Colorado Association
for Play Therapy

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2013 CAPT Spring Conference

  • 05 Apr 2013
  • 06 Apr 2013
  • Courtyard by Marriott Denver Cherry Creek; 1475 S. Colorado Blvd., Denver, CO 80222


  • per registrant

Registration is closed

the handout for that session.

Click here to view and/or print the 2013 Spring Conference Brochure


Friday, April 5, 2013

8:00–8:30 am – Registration and continental breakfast.
8:30 am – Welcome – Linda Klein
8:45–11:45 am – Keynote Address: The Neuroscience of Play Therapy: How Trauma Influences the Way We Play with Children.
Noon–1 pm – Lunch on your own Map of Nearby Restaurants
1:00 pm-4:15 pm – (continued) The Neuroscience of Play Therapy: How Trauma Influences the Way We Play with Children.

Saturday, April 6, 2013

8:00-8:30 am – Registration and continental breakfast.
8:30–11:45 am – Conference Sectionals (details listed below)
Noon–1:00 pm – Lunch on your own for non-members (Map of Nearby Restaurants);  Members Luncheon at the Marriott
1:00–4:15 pm – Conference Sectionals (details listed below)


The Neuroscience of Play Therapy: How Trauma Influences the Way We Play with Children

Presenter:  Richard Gaskill, EdD, RPT-S

Neuroscience is revealing insights about child brain development and how trauma impacts brain development at an unprecedented pace.  This new information creates enormous opportunities for play therapists to design play activities  that are more focused and helpful than ever before.  In play therapy we can use the discoveries of social neuroscientists about the intricacies of how we process information, store memory, and respond to threat. This presentation will offer options to design, modify and adapt play therapy strategies  to match the impact of trauma  in the  child’s developing brain.  

Learning Objectives:
1. Understand the basic neural processing systems affected by social and emotional trauma
2. Learn to organize play therapy interventions by the systems they most impact
3. Design play therapy interventions that are most likely to impact the affected brain systems.



***CLOSED*** S-1 The Many Faces of Autism Call for the Many Faces of Play Therapy (Handouts Available in Session)

By Linda Thede, PsyD, Wendy Mullins, PhD, BriAnn Medina, B.A., and Alyssa Connella, B.A.

Individuals and families with autism suffer from many comorbid conditions which are not suited for treatment using only Applied Behavior Analysis (ABA). Among these comorbid problem areas are emotional trauma from abuse and bullying, inability to engage in cooperative play with peers, inappropriate social behaviors and attachment problems. This workshop will offer creative application of various forms of play therapy to help alleviate these difficulties. (Intermediate)

Length: 6 hours

Learning Objectives

1. Develop an understanding of the broader autism spectrum and types of problems experienced by these individuals and their family members.

2. Recognize that children on the autism spectrum may be more effective at nonverbal communication through play than verbal communication regarding emotional traumas experienced and that verbal communication, as well as interpersonal skills, sometimes improves following resolution of emotional problems through play.

3. Develop social skills programs using a small-step approach – individual play >cooperative play with an adult >cooperative play with a peer >getting along in a group

4. Learn how to apply DIR Floortime techniques, and learn about recent empirical studies supporting its use with autistic children.

5. Learn how to apply attachment techniques to improving parent-child relationships in autistic families.

6. Learn how to creatively incorporate play therapy techniques in working with older children and adults.


(Pre-requisite: Completion of EMDR Level 1 Training)

By Renee Yoelin-Allen, LCSW, RPT-S

This workshop will explore information about how and why incorporating the modalities of EMDR and Play Therapy can result in rapid and sustaining results. Linking together these two highly effective modalities offers healing for children affected by trauma, anxiety, phobias, performance anxiety and enhancement and overall increase in self-esteem. This workshop will address developmentally appropriate adaptations to the 8 stage protocol used with EMDR for clients ages 2years old and up. Time will be spent expanding on the family’s role in this process to promote and support healing. (Advanced – Participants must have minimum of Level 1 EMDR training)

Learning Objectives:

1. Explore the neurological impact of trauma and it's potential for healing using EMDR and Play Therapy.

2. Identify developmentally appropriate adaptations of the EMDR protocol to best serve children using Play Therapy.

3. Understand the role of care givers in the healing process with EMDR, incorporating family play therapy models.

By Joseph Wehrman, Ph.D., Beth Brooks, Ashley Meek, BriAnn Medina, and Dina Mark

Come and learn the importance of integrating play into group work training and practice. Counselors will experience pedagogical techniques to translate group process into children's and adolescents’ language including adaptations of classical children’s games, stories, metaphors, and art. Counselors will leave the session with practical techniques to utilize in working with children and adolescents in group settings. (Beginner)

Learning Objectives

1. Utilize play based interventions in working with children and adolescents in group settings.

2. Provide innovative activities aimed at expanding social respect through experiential learning.

3. Utilize culturally responsive techniques tailored toward children’s and adolescents’ natural language of play and metaphor.

4. Tailor interventions to the developmental age and understanding of the client demographic focusing on the enhancement of meaningful relationships within a group context.

S-4 Concepts of Borderline Parenting & the Impact on Children in EPT (Handouts Available in Session)

By Byron Norton, LP, RPT-S, CPT-P

This workshop will focus on the effects of Borderline personality dynamics on the development of the child. Characteristics of this parenting style will be discussed and considerations for the play therapist interacting with these parents will be examined. This style of parenting has intense consequences for young children who have to adjust to distorted variables in relationships that disrupt an appropriate sense of identity. (Intermediate-Advanced)

Learning Objectives:

To understand the dynamics of the Borderline relationship as it affects the child’s world view.

To explain the interactive struggle expressed by a child of a Borderline parent in a search for identity.

Review the professional and interactive dynamics in coordinating with this parent when working with their child in play therapy.


By Lisa Dion, LPC, RPT-S

It is true that death is a part of the play therapy process, but what does that mean and how to make it therapeutic is the real skill. Learn about the art of dying as we role play with swords, guns, bop bags, and most of all laugh as we learn how to artfully fall on the floor. (Beginner)

Learning Objectives:

1. Understand how to facilitate aggressive play in the play therapy process without increasing or promoting aggression

2. Learn 4 techniques to enhance your sword fighting and bog bag play in our play therapy sessions

3. Learn how to keep yourself regulated in the midst of intense play and death in the play room

By Jane L. Johnson, LCSW, RPT-S

This workshop demonstrates how directive techniques and modalities can be used for a treatment plan that meets specific objectives or combined with child-directed modalities for an integrative play therapy approach. Techniques appropriate for each developmental stage will be reviewed. Participants will try out various techniques through experiential activities and role-play. (Beginner-Intermediate)

Learning Objectives:

1. Participants will be familiar with when and why structured play therapy is an effective intervention.

2. Participants will be familiar with 4 types of structured play therapy.

3. Participants will learn how to combine directive techniques to develop a treatment plan.

4. Participants will learn how structured play therapy modalities fit into an integrative context for play therapy

S-7 Advanced Discussion Group for Play Therapy Supervisors (Handouts Available in Session)

By Teresa Christensen, PhD, RPT-S

This presentation is for advanced level play therapists who provide clinical supervision. The session will be structured as a peer group supervision experience whereby specific cases will be discussed in terms of clinical issues and legal/ethical practice in play therapy supervision. Willing participants will have an opportunity to present supervision cases or scenarios for solicitation of feedback and group discussion. (Advanced, CE hours will count for RPT supervision requirements NOT play therapy)

Learning Objectives:

1. Participants will learn more about the supervisory process and how to utilize it to enhance the practice of play therapy supervision, especially in crisis management situations;

2. Participants will present supervision cases and engage in a group process whereby: case conceptualization, the process of play therapy supervision, and theoretical underpinnings are the focus;

3. Participants will gain peer feedback and practical suggestions from fellow supervisors regarding a specific client and issue;

4. Participants will learn about or review essential risk management, legal and ethical issues that are specific to the practice of play therapy supervision.

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