Click above to learn more about play therapy workshops.
Effective July 1, 2022, the required 150 hours of play therapy instruction may be earned via contact training (in-person only), non-contact training, and live webinars. Of the 150 hours of play therapy instruction, a minimum of 75 hours must be met by contact/in-person training. A maximum of 75 hours may be met via live webinars, and of those 75 hours, no more than 40 hours may be met via non-contact trainings. The definition of the above terms can be found at https://www.a4pt.org
Upcoming workshops
Principles of Play Therapy(16 contact hours)
October 18-19, 2024 Friday and Saturday, 8:30 a.m.-5:30 p.m. Eastern (with a one-hour lunch break each day) Registration Fee: $249 Where: ChildSavers, Richmond, VA
The Hero's Journey: Using Sand Tray and Narrative Techniques in Play Therapy
(16 contact hours)
December 13-14, 2024 Friday and Saturday, 8:30 a.m.-5:30 p.m. Eastern (with a one-hour lunch break each day) Registration Fee: $249 Where: ChildSavers, Richmond, VA
*Live Webinars held after July 1, 2022 AND offered under special conditions are eligible for contact hours, as specified by The Association for Play Therapy (APT).
The Power of Play
Explore and learn how to apply the therapeutic power of play to communicate with, and treat clients.
VCU Continuing and Professional Education is an approved continuing education provider (APT Approved Provider 15-397) by the Association for Play Therapy, Inc.
Credentialing
All VCU play therapy workshops meet the play therapy training requirements for the Registered Play Therapist™ (RPT), Registered Play Therapist—Supervisor™ (RPT-S), and School-Based Registered Play Therapist™ (SB-RPT) credentials. Our workshops meet all guidelines established by the Association for Play Therapy, Inc. in the areas of Play Therapy History, Play Therapy Theories, Play Therapy Techniques and Methods, and Play Therapy Applications. Digital badging is available for eligible workshops.
Already have your RPT™, RPT-S™ or SB-RPT™ credential? Check back for future advanced workshops.
See the Association for Play Therapy credentialing guides for details on the education, training, experience, and supervision required for your credential application or renewal:
In order to fully align with the new Association for Play Therapy (APT) credentialing requirements, we have refreshed all of our play therapy workshops. The APT now requires that candidates for Registered Play Therapist™ credentials complete phased continuing education, experience, and supervision.
You'll note that each VCU Play Therapy workshop is held over two days for a total of 16 continuing education hours, with the exception of synchronous live webinars for contact hours, which are held on four days over a two-week period.
We offer the following play therapy training workshops:
In this foundational workshop, you will explore the history of play therapy and compare multiple models of play therapy. You will examine Child-Centered and Cognitive-Behavioral theories as they apply to play therapy. In addition, you will delve into the rationale, philosophy, and history essential to practicing in the field of play therapy. You will explore how to use play therapy with children in playrooms, how to use available space effectively in creating a therapeutic play space, and how to develop a mobile play therapy kit. You will build the foundational skills needed to use play therapy effectively and leave with the confidence to begin immediately working with clients using play-based interventions.
Objectives
This workshop is designed to help you:
Describe play therapy and role of a play therapy in interventions and identify play therapists’ characteristics;
Discuss the history of play therapy, its foundations, and describe and use two historically significant theories to the field of play therapy recognized by the Association for Play Therapy;
Discuss the basics of, the difference between, and rationale for using non-directive and directive approaches;
Explain prescriptive and integrated play therapy approaches;
Describe the rationale for selecting therapeutic toys and be able to communicate how to organize and care for a professional playroom;
Communicate with parents about why we use play therapy, explain how we collaborate with parents for the best outcomes, and describe how children progress in play therapy;
Set and enforce limits in an effective and therapeutic way; and
Identify the stages of play therapy, ethical and cultural issues, and demonstrate how to terminate play therapy appropriately.
During this two-day training, participants will learn the history of play therapy and how it intersects with family play therapy. Participants will be able to identify the basic reasons as to why working with families is important in play therapy and the seminal theories that inform family play therapy. Participants will learn skills to engage families in play, set up and review family-based play assessments and provide feedback to families. Participants will practice ways to work with parents throughout the play therapy process, in order to assist parents and caregivers with parenting skill development and strengthening their confidence. Previous play therapy training is not required for this course, but it is encouraged.
Objectives
This workshop is designed to help you:
Explore the historical evolution of Family Therapy and its emphasis on the incorporation of play in family therapy sessions. Explain theory, methods, and therapeutic benefits associated with utilizing play in the context of family therapy;
Identify and summarize seminal theories within the realm of family play therapy. Then apply theories in therapeutic practice, promoting healthy family dynamics and fostering positive outcomes for clients;
Implement the fundamental principles of play therapy and a child-centered approach into practice in order to cultivate the skills necessary for effectively engaging both children and parents within the framework of family play therapy;
Articulate how family play therapy contributes to the strengthening of parent-child relationships, enhances communication skills, fosters enjoyment in each other's company, and promotes relaxation in one another's presence;
Explain to parents/caregivers about the advantages of strengthening family relationships through purposeful play to achieve specific goals. Effectively demonstrate child-centered play therapy techniques that foster healthy family dynamics and facilitate targeted therapeutic outcomes;
Develop proficiency in planning, educating, supporting, and delivering constructive feedback to parents participating in diverse modalities of family-based play therapy;
Demonstrate how to structure, implement, and evaluate play-based assessments that effectively capture family dynamics and therapeutic progress within the context of play therapy;
Identify play-based themes that increase practitioners' confidence during therapy sessions and support therapeutic outcomes. Applying this valuable insight in the development of effective treatment plans for parents and guardians;
In this foundational workshop, you will explore the healing attributes of play, and both the advantages and limitations of school-based play therapy within the school context. We will review play therapy theory and use case-based learning to apply the best available evidence to real-world examples. This workshop includes instruction in the building blocks of play therapy practice, and an examination of the opportunities for equity and inclusion that a school-based play therapy practice provides. You will learn how to use developmental stages to contextualize common play behaviors and apply this information within multi-disciplinary school-based processes (e.g. ChildFind meetings, Individualized Educational Plan). In addition, we will explore appropriate treatment options based on case examples and consider circumstances when play therapy may be contraindicated. This course provides prerequisite knowledge for the rest of the Play Therapy training series offered by VCU Continuing and Professional Education.
Objectives
This workshop is designed to help you:
Describe the healing attributes of play and the advantages and limitations of school-based play therapy within the school milieu;
Compare the relative value of school-based play therapy to other kinds of play therapy service delivery settings, including in-home and office-based settings;
Compare the merits of structure and unstructured play and articulate a rationale for each, using case examples;
Explain how play therapy informs prognosis and diagnosis across the course of treatment;
Use developmental stages to contextualize common play behaviors and apply this information within multi-disciplinary school-based processes (e.g. ChildFind meetings, Individualized Educational Plan);
Review primary theories and models of play therapy with an emphasis on Child-Centered Play Therapy and Cognitive Behavioral Play Therapy (no prior knowledge of these theories required);
Discuss the building blocks of play therapy (symbolic communication, containment, aesthetic distance, and mastery) and use them to assess therapeutic interventions and supplies;
Identify cultural uses of play and assess play therapy interventions through diverse cultural lenses and according to the values of organizational cultures present in school settings;
Plan tools and supplies needed in a fully-functioning school-based play therapy office;
Review “top ten” common reasons for school-based play therapy referrals and create a personal statement of practice for non-clinical partners; and
Select appropriate treatment options based on case examples and explain circumstances when play therapy may be contraindicated.
This advanced workshop will equip participants with the case conceptualization and clinical practice tools to deliver play therapy services in a school setting (preschool through the 12th grade). We will “dust off” the theories of therapy inherited in graduate school and update them through lived experiences and subsequent learning. Two seminal play therapy theories, Ecosystemic Play Therapy and Gestalt Play Therapy, will receive particular attention as we develop case conceptualization habits that translate well to school settings. This workshop will also raise your awareness of counter-transference as a school-based play therapist, offer tools for self-reflection, and strengthen your skills as a consultant and advocate within family, school, and community settings. Participants will also practice clinical interventions through role play using case-based examples.
Prerequisite: Principles of Play Therapy or Principles of School-Based Play Therapy; exceptions may be made if you have had previous workshops or classes that cover the principles of play therapy
Objectives
This workshop is designed to help you:
Discuss historic disparities in education in the United States social context and the impact of educational equity on child development, including racial-cultural identity development, and implications for play therapy;
Describe the pros and cons of school-based play therapy from an Ecosystemic Play Therapy theoretical perspective and from a Gestalt Play Therapy theoretical perspective;
Apply three steps of play therapy case conceptualization to assess multiple case examples;
Articulate your personal theory of change and adapt it for sharing with adults and with children in the play therapy setting;
Examine personal school experiences and identify at least two personal themes of counter-transference that may arise in the delivery of play therapy;
Identify at least three common metacommunications from adults and systems to children and design counter-balancing play therapy communications;
Design play therapy interventions that balance commonly competing interests between school, child, and caregiver priorities for specific cases, using case studies and participant examples; and
Design play therapy interventions for client caregivers and school staff to enhance consultation and advocacy practices.
Using play therapy principles, you will explore the use of a directive approach in play therapy. You will develop skills to select and use therapeutic play therapy activities as well as traditional and therapeutic games. You will use games and activities to help children reflect their inner world, enhance healthy development, and strengthen coping skills. In addition, you will learn to engage children in various creative, sensory and stimulating activities that decrease stress, increase emotional regulation, and improve self-esteem. You will learn to choose activities and games that address a specific therapeutic need.
Prerequisite: Principles of Play Therapy or Principles of School-Based Play Therapy; exceptions may be made if you have had previous workshops or classes that cover the principles of play therapy
Objectives
This workshop is designed to help you:
Describe and apply Cognitive Behavioral Theory in a play therapy setting, which the Association for Play Therapy recognizes as historically significant to the field of play therapy;
Articulate the rationale for using a directive approach in play therapy while incorporating play therapy principles;
Apply Landreth’s limit setting Acknowledge, Communicate, Target (ACT) technique and demonstrate the ability to apply limit setting in the playroom;
Analyze when to choose a particular directive play-based play therapy activity in accord with a client's developmental stage, clinical issue, and specific therapy goals;
Discuss developmental stages and limitations that may apply in choosing a play therapy activity;
Demonstrate which play therapy games and activities might be most useful to target a specific issue; and
Prepare to stock and organize the playroom with recommended games and materials for play therapy activities.
Play Therapy in Therapeutic Groups is designed to explain and apply Adlerian theory in a play therapy setting, which the Association for Play Therapy recognizes as historically significant to the field of play therapy; and to help you articulate how therapeutic groups help client self-image and personal identity become stronger and improve client resilience. You will learn to use a belonging-centered approach to engage children and adolescents in therapeutic groups and will discuss how group play therapy techniques can strengthen relationships, resolve conflict, teach social and communication skills, and shift the group dynamic. You will explore your personal facilitation style(s) as a group therapist. You will also learn how to collect formal and informal data to demonstrate group outcomes and impact to caregivers and other stakeholders.
Prerequisite: Principles of Play Therapy or Principles of School-Based Play Therapy; exceptions may be made if you have had previous workshops or classes that cover the principles of play therapy
Objectives
This workshop is designed to help you:
Apply principles of experiential learning to therapeutic individual and group processes;
Design individualized and shared therapeutic objectives for group treatment planning;
Review and select appropriate structures and policies for therapeutic groups based on ages, genders, mandated status, and/or other contextual considerations;
Select and use specific activities and games for working with groups across populations and settings;
Highlight intra-group demographic differences and/or other power dynamics for group processing with a focus on safety for marginalized populations; and
Define your personal facilitation style(s) as a group leader; explain to caregivers on the benefits of therapeutic groups as well as potential liabilities to group enrollment for their child.
Prerequisite: Principles of Play Therapy or Principles of School-Based Play Therapy; exceptions may be made if you have had previous workshops or classes that cover the principles of play therapy
Explore the rationale for, philosophy, history, and Gestalt theory supporting the use of expressive arts in play therapy. You will learn the basic skills needed to enter the world of expressive arts, which includes drama, music, art, storytelling, poetry, and movement. You will leave the workshop with the confidence to begin working with clients using expressive arts-based interventions. In addition, you will be able to use expressive modalities with a variety of populations and ages both in the playroom and in other settings.
Prerequisite: Principles of Play Therapy or Principles of School-Based Play Therapy; exceptions may be made if you have had previous workshops or classes that cover the principles of play therapy
Objectives
This workshop is designed to help you:
Explain and apply Gestalt theory, an Association for Play Therapy historically significant theory to the field of play therapy, in a play therapy setting;
Demonstrate how various expressive modalities (art, music, drama, poetry) are used in play therapy;
Describe and demonstrate how to create a safe and protected space in which clients can freely communicate using expressive arts and play therapy;
Compile materials and items useful for clients at various developmental stages for in-depth expression;
Demonstrate the ability to work with clients through multimodal expressive arts to engage the senses in ways that offer experiences to strengthen the self; and
Discuss archetypes, symbols, and metaphor and demonstrate how to recognize these in expressive and play therapy work.
In this workshop you will explore the history of sand tray work and compare different aspects of the early development of sand tray leading to both sand tray and sand play approaches. We will examine the theories of Jungian psychology and Humanistic psychology that contributed to the formation of sand tray use in child therapy today. You will also learn about narrative work and the important role it plays in sand tray work, particularly with play therapy. You will explore how to use the sand tray in the playroom in different modalities including: sensory work, directive work, non-directive work and as a medium for creating narratives with children. Through case presentations, you will identify the different stages of sand tray work and how to utilize the tray in the playroom. You will learn how to build the collection of miniatures needed for this work and the reasoning behind their selections as well as practice interventions for using the tray in play sessions with children and adolescents.
Prerequisite: Principles of Play Therapy or Principles of School-Based Play Therapy; exceptions may be made if you have had previous workshops or classes that cover the principles of play therapy
Objectives
This workshop is designed to help you:
Describe the characteristics of sand tray therapists and the role of the sand tray in therapeutic play with children and adolescents;
Discuss the history and foundations of sand tray work and identify the theoretical approaches sand tray work was built on;
Identify and select the miniatures needed to conduct sand tray work with children, identify the categories used and the practical steps to setting up your sand tray within the playroom;
Discuss the differences between sensory work, directive work, non-directive work and narrative work with a sand tray;
Communicate with parents, the purpose and importance of play therapy and the use of sand tray within play therapy treatment;
Identify and explain the different phases of sand tray work and how to recognize them within the playroom setting;
Develop a narrative approach using the “Hero’s Journey” to explain the connection between themes within the sand tray and universal symbols found in Jungian psychology;
Practice the basics of creating trays and “reading” trays through identifying symbolic meanings and commonly found themes in children’s sand trays.
In this workshop, you will learn how trauma impacts children and how play therapy allows children to use the language of play to resolve these issues and return to the necessary tasks needed for healthy development. The historically significant approaches to trauma research and treatment are essential to understanding and practicing in the field of play therapy. Treatment protocols have been developed based on the theoretical approaches that include Trauma Focused-Integrated Play Therapy, Trauma-Focused Cognitive Behavioral Therapy and Expressive Therapy for addressing trauma in children and adolescents. You will learn how to develop a safe and protected space in the playroom through play therapy techniques that include directive, non-directive, expressive and sand tray work. The importance of offering both verbal and non-verbal approaches to working with trauma in children will be explained. You will be able to identify the recognized phases of trauma treatment and implement interventions for different age groups and developmental levels for each of the three phases. Ways to work with parents and guardians in conjunction with play therapy treatment will also be presented, including different family systems and cultural considerations.
Prerequisite: Principles of Play Therapy or Principles of School-Based Play Therapy; exceptions may be made if you have had previous workshops or classes that cover the principles of play therapy
Objectives
This workshop is designed to help you:
Discuss the theoretical approaches that comprise the history of trauma-informed treatment in children;
Develop and maintain a trauma-informed safe and protected playroom for treatment purposes;
Compare the three major protocols being used for treating children with traumatic histories;
Describe the three phases of treatment utilized for the treatment of trauma with children and adolescents;
Explain the different treatment needs of children according to their developmental level;
Practice play-based interventions utilizing directive, non-directive, expressive and sand tray work;
Recognize family and cultural issues in treating trauma;
Discuss parent/guardian sessions and support of parents/guardians during the treatment of children and adolescents.
Workshop Facilitators
Our workshop facilitators are experienced and passionate about play therapy. Please see each individual workshop for specific information about your instructor.
Our Zoom sessions offer live, synchronous instruction that occurs in real time, where the presenter and attendees are visible to one another and communicate with each other virtually from their separate locations.
Our in person sessions will be held at Childsavers in Richmond, Virginia, and offer an opportunity to interact with the instructor and other participants. There will be a one-hour break per day. Please bring your own lunch for the sessions.
Attendance and Participation
You are required to have your camera on during live webinar sessions to allow for verified engagement. VCU expects that students limit outside distractions, remain in one location for the duration of the session (no driving/errands), and actively participate in group discussions and activities. Participants must attend the full workshop to receive APT continuing education hours from VCU.
Participants must attend the full workshop to receive APT continuing education hours from VCU and to earn the certificate of completion and the digital badge. Any individuals who test positive for COVID 19 or presumed positive, i.e. have an identifiable COVID-19 contact and are symptomatic, are not permitted to attend the in-person training and should reach out to ssschuetz@vcu.edu to discuss a transfer to another play therapy offering. Individuals, who have been exposed to a COVID-positive individual, are able to attend the in-person trainings after they have quarantined for five days and have been fever free for 24 hours.
Creative Materials
For live webinars, our instructor will send you a list of specific creative materials to have on-hand during the workshop. All VCU play therapy workshops require basic art materials including paper, markers, colored pencils, poster board, scissors, decorative items, and glue.
For in person workshops, ChildSavers staff will provide creative materials for experiential work during the workshops. See workshop registration page notes for additional details specific to each workshop.
Required Assessments
VCU conducts a two-part assessment in each workshop. To earn educational hours toward an Association for Play Therapy (APT) credential, you must pass both assessments. These include a scored rubric that demonstrates your mastery of workshop objectives via small and large group activities and discussion, and a multiple choice test. Only participants who pass the activity rubric will be eligible to take the test.
Digital Badging
You will earn a digital badge for each eligible workshop that you successfully complete. Learn more about digital badging.
Who Should Attend
VCU play therapy workshops are for individuals who are employed and/or pursuing education in the behavioral health or school social work field. This would include licensed clinicians, school social workers, students working toward a master’s degree in social work, counseling, school social work or counseling, or psychology. We welcome resident clinicians who have graduated with a master’s degree and are in supervision toward licensure.
If you have questions about whether the workshops would be beneficial to you, please contact VCU Continuing and Professional Education at ocpe@vcu.edu or (804) 828-1322.
Prerequisites
We recommend that therapists and school counselors take the Principles of Play Therapy or Principles of School-Based Play Therapy workshop through VCU first, as the foundation for all the other play therapy training. After completing a foundational workshop, you are welcome to take the other play therapy workshops in any order. Exceptions may be made if you have had previous workshops or classes that cover the principles of play therapy.
Synchronous live webinar sessions are held in real-time, online via the Zoom platform. VCU Continuing and Professional Education will provide you with a link where you can connect through your PC, Mac, Linux, iOS, or Android device.
In person workshops are held at Childsavers, located at 200 North 22nd Street, Richmond, Virginia 23223.
Groups
Additional scheduling and custom training options are available for groups. Please contact Shelly Schuetz at ssschuetz@vcu.edu or (804) 828-1322 for more information.
Cancellation and Refund Policies
You may cancel your registration up until the cancellation deadline listed on the registration page and receive a full refund minus a $35 credit card processing fee. After that date, no refunds will be given. Cancellations must be received via email at ocpe@vcu.edu.
In the unlikely event that this workshop is cancelled or postponed due to insufficient enrollments or unforeseen circumstances, the university will fully refund registration fees, but cannot be held responsible for any other expenses, including change or cancellation charges to include but not limited to airlines, hotels, travel agencies, or other organizations. Should the training need to move to a teleconference platform, participants will be notified 48 hours prior to the training start date to adjust any travel plans.
Transfer Policy
Workshop registrations may be transferred to a different workshop or person if requested in writing via email at ocpe@vcu.edu by the cancellation deadline listed on the registration page. The participant must meet all prerequisites or qualifications required by the program. Participants who are unable to attend their registered session due to a positive COVID-19 test or exposure, may transfer their registration to another Play Therapy session at no cost.
Questions?
For registration questions, please contact ocpe@vcu.edu. For questions regarding the workshop content or eligibility, please contact Shelly Schuetz, program manager and school liaison at (804) 828-1322.
*Live webinars held after July 1, 2022 AND offered under special conditions are eligible for contact hours, as specified by The Association for Play Therapy (APT).