Brochure of the training Written by: Tatjana Gjurković, MA pychologist, Registered Play Therapist (RPT), certified Transactional Analyst psychotherapist (CTA) (06/2015) Contact: Kružna 81 Zagreb Croatia Tel: +385 958043982 info@centarproventus.hr APT Approved Provider 15-416
Introduction: Workshops include content tailored for any mental health professional interested in attaining a Registered Play Therapy credential. The Play Therapy training program is offered as a series of 18 workshops spread in two years. These workshops are consistent with guidelines established by American association for play therapy and consist of four main areas: play therapy history, play therapy theories, play therapy techniques and methods and play therapy applications. American association for play therapy (APT) defines play therapy as "the systematic use of a theoretical model to establish an interpersonal process wherein trained play therapists use the therapeutic powers of play to help clients prevent or resolve psychosocial difficulties and achieve optimal growth and development." Education is designed for mental health professionals who already have specialization in some psychotherapy school recognized by European association for psychotherapy (EAP). Entry requirements: Have completed university studies in the humanities or medicine. Have completed psychotherapy school or the specialization is ending soon. Minimum of one year experience in working with children (individual or group) Have theoretical knowledge in: Developmental Psychology, Child and Adolescent Psychopathology, Theories of Personality, Psychotherapy, Ethics Good knowledge of English (being able to attend the workshops on English and reading literature on English) Candidates have to send short CV and fill the Application Form. Overall: training last two years and consists of minimum 896 hours: 216 contact, education hours 500 hours of clinical practice 50 hours of supervision 60 hours of personal therapy 30 hours of peer group work 40 hours of writing the essays or doing the research work
Course requirements: 1. WORKSHOP ATTANDANCE It is expected from trainees to attend workshop once per month. Workshops will be run Fridays afternoon and Saturday, 12 hours overall. In one year, it will be 108 hours of education and in two years 216 hours of education. Education will be held on Croatian and English. Education will be run in close group with the exception when foreign trainers will come. In this case, workshop will be offered to other interested participants. Trainee is expected to do good preparation work before each workshop (read literature, write essay) and to be active during the workshop. 2. CLINICAL EXPERIENCE Since it is expected that trainee has already finished another psychotherapy school recognized by European association for psychotherapy or is near its ending, clinical work with clients begins on the first year of this training. Clinical work will include: observation of child s play, work with children/adolescents, work with parents, and work with both parents and children. Clinical work can be done in public institutions or private practices. To become Register play therapist, trainee is expected to gain 500 hours of clinical experience under supervision. 3. SUPERVISION Trainee has to attend regular supervision (group or individual). It is important that supervision runs person who will satisfy criteria s of APT. 4. COMMITMENT TO PERSONAL AND PROFESSIONAL DEVELOPMENT To understand better therapy process, it is necessary to increase self-awareness. For that reason, every trainee has to be included in his own psychotherapy process. Trainee can decide which type of therapy it will be, as well as lasting of therapy and its frequency. It is expected that trainee has at least 30 hours of personal therapy in one year of this training program. It is necessary that therapist of the trainee has finished acknowledged psychotherapy school by EAP. 5. ESSAYS AND WORK IN PEER GROUPS Every trainee has to write two essays (one essay per year). The purpose of the essay is to deepen his theoretical, practical and self-experience during the course. It is also possible to do one research instead of one essay. For writing the essays/doing the research, it will be acknowledged 40 hours of additional professional work and development. Small peer group will be established at the beginning of the course and it will be consisted of 3 to 6 trainee. The frequency of the peer group should be minimum once in every two months throughout the whole two year of training. Participants in the peer groups should discuss theory, methods and techniques, share personal experiences and process, and build social network. For work in peer group it will be acknowledged additional 30 hours of professional work and development. 6. ACCEPTING THE ETHICAL CODE Trainees have to accept and work according to Ethical codes of American play therapy association and Croatian association for psychotherapy associations (or equivalent in the participant s country). Training fee for one year is: 1 150.00$ The training fee includes: 108 hours of training, written materials, launch on Saturdays and coffee breaks, feedback on essay.
FIRST YEAR Aims for students in first year: - gain knowledge about play therapy history, theories and approaches - gain personal experience in play therapy through experiential exercises Main topics: 1. History of play therapy, understanding child s symbolic play, stages of development, different play therapy theories 2. Understanding child and family system, assessment, different parent-child relationships 3. Different non-directive play therapy approaches and methods 4. Structure and trust in play therapy process 5. Integrative play therapy model 6. Process and stages of play therapy process 7. Process and stages in working with parents 8. Transference and counter-transference 9. Themes in play therapy and parent feedback reports First year contains 108 contact hours. Each workshop contains 12 contact hours and will be organized once per month. Additional part of education: clinical work, personal therapy, supervisions, writing essays, work in peer group Content of the workshops: 1. Workshop - Program starts with the workshop which main focus will be introducing play therapy field; how it has been developing and what different play therapy theories exist today. We will also discuss about different stages of child s development in the context of play and focus on building the observational skills. Part of the time will be dedicated to enhance group dynamic. 2. Workshop we will explore family systems, different child-parent relationships and the reasons for it such as attachment issues. It will be discussed how ruptures in family systems happens and how it influences child development and family system. We will also practice how to take assessment for play therapy process, what are the different types of assessment and play diagnosis. 3. Workshop we will explore different non-directive play therapy approaches (Gary Landreth, Rise Van Fleet, Virginia Ryan) and how their methods differentiate. Participant will get to know how child centered play therapy work. We will practice how to use empathic reflections during play and how to use encouragement in the play therapy process. 4. Workshop we will explore the importance of structure and trust in play therapy process. Participants will have opportunity to understand when and how to set the limits in the play therapy process and to practice it.
5. Workshop Participants will learn about the integrative play therapy model developed by Ken Gardner and Lorri Yasenik. We will explore two dimensions: consciousness and directiveness. Participants will explore what are the conditions to use different levels of consciousness and directiveness in play therapy process. 6. Workshop This module will be dedicated to the process of play therapy with the child: how to set the goals of the play therapy and how to discuss it with the child, how to develop working alliance with the child, what are the phases of the process and how to see the indicators of child's therapeutic growth. 7. Workshop During this module, we will discuss how to start the play therapy process with the parents, how to talk with them about the goals of the treatment, how to make contract, how and why develop working alliance with them and of what importance is that for the child's part of the process, what are the indicators of parental growth. Also, it will be discussed how to work with other significant people in child's life such as teacher. 8. Workshop We will discuss about the importance of transference and counter-transference in play therapy process. It will be covered in different relationships therapist has when working with the child process of transference and counter-transference in the relationship with the child, with the parent, with other significant people in child's or parent's life (teachers, grandparents, aunts, uncles..). We will also discuss how to deal with the child/parent resistance toward therapy and different aspects of it. 9. Workshop During this module, participants will get to know about the themes in child's play and the importance of it. They will observe child's play and learn how to recognize them. We will also talk about the psychodynamic approach to child's play. It will be discussed how to provide feedback to parents too.
SECOND YEAR Aims for students in second year: - gain knowledge how to use play therapy in work with clients with specific emotional and/or behavioral problems - gain knowledge in specific play therapy techniques and modalities - gain knowledge how to apply play therapy in different contexts Main topics: 1. Therapeutic interventions: using expressive techniques in work with children (music, movement, drama, art) 2. Therapeutic interventions: using other modalities in play therapy (therapeutic storytelling, sand play, puppets) 3. Working with the here and now process 4. Work with fixations and trauma 5. Work with introjections 6. Different models of working with parents: filial play therapy 7. Different models of working with parents: theraplay and family play activities 8. Shame longing for reunion? (work with adolescents) 9. Ending phase of treatment Second year contains 108 contact hours. Each workshop contains 12 contact hours and will be organized once per month. Additional part of education: clinical work, personal therapy, supervisions, writing essays, work in peer group Important notice: workshops in the second year might not be in this order (depends on availability of foreign trainers) Content of the workshops: 1. Workshop: In this module participants will learn how to use expressive techniques in play therapy. Particularly, we will exercise how and when to use music, movement, drama and art. 2. Workshop: We will continue to explore other therapeutic techniques and modalities such as therapeutic storytelling, puppets and sand play from theoretical and practical point of view. 3. Workshop: Working with here and now (workshop will be on English) Trainer: Keith Tudor, TSTA-P Exact information about this workshop will be given additionally. 4. Workshop: Fixations and introjects: An integrating perspective from Transactional Analysis, neuroscience and infant development (workshop will be on English) Trainer: Alessandra Pierini, TSTA-P In this workshop participants will have an opportunity to deepen the concepts of fixations and introjects from different perspectives. First of all, they will be considered in Berne s
theory, with specific reference to the content of the Ego states. Then more contemporary perspectives coming from new approaches in TA and from neuroscience will be explored, taking into account the brain modifications that happen during the mother child relationship and the importance of inter subjectivity. During the workshop attention will be dedicated to the child development in terms of script formation, to have more option in dealing with fixations and introjects. Also there will be the possibility to consider the trauma effects on brain and on the Ego states formation. 5. Workshop: We will continue to explore introjects of the parental figures. It will be emphasized and discuss what could be the traps for the therapist from this point of view and how to deal with them in play therapy process. 6. Workshop: It will be presented filial play therapy approach and participants will have opportunity to exercise the methods of the filial play therapy approach. It will be talked about different filial approaches (Gary Landreth, Gourney, Van Fleet) and ways of its applications (individual, group setting). 7. Workshop: We will continue to present different ways of working with families. In this module we will discuss about Theraplay and Family play therapy. Participants will have opportunity to experience different activities and games that are used in this play therapy approaches. 8. Workshop: Shame longing for reunion? (workshop will be on English) Trainer: Barbara Repinc Župančić, PTSTA More and more researches show how important is attuned relationship in childhood development and how it affects brain development of every child. Part of this attunement is also the child desire to be connected with somebody, but quite often they don`t get enough support here is the place where the shame is born. Shame is our body`s natural way of retroflection when we are off-balance without sufficient support, when we have desire or want to connect in some way with somebody or something or somebody, and we sense that our desired connection may not be possible. But the small child cannot explain to him/herself what is going e.g. that others are preoccupied, disapproving, not knowing how to respond He or she experiences shame as information about him/herself»something is wrong with me«,»i am too much!«,»i am bad!«,«i am unlovable!«. Shame can become basic part of every relationship during child and adolescent years, often even in adulthood as an unaware hope that the other will take responsibility to repair the rupture in the relationship. Counselor or therapeutic room will be a place where this longing for reunion will be on test can you as counselor or therapist examine together with me what I am feeling and exploring I am really so bad? Can you become a part of new experience with me? We will explore how shame influence child development and adolescent sense of self and how affect therapeutic relationship. We will use creative techniques and relational approach, which can be support to the client as well as to the therapist. 9. Workshop: This last module will cover when and how to terminate the play therapy process. We will again include the therapeutic indicators of growth for both the child and parents. It will be also discussed how to deal with premature ending and other ethical issues that can arise. We will also talk about how to write report on play therapy process and how to talk with other mental health professionals about the play therapy process.
Additional information The structure of workshops Each workshop consists 12 contact hours. It will be organized Fridays from 16.00 till 19.30 and Saturday from 9.30 till 17.30. Friday will be split in two parts with one short break in between. Saturday will be split in four parts with two short breaks and one break for launch lasting one hour. Launch is included in the price, as well as tea, coffee, water and snacks. At the beginning of the workshop, there will be time for warm up and personal needs of trainees. Members of the group will have opportunity to share their personal success as well as question. Other part of workshop will include theoretical lectures, experiential exercises, demonstrations, discussions, presentations of essays and supervision. Last part of the workshop will be devoted to evaluation and feedback of trainees. Contract On the beginning of every year, each participant will sign contract with The Center Proventus. Contract will define formal conditions of training and will include the calendar of workshops for current year. Certificate Each trainee has to satisfy formal conditions to gain certificate as well as evaluation of professional and personal competencies which will be evaluated by the main course trainer. When satisfied all the conditions, The Center Proventus will provide certificate for finishing the course after which trainee can apply for becoming Registered Play Therapist to APT. Training methods We believe that the best way of teaching is to connect theory with experiential learning. A typical training session (an hour and half) will include theoretical presentation of subject, experiential exercise connected with theory and discussion about the experience and theory. Methods will include: a) theoretical lectures b) discussions about the concepts or personal experience c) experiential exercise (individual, in pairs, small groups) d) supervision and discussions about clinical sessions and tapes, which trainees will bring on workshop e) using videos of psychotherapy sessions and tapes which are relevant to the specific workshop f) written work (essays) and/or research projects g) therapy demonstrations Cancellation policy A full refund less 10% is available 45 days prior to a course, conference or workshop. No refunds are available less than 45 days before a course, conference or workshop for any reason. Center Proventus reserves the right to cancel a course, conference or workshop at any time due to unforeseen circumstances. In such an event, an attempt will be made to notify registrants via e-mail as well as by posting a cancellation notice on the Center Proventus website, at least two weeks prior to the scheduled start date. The full registration fee will be returned.
Trainers: Tatjana Gjurković - is MA psychologist. In addition to her university degree in psychology, Tatjana is Registered Play Therapist in American Association for Play therapy (APT). Tatjana is also Certified Transactional analysis - psychotherapist (CTA). Her first work experience was work in school and kindergarten setting. For last three years she works in private practice where she provides counseling and psychotherapy both for adults and children. With colleague Tea Knežević, they have developed 1 year program in Therapeutic play for Kindergarten Teachers. Tatjana is the president of Croatian association for Play therapy which she co-found in 2013. Throughout the years, she is very active in promoting mental health. Barbara Repinc Župančić is pedagogue and culture sociologist. She studied transactional analysis, psychotherapy on Institute for integrative psychotherapy and counseling in Ljubljana (IPSA). She gained title of certified transactional analysis (CTA) and Provisional Teacher and Supervisor Transactional analysis (PTSTA) by European association for transactional analysis (EATA). Ten years she was working in different settings of social work (work with adolescents who had problems during childhood, addicts, family violence), in Center for youth in crisis and in Youth center. She works now in private practice for seven years where she works with teens and adults. She has additional knowledge in trauma work and she is trainee in psychotherapy for children and adolescents. On IPSA she does workshops and supervisions for TA trainee. She also gives supervisions for counselors in NGO and school counselors. She is member of Commission of Certification of EATA. Alessandra Pierini is a psychologist, psychotherapist, Teaching and Supervising Transactional Analyst (TSTA-P) of EATA and ITAA. For over twenty years she has been working with children both in clinical and educational setting. She is a founder and the co-director of Physis at (a Centre that provides psychotherapy, counselling and training in T.A. in Rome) where she has her private practice with children, adults and groups and where she runs a Master in TA psychotherapy applied to Children. She also works as teacher and supervisor in an Italian Training Institute for TA (Seminari Romani di AT) in Rome and runs workshops in Europe. She is a co-editor of an Italian TA Journal (Riv. It. Di AT e Metodologie Psicoterapeutiche) since 2002, and member of the TAJ (Transactional Analysis Journal)Editorial Board since 2010. Keith Tudor - is an Associate Professor at Auckland University of Technology, Aotearoa New Zealand, where he is also the Head of the Department of Psychotherapy & Counseling. He is a Certified Transactional Analyst and a Teaching and Supervising Transactional Analyst, a Provisional Member of the New Zealand Association of Psychotherapists, and has a small private practice in West Auckland. He is the series editor of Advancing Theory in Therapy (Routledge), the editor of Psychotherapy and Politics International, and the co-editor of Ata: Journal of Psychotherapy Aotearoa New Zealand. He is the author/editor of over 250 publications, including thirteen books, the latest of which is on Co- Creative Transactional Analysis (Karnac, 2015). He is an experienced supervisor and has written several contributions on the theory and practice of supervision.