, DSM (most current edition) Separation Anxiety Specific Phobia Social Phobia Obsessive Compulsive Disorder Kaduson, H. & Schaefer, C. (Eds.). (2003). 101 Favorite Play Therapy Techniques: Volume III. New Jersey: Jason Aronson, Inc. Knell, S. and Dasati, M. (2006). Cognitive-Behavioral Play Therapy for Children with Anxiety and Phobias. In H. Kaduson & C. Schaefer (Eds.). Short-Term Play Therapy for Children. 2 nd Edition. New York, NY: Guilford Press. Lowenstein, Liana. (2008) Favorite Therapeutic Activities for Children and Teens: Practitioners Share Their Most Effective Techniques. Canada: Champion Press. Session 11: Strategies for Specific Mental Health Challenges Week 11 Topics Externalizing Disorders Disruptive Behavior Disorder ADHD ODD & Conduct Disorder Group Presentations Designing Your Own Interventions This Unit relates to course objectives 1-5. Required Readings SOWK Smith Spring 2014 Page 19 of 28

20 Costello, A.H., Chengappa, K., Stokes, J.O., Tempel, A.B., & McNeil, C.B. (2011). Parent-Child Interaction Therapy for Oppositional Behavior in Children: Integration of Child Directed Play-Therapy and Behavior Management Training for Parents. In S.W. Russ & L.N. Niec (Eds.). Play In Clinical Practice: Evidence-Based Approaches. New York: Guilford Press. McNeil, Bahl & Herschell. (2006). Involving and Empowering Parents in Short Term Play Therapy for Disruptive Children. In H. Kaduson & C. Schaefer (Eds.). Short- Term Play Therapy for Children. 2 nd Edition. New York, NY: Guilford Press. Niec, L.N., Gering, C., & Abbenante, E. (2011). Parent-Child Interaction Therapy: The Role of Play in the Behavioral Treatment of Childhood Conduct Problems. In S.W. Russ & L.N. Niec (Eds.). Play In Clinical Practice: Evidence-Based Approaches. New York: Guilford Press. Packman, J. (2013). Moral Development. Blundon Nash, J. (2013). Social Competence. In A. Drewes & C. Schaefer (Eds.) The Therapeutic Powers of Play: 20 Core Agents of Play. 2nd Edition. New Jersey: Wiley. Yeager, M. & Yeager, D. (2013). Self-Regulation. In A. Drewes & C. Schaefer (Eds.) The Therapeutic Powers of Play: 20 Core Agents of Play. 2nd Edition. New Jersey: Wiley. Recommended Readings APA, DSM (most current edition) ADHD Oppositional Defiant Disorder Conduct Disorder Bay-Hinitz, A. & Wilson, G. (2005). A Cooperative Games Intervention for Aggressive Preschool Children. In L. Reddy, T. Files-Hall & C. Schaefer (Eds.). Empirically Based Play Interventions for Children. Washington, DC: APA. Herschell, A., & McNeil, C. (2005). Parent-Child Interaction Therapy for Children Experiencing Externalizing Behavior Problems. In L. Reddy, T. Files-Hall & C. Schaefer (Eds.). Empirically Based Play Interventions for Children. Washington, DC: APA. Kaduson, H. (2006). Short-Term Play Therapy for Children with Attention-Deficit/ Hyperactivity Disorder. In H. Kaduson & C. Schaefer (Eds.). Short-Term Play Therapy for Children. 2 nd Edition. New York, NY: Guilford Press. SOWK Smith Spring 2013 Page 20 of 28

21 Kaduson, H. & Schaefer, C. (Eds.). (2003). 101 Favorite Play Therapy Techniques: Volume III. New Jersey: Jason Aronson, Inc. Lowenstein, Liana. (2008) Favorite Therapeutic Activities for Children and Teens: Practitioners Share Their Most Effective Techniques. Canada: Champion Press. Oaklander, V. (2007). Hidden Treasure: A Map to the Child's Inner Self. Karnac Books. Chapter 5 The many faces of anger (pp ). Chapter 11 Treating children with symptoms of attention deficit hyperactive disorder (pp ). Riviere, S. (2006). Short-Term Play Therapy for Children with Disruptive Behavior Disorders. In H. Kaduson & C. Schaefer (Eds.). Short-Term Play Therapy for Children. 2 nd Edition. New York, NY: Guilford Press. Session 12: Strategies for Specific Mental Health Challenges Week 12 Topics Autism Spectrum Disorder Social Skill Deficits Group Presentations This Unit relates to course objectives 1-5. Required Readings Blundon Nash, J. (2013). Social Competence. In A. Drewes & C. Schaefer (Eds.) The Therapeutic Powers of Play: 20 Core Agents of Play. 2nd Edition. New Jersey: Wiley. Gaskill, R. (2013). Empathy. In A. Drewes & C. Schaefer (Eds.) The Therapeutic Powers of Play: 20 Core Agents of Play. 2nd Edition. New Jersey: Wiley. Kasari, C., Huynh, L., Gulsrud, A.C. (2011). Play Interventions for Children with Autism. In S.W. Russ & L.N. Niec (Eds.). Play In Clinical Practice: Evidence-Based Approaches. New York: Guilford Press. Recommended Readings APA, DSM (most current edition) Autism Spectrum Disorder Kaduson, H. & Schaefer, C. (Eds.). (2003). 101 Favorite Play Therapy Techniques: Volume III. New Jersey: Jason Aronson, Inc. Lowenstein, Liana. (2008) Favorite Therapeutic Activities for Children and Teens: Practitioners Share Their Most Effective Techniques. Canada: Champion Press. SOWK Smith Spring 2014 Page 21 of 28

22 Oaklander, Violet. (2007). Hidden Treasure: A Map to the Child's Inner Self. Karnac Books. Chapter 8 Helping children and adolescents become self-nurturing (pp ). Rogers, S. (2005). Play Interventions for Young Children With Autism Spectrum Disorders. In L. Reddy, T. Files-Hall & C. Schaefer (Eds.). Empirically Based Play Interventions for Children. Washington, DC: APA. Session 12/13: Strategies for Specific Mental Health Challenges Week 13 Topics Trauma Attachment Disorders This Unit relates to course objectives 1-5. Required Readings Bratton, S. C., Carnes-Holt, K., & Ceballos, P.L. (2011). An Integrative Humanistic Play Therapy Approach to Treating Adopted Children With a History of Attachment Disruptions. In A. Drewes, S. Bratton, & C. Schaefer, (Eds.). Integrative Play Therapy. New Jersey: Wiley. Briggs, K.M., Runyon, M.K., & Deblinger, E. (2011). In S.W. Russ & L.N. Niec (Eds.). Play In Clinical Practice: Evidence-Based Approaches. New York: Guilford Press. Dhaese, M. (2011). Holistic Expressive Play Therapy: An Integrative Approach to Helping Maltreated Children. In A. Drewes, S. Bratton & C. Schaefer (Eds.). Integrative Play Therapy. New Jersey: Wiley. Gallo-Lopez, L. (2006). A Creative Play Therapy Approach to the Group Treatment of Young Sexually Abused Children.. In H. Kaduson & C. Schaefer (Eds). Short-Term Play Therapy for Children. 2 nd Edition. New York, NY: Guilford Press. Gil, E. (1991). The Healing Power of Play: Working with Abused Children. New York: Guilford Press. The Child Therapies: Applications in work with Abused Children (pp ) Jager, J. & Ryan, V. (2100). Integrating Attachment Theory and Nondirective Play Therapy to Treat Children With More Serious Attachment Problems. In A. Drewes, S. Bratton & C. Schaefer (Eds.). Integrative Play Therapy. New Jersey: Wiley. SOWK Smith Spring 2013 Page 22 of 28

23 McGuinness, V.A. (2011). Integrating Play Therapy and EMDR with Children: A Post Trauma Intervention. In A. Drewes, S. Bratton & C. Schaefer (Eds.). Integrative Play Therapy. New Jersey: Wiley. Prendiville, E. (2013). Abreaction. Blundon Nash, J. (2013). Social Competence. In A. Drewes & C. Schaefer (Eds.) The Therapeutic Powers of Play: 20 Core Agents of Play. 2nd Edition. New Jersey: Wiley. Shelby, J. & Campos, K.G. (2011) Cognitive-Behavioral Play Therapy for Traumatized Children: Narrowing the Divide Between Ideology and Evidence. In. In A. Drewes, S.Bratton & C. Schaefe (Eds.). Integrative Play Therapy. New Jersey: Wiley. Short, E.HJ., Noeder, M., Gorovoy, S., Manos, M.J., & Lewis, B. (2011). In S.W. Russ & L.N. Niec (Eds.). Play In Clinical Practice: Evidence-Based Approaches. New York: Guilford Press. Weir, K. (2011). Playing for Keeps: Integrating Family and Play Therapy to Treat Reactive Attachment Disorders. In A. Drewes, S.Bratton & C. Schaefer (Eds.). Integrative Play Therapy. New Jersey: Wiley. Recommended Readings Kot, S., & Tyndall-Lind, A. (2005). In L. Reddy, T. Files-Hall & C. Schaefer(Eds.). Empirically Based Play Interventions for Children. Washington, DC: APA. Perry, B. (2006). The Boy Who Was Raised as a Dog. New York: Basic Books. Shelby, J. & Felix, E. (2005). In L. Reddy, T. Files-Hall & C. Schaefer (Eds.). Empirically Based Play Interventions for Children. Washington, DC: APA. Trauma Focused CBT for Children. A website explaining this intervention that is well supported by research. It s free. Session 14: Family and Group Play Therapy Week 14 Topics Filial Play Therapy Family Play Therapy Animal Assisted Play Therapy This Unit relates to course objectives 1-5. Required Readings SOWK Smith Spring 2014 Page 23 of 28

24 ADDITIONAL READING ON ANIMAL ASSISTED THERAPY AND ANIMAL ASSISTED PLAY THERAPY TO BE ADDED ON BLACKBOARD. Blundon, J. & Schaefer, C. (2006). The Use of Group Play Therapy for Children with Social Skills Deficits.. In H. Kaduson & C. Schaefer (Eds.). Short-Term Play Therapy for Children. 2 nd Edition. New York, NY: Guilford Press. Coakley, A., & Mahoney, E. (2009). Creating a therapeutic and healing environment with a pet therapy program. Complementary Therapies in Clinical Practice. 15 ( ). Gil, E. (1994). Play in Family Therapy. New York: Guilford Press. Chapter 3 A Rationale for Integrating Play Therapy with Family Therapy (pp ). Guerney, L. & Guerney, B. (1994). Child Relationship Enhancement: Family Therapy and Parent Education. In C. Schaefer (Ed.). Family Play Therapy. Maryland: Rowman & Littlefield. Van Fleet, R., Sywulak, A., & Sniscak, C. (2010). Child-Centered Play Therapy. New York: Guilford Press. Chapter 7 Engaging Parents (and Teachers) in Child-Centered Play Therapy (pp ). Chapter 8 Filial Play Therapy (pp ). Van Fleet, R. & Topham, G. (2011). Filial Therapy for Maltreated and Neglected Children: Integration of Family Therapy and Play Therapy. In A. Drewes, S. Bratton & C. Schaefer (Eds.). Integrative Play Therapy. New Jersey: Wiley. Van Fleet, R. & Coltea, C. (2012). Helping children with ASD through canine-assisted play therapy. In L. Gallo-Lopez and L.C. Rubin (Eds.), Play-based interventions for children and adolescents with autism spectrum disorders. New York, NY: Routledge. Van Fleet, R. & Faa-Thompson, T. (in press). Including znimals in play therapy with young children and families. In M.R. Jalongo (Ed.), Teaching compassion: Humane education in early childhood. New York, NY: Springer. Recommended Readings Nash, J.B, Schaefer, C. (2011). Social Skills Play Groups for Children With Disruptive Behavior Disorders: Integrating Play and Group Therapy Approaches. In S.W. Russ, & L.N. Niec (Eds). Play In Clinical Practice: Evidence-Based Approaches. New York: Guilford Press. SOWK Smith Spring 2013 Page 24 of 28

25 Oaklander, V. (2007). Hidden Treasure: A Map to the Child's Inner Self. Karnac Books. Chapter 10 Working with groups (pp ). Van Fleet, R., Ryan, S., & Smith, S. (2005). Filial Therapy: A Critical Review. In L. Reddy, T. Files-Hall & C. Schaefer (Eds.). Empirically Based Play Interventions for Children. Washington, DC: APA. Session 15: Integration and Synthesis as a Professional Social Worker Week 15 Topics Termination Leadership Presentation of Projects This Unit relates to course objectives 1-5. Required Readings Russ., S.W., & Pearson, B.L. (2011). Conclusions and Implications for the Use of Play in Intervention and Prevention Programs. In S.W. Russ & L.N. Niec (Eds.). Play In Clinical Practice: Evidence-Based Approaches. New York: Guilford Press. Van Fleet, R., Sywulak, A., & Sniscak, C. (2010). Child-Centered Play Therapy. New York: Guilford Press. Chapter 13 Research on Child-Centered Play Therapy (pp ). Chapter 8 Developing Competence in Child-Centered Play Therapy (pp ). Recommended Readings Files-Hall, T. & Reddy, L. (2005). Present Status and Future Directions for Empirically Based Play Interventions for Children. In L. Reddy, T. Files-Hall & C. Schaefer (Eds.). Empirically Based Play Interventions for Children. Washington, DC: APA. STUDY DAYS / NO CLASSES April 30-May 3, 2011 FINAL PROJECT DUE May 3, 2012 University Policies and Guidelines IX. ATTENDANCE POLICY Students are expected to attend every class and to remain in class for the duration of the unit. Failure to attend class or arriving late may impact your ability to achieve course objectives which could affect your SOWK Smith Spring 2014 Page 25 of 28

26 course grade. Students are expected to notify the instructor by of any anticipated absence or reason for tardiness. University of Southern California policy permits students to be excused from class for the observance of religious holy days. This policy also covers scheduled final examinations which conflict with students observance of a holy day. Students must make arrangements in advance to complete class work which will be missed, or to reschedule an examination, due to holy days observance. Please refer to Scampus and to the USC School of Social Work Student Handbook for additional information on attendance policies. X. STATEMENT ON ACADEMIC INTEGRITY USC seeks to maintain an optimal learning environment. General principles of academic honesty include the concept of respect for the intellectual property of others, the expectation that individual work will be submitted unless otherwise allowed by an instructor, and the obligations both to protect one s own academic work from misuse by others as well as to avoid using another s work as one s own. All students are expected to understand and abide by these principles. SCampus, the Student Guidebook, contains the Student Conduct Code in Section 11.00, while the recommended sanctions are located in Appendix A: Students will be referred to the Office of Student Judicial Affairs and Community Standards for further review, should there be any suspicion of academic dishonesty. The Review process can be found at: Additionally, it should be noted that violations of academic integrity are not only violations of USC principles and policies, but also violations of the values of the social work profession. XI. STATEMENT FOR STUDENTS WITH DISABILITIES Any student requesting academic accommodations based on a disability is required to register with Disability Services and Programs (DSP) each semester. A letter of verification for approved accommodations can be obtained from DSP. Please be sure the letter is delivered to the instructor as early in the semester as possible. DSP is located in STU 301 and is open from 8:30 a.m. to 5:00 p.m., Monday through Friday. Students from all academic centers (including the Virtual Academic Center) may contact Ed Roth, Director of the DSP office at or ability@usc.edu. XII.EMERGENCY RESPONSE INFORMATION Note: The following Emergency Response Information pertains to students on campus, but please note its importance should you be on campus for a temporary or extended period. When not on campus: Call the 911 listing in your local community for any emergency. To receive information, call the main number (213) , press #2. For recorded announcements, events, emergency communications or critical incident information. To leave a message, call (213) For additional university information, please call (213) Or visit university website: If it becomes necessary to evacuate the building, please go to the following locations carefully and using stairwells only. Never use elevators in an emergency evacuation. Students may also sign up for a USC Trojans Alert account to receive alerts and emergency notifications on their cell phone, pager, PDA, or account. Register at SOWK Smith Spring 2013 Page 26 of 28