Washington Association for Play Therapy

 Promoting the Healing Power of Play in Washington

2020 WAAPT Annual Conference - Online

  • March 20, 2020
  • March 21, 2020
  • Online via Zoom

Registration

  • If your agency is cutting the check you may still register using this option and have your company mail the check to: PO Box 2563 Silverdale, WA 98383.
  • If your agency is cutting the check you may still register using this option and have your company mail the check to: PO Box 2563 Silverdale, WA 98383.
  • If your agency is cutting the check you may still register using this option and have your company mail the check to: PO Box 2563 Silverdale, WA 98383.
  • If your agency is cutting the check you may still register using this option and have your company mail the check to: PO Box 2563 Silverdale, WA 98383.
  • Requires presenter code.

WAAPT Annual Conference

March 20th-21st, 2020

Due to the current public health crisis in Washington State, this one time online event has been approved by APT for 12 CONTACT CEU's


Friday: Two 3 hour CEU presentations

Saturday: All day presentation


Event Schedule:

8:30AM-9:00AM - Registration Opens

9:00AM-12:15PM - Morning Presentation (to include a 15 minute break)

12:15PM-1:15PM - Lunch Break on your own

1:15PM-4:30PM- Afternoon Presentation (to include a 15 minute break)

Registration emails with login and technology instructions, as well as access to the training materials, will go out to all participants no less than 48 hours before the event.


Friday: Two Half Day Presentations

Friday Morning Presentation: The Role of Play Therapists in Supporting Kids and Families in the Age of Digital Distraction: Research, Tools, and Strategies for Helping Families Find Balance

Workshop length - 3 CEUs (this workshop is great for intermediate to advanced level play therapists)

BiographyEmily Cherkin is a nationally recognized consultant who works to address screentime challenges with families and schools. A former middle school teacher, she has been featured for her work on screentime in The New York Times, on The Today Show, Good Morning, America, Australia’s “Weekend Today”, Sirius XM Radio, and on parenting blogs such as Fatherly.com and ParentMap.org. Emily also facilitates workshops, professional development trainings, and school presentations around Seattle that take a “tech-intentional” approach.


Workshop Overview - This three-part workshop will address common concerns surrounding children and screen use. Part I (“Not All Tech Is Created Equal”) will look at how screentime types differ and impact children in different ways; Part II (“The Three Questions: What Parents Need to Know”) will look at how therapists can help families make better choices around screentime in the home; and Part III (“When Screentime Comes to School”) will focus on the increasing use of screens in the classroom and the impacts on learning and focus.


Workshop Part I: “Not All Tech Is Created Equal”

      Not all technology is “bad”, and it isn’t fair to lump it all into one category. But how can we tell the difference?

      What are the different types of “tech” or “screentime”? Is watching videos of Fortnite gamers the same thing as playing Fortnite? What about using YouTube to look up how to make slime as a family vs. letting a 6-year-old watch videos on YouTube Kids? And how is this different from our own TV-saturated childhoods?

      How does “persuasive design” keep us coming back to our devices for more, even when we want to use them less?

      Staying in touch with loved ones is one way technology can enrich our lives. How can we use tech to maintain and build on existing relationships, but avoid the pitfalls of using too much tech to replace real-life connections?

      How can play therapists help families understand the differences? How can providers teach children about the impacts of screen use on brains and bodies?


Workshop Part II: “The Three Questions: What Parents Need to Know”

      Before offering a tech- or screen-based option, what are the Three Critical Questions parents can ask?

      How can play therapists support parents in making healthy choices around screens and technology?

      What is “displacement” and why is it important to understand in the context of screentime?

      How does our own screen use as adults impact our kids’ usage and attitudes towards screentime? How can we be healthy role models for our children?

      How do our family’s values match our views on screen use? How can we align our personal screen use with our family’s values?


Workshop Part III: “When Screentime Comes to School”


      Many parents do set limits on screentime for their children. So what are parents supposed to do when school districts require students to use screen-based technology to do homework or track assignments?

      What are the cognitive effects of too much screentime in school? How does overreliance on technology in the classroom impact executive functioning skills?

      What skills do our children need to be successful in the future?

      There are serious privacy concerns around tech-based options used in schools. How can we know that our children are safe and their data is protected? What are our rights as parents?

      What is the EdTech Triangle and how can families and schools use this as a tool?

      How can play therapists help families advocate for safe use of screens in schools?


Learning Objectives:

Workshop participants will be able to:

1) Explain different types of “screentime” and understand key concepts such as       displacement and persuasive design.

2) Identify the impacts of screen use on children's cognitive and emotional development during play therapy sessions.

3) Teach and support play therapy clients in finding balance with screentime and describe the difference between “monitoring” and “mentoring”

4) Advocate for play therapy clients as schools increasingly require screen-based technology use in the classroom


Friday Afternoon Presentation: Parental depression and the dyadic relationship: Using play to strengthen the attachment relationship in children ages 0-3.

Workshop length - 3 CEUs (this workshop is great for intermediate to advanced level play therapists)

Biography - Meyleen Velasquez, LCSW, RPT-S, PMH-C, specializes in infant and perinatal mental health. She has extensive training in play and relationship-based therapies. Meyleen is the current Chair of the FL Chapter of Postpartum Support International and is the past President of the FL APT.




Workshop Overview Participants will learn how to integrate parents’ and caregivers' mental health into conceptualization and treatment of the attachment relationship and reflective functioning using play therapy.

Workshop Abstract - Perinatal depression referred to as the time frame between pregnancy and up to two years after the baby is born, affects one in seven birthing individuals and one in ten people identifying as a male parent (Fisher, Brock, O'Hara, Kopelman, & Stuart, 2015). When untreated, depression can create barriers to the quality of the relationship between a young child and their caregivers. These effects can have long-lasting consequences on the cognitive, physical, and socio-emotional development of a young child (Bernier, Calkins, & Bell, 2016). Play therapists are in a unique position to observe parenting and caregiver functioning and to sensitively discuss concerns as they arise. This workshop will provide attendees with concrete tools to assess and discuss parental mental health concerns. Combining aspects of perinatal and infant mental health, play therapy, and cultural humility, participants will gain skills in how to support an increase in parental reflective functioning and on strengthening the attachment relationship in children ages 0-3. 

Learning Objectives:

1) Participants will identify practical skills to assess parental depression and describe the adverse effects of untreated depression on the dyadic relationships.

2) Participants will describe how play therapy tools are utilized to increase parental reflective capacity.

3) Participants will utilize play therapy skills to strengthen the parent-child attachment relationship.

4) Participants will apply practical dyadic play therapy skills for working with children ages 0-3.

5) Participants will apply cultural humility and postmodern theory to increase ethical treatment when working with diverse families.


Saturday: All Day Presentation

History and Seminal Theories of Play Therapy presented by Cary McAdams Hamilton, LMHC, NCC, CMHS, RPT-S, CDWF

Workshop length - 6 CEUs (this workshop is great for beginning play therapists and meets the new APT training requirements)

Biography - Cary M. Hamilton is a Licensed Mental Health Counselor- Supervisor, Child Mental Health Specialist, Registered Play Therapy Supervisor. She is the past president of WAAPT. Director and Professor of Play Therapy at Antioch University’s Play Therapy Certificate Program.


Workshop Overview - This presentation explores the history of play therapy and pioneers of the field. It will cover nine seminal and historically significant play therapy theories and models, which are foundational to learning clinical play therapy skills, per the new APT requirements.

Workshop Abstract - There are nine seminal and historically significant play therapy theories which are crucial to developing a foundational knowledge of play therapy. Seminal theories include: Adlerian, Attachment, Child-Centered, Cognitive-Behavioral, Ecosystemic, Filial, Gestalt, Jungian, and Psychoanalytic. The newer theories will be briefly touched on for a thorough overview of the theories in the play therapy field.

Learning Objectives:

1) Demonstrate knowledge of the history of play therapy

2) Demonstrate knowledge of the therapeutic powers of play and therapeutic relationship in play therapy

3) Demonstrate and articulate basic knowledge of seminal/historically significant play therapy theories and models 

4) Identify and apply ethical practices in play therapy based on functioning from a play therapy theory. 

5) Be able to identify (3) skills of seminal theories in practice 

6) Be able to articulate reasons for choice of theory in practice 



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12 APT & NASW CLOCK HOUR CEU's PROVIDED (6 FRIDAY, 6 SATURDAY)

APT PROVIDER # 11-296

This program has been approved for 12 CEU's by the NASW Washington State Chapter. Licensed Social Workers, Marriage and Family Therapists and Mental Health Counselors are eligible.

NASW PROVIDER #1975-331.

Save even more by becoming a member of APT (www.a4pt.org)

Cancellation Policy: Registration fee (minus $35) will be refunded only if notice of cancellation is received in writing no later than 14 days prior to the training. We regret that we cannot refund registrations after that date.

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