The Worry Wars:
Equipping our Child Clients to Effectively Fight their Fears
July 23-27, 2012 Monday-Friday, 9:00-12:15, 15 CE hours
Presenter: Paris Goodyear-Brown, LCSW, RPT-S
Anxiety disorders are the most common mental illness in the United States and include PTSD, OCD, Separation Anxiety, Selective Mutism, Specific Phobias and Generalized Anxiety Disorder. There is consensus in the literature that cognitive-behavioral approaches, relaxation training, family therapy and parent training all result in a decrease of symptoms for children who suffer from anxiety disorders. This workshop will translate these treatment approaches into developmentally sensitive play therapy techniques. Participants will leave this workshop with solid theoretical underpinnings for treating children with anxiety as well as dozens of replicable play-based interventions. Participants will learn techniques to help children articulate their worries, interventions that aid in relaxation and stress management, and strategies for including parents as partners in the process. Clinicians will learn play-based interventions that help craft "boss back" talk and counter cognitive distortions. Playful tools for designing and tracking gradual exposures will also be covered. Specific play therapy techniques will be augmented by detailed case examples, video clips, slides of children’s completed therapeutic creations and experiential learning.
Learning Outcomes After the session, participants will be able to:
1. Describe the role that avoidance plays in anxiety disorders.
2. Describe one play-based metaphor for trauma induced anxiety.
3. Articulate one play-based metaphor for perfectionism and OCD.
4. Explain one play-based metaphor for separation anxiety.
5. List five playful interventions that help clients articulate their worries/fears.
6. Articulate three play therapy stress inoculation techniques.
7. Describe the role that parents play in helping children with their anxiety.
8. List five co-regulation tools that parents can provide for the anxious child.
9. Explain five play based exposure/response prevention tracking devices.
10. List 5 play therapy interventions that help clients identify & restructure anxiety-based cognitive distortions.
Presenter: Paris Goodyear-Brown, LCSW, RPT-S is a Licensed Clinical Social Worker and a Registered Play Therapist-Supervisor with specialized training in work with children, adolescents and their families. She received her undergraduate degree from Duke University and received her MSSW from the University of Tennessee. She pioneered the first play therapy program for the Therapeutic Preschool at Dede Wallace Center before joining Vanderbilt University Medical Center’s Child and Adolescent Pyschiatric Outpatient Clinic where she worked in both the outpatient setting and the school based program. She currently sees children of all ages in private practice, serves as adjunct faculty/guest lecturer for a variety of graduate programs in middle Tennessee and speaks in a host of conference settings. Paris has an international reputation as a dynamic speaker and writer, weaving theory and intervention together in a way that is both clinically sound and developmentally sensitive. She is the author of many books and articles including Play Therapy with Traumatized Children: A Prescriptive Approach, The Handbook of Child Sexual Abuse: Identification, Assessment, and Treatment, and The Worry Wars: An Anxiety Workbook for Kids and Their Helpful Adults.
Learning Outcomes After the session, participants will be able to:
1. Describe the role that avoidance plays in anxiety disorders.
2. Describe one play-based metaphor for trauma induced anxiety.
3. Articulate one play-based metaphor for perfectionism and OCD.
4. Explain one play-based metaphor for separation anxiety.
5. List five playful interventions that help clients articulate their worries/fears.
6. Articulate three play therapy stress inoculation techniques.
7. Describe the role that parents play in helping children with their anxiety.
8. List five co-regulation tools that parents can provide for the anxious child.
9. Explain five play based exposure/response prevention tracking devices.
10. List 5 play therapy interventions that help clients identify & restructure anxiety-based cognitive distortions.
Presenter: Paris Goodyear-Brown, LCSW, RPT-S is a Licensed Clinical Social Worker and a Registered Play Therapist-Supervisor with specialized training in work with children, adolescents and their families. She received her undergraduate degree from Duke University and received her MSSW from the University of Tennessee. She pioneered the first play therapy program for the Therapeutic Preschool at Dede Wallace Center before joining Vanderbilt University Medical Center’s Child and Adolescent Pyschiatric Outpatient Clinic where she worked in both the outpatient setting and the school based program. She currently sees children of all ages in private practice, serves as adjunct faculty/guest lecturer for a variety of graduate programs in middle Tennessee and speaks in a host of conference settings. Paris has an international reputation as a dynamic speaker and writer, weaving theory and intervention together in a way that is both clinically sound and developmentally sensitive. She is the author of many books and articles including Play Therapy with Traumatized Children: A Prescriptive Approach, The Handbook of Child Sexual Abuse: Identification, Assessment, and Treatment, and The Worry Wars: An Anxiety Workbook for Kids and Their Helpful Adults.
The Use of Therapeutic Art Integrated with
Play Therapy and Other Expressive Therapies
July 30-August 3, 2012 Monday-Friday, 9:00-12:15, 15 CE hours
Presenter: Eliana Gil, Ph.D, RPT-S. ATR
This workshop will prepare clinicians to make better use of art as a therapeutic tool in their work with children and adolescents. Information will be presented on expectable and unusual variables in children’s drawings, developmental aspects of art, user-friendly assessment tools, family art therapy, and the incorporation of therapeutic art with play therapy. The presentation is designed for clinicians who are not formally trained in art therapy and will prepare them to use art to advance therapeutic goals. Do’s and do not’s of art therapy will be demonstrated, particularly when participants have ample opportunities to do experiential work, provide feedback to each other, and participate in many clinical discussions designed to help them learn how to "read" the art that child and adolescent clients create. In addition to learning the curative powers of therapeutic art first-hand, participants will be encouraged to think clinically about how to amplify the metaphors that emerge in art, through play therapy and other expressive arts. Each day participants will engage in some type of art therapy activity and enjoy the deep and enriching value of art creation.
Learning Outcomes After the session, participants will be able to:
1. List two art therapy pioneers
2. List two of Lowenfeld’s developmental stages
3. Describe the difference between art as therapy and art as adjunctive to play therapy.
4. List two factors to consider when exploring art products
5. List two expectable features in the drawings of seven year olds
6. List two assessment tools utilized by most art therapists that can be incorporated into play therapy and other expressive therapies.
7. List two aspects of the Family Art Evaluation easily adapted for play therapy and other expressive therapies.
8. Name two interventions to avoid in using therapeutic art
9. Give examples of how play therapy can be used to amplify metaphors that appear in children’s art.
10. Give examples of how art can be used to amplify metaphors that appear in children’s play therapy.
Presenter: Eliana Gil, Ph.D., RPT-S, ATR, is in group private practice at the Gil Center for Healing and Play in Fairfax.Virginia. Dr. Gil is also Director of Starbright Training Institute for Child and Family Play Therapy. She has worked in the field of child abuse prevention and treatment for the last thirty-eight years. Dr. Gil also consults and trains locally and across the country and she is an adjunct faculty member at Virginia Tech’s Family Therapy Department. She is a Registered Play Therapy Supervisor, Registered Art Therapist, and a licensed Marriage, Family, Child Counselor. She has written numerous materials on child abuse and related topics and has a number of educational videotapes that feature her work available through Guilford Press, as well as a self-published videotape on Family Play Therapy. Her most recent books are Helping abused and traumatized children: Integrating directive and nondirective approaches and Helping Children Heal from Interpersonal Trauma: The Power of Play. Dr. Gil is well-known lecturer, educator, author, and clinician. She is
bilingual and bicultural, originally from Guayaquil, Ecuador. Eliana has three grandchildren under the age of three.
Learning Outcomes After the session, participants will be able to:
1. List two art therapy pioneers
2. List two of Lowenfeld’s developmental stages
3. Describe the difference between art as therapy and art as adjunctive to play therapy.
4. List two factors to consider when exploring art products
5. List two expectable features in the drawings of seven year olds
6. List two assessment tools utilized by most art therapists that can be incorporated into play therapy and other expressive therapies.
7. List two aspects of the Family Art Evaluation easily adapted for play therapy and other expressive therapies.
8. Name two interventions to avoid in using therapeutic art
9. Give examples of how play therapy can be used to amplify metaphors that appear in children’s art.
10. Give examples of how art can be used to amplify metaphors that appear in children’s play therapy.
Presenter: Eliana Gil, Ph.D., RPT-S, ATR, is in group private practice at the Gil Center for Healing and Play in Fairfax.Virginia. Dr. Gil is also Director of Starbright Training Institute for Child and Family Play Therapy. She has worked in the field of child abuse prevention and treatment for the last thirty-eight years. Dr. Gil also consults and trains locally and across the country and she is an adjunct faculty member at Virginia Tech’s Family Therapy Department. She is a Registered Play Therapy Supervisor, Registered Art Therapist, and a licensed Marriage, Family, Child Counselor. She has written numerous materials on child abuse and related topics and has a number of educational videotapes that feature her work available through Guilford Press, as well as a self-published videotape on Family Play Therapy. Her most recent books are Helping abused and traumatized children: Integrating directive and nondirective approaches and Helping Children Heal from Interpersonal Trauma: The Power of Play. Dr. Gil is well-known lecturer, educator, author, and clinician. She is
bilingual and bicultural, originally from Guayaquil, Ecuador. Eliana has three grandchildren under the age of three.
