COUN 5373:

Intermediate Methods in Play Therapy

Fall 2006

Instructor: Dr. Linda Homeyer, LPC, NCC, RPT-S                                                                          

Phone: 512-245-3757                                                                             Meets: M 6:30 – 9:15 pm

E-mail: LHomeyer@txstate.edu                                           Office: ED 4044     

Office Hours: M 3-5, T 1-4, W 1-3

Appointments recommended

Course Description:

This course provides the philosophical basis for play therapy, including a review of play therapy's history, various theoretical applications, including a review of play therapy’s history, various theoretical applications, play therapy techniques, therapeutic stages, ethical issues, and application to a variety of populations and diagnostic categories. As an intermediate methods class, students must demonstrate a minimum skill level. Graded on a credit (CR), no credit (F) basis.

Prerequisites : COUN 5369.

Course Objectives:

The student will demonstrate:

1       an understanding of the philosophical basis of play therapy (CACREP SC: C.2.a)

2       an understanding of the history of play therapy and the various theoretical approaches (CACREP SC: C.2.a.; IIK: 5c)

3       the basic communication skills utilized in play therapy (tracking, facilitative responses, etc.) (CACREP IIK: 5b)

4       knowledge regarding the rationale and selection of toys and materials needed for play therapy and how to modify the toys and materials in various settings

5       knowledge of effective consultation and advocacy strategies with the significant others of the child client, including teachers, courts, agencies (Child Protective Services); and parents, including consults, interventions, training (CACREP SC: A6, A8, B2, C.3.c; IIK: 1b, 1f)

6       the ability to conceptualize the child client in a consistent theoretical model and express this both verbally and in writing (CACREP IIK: 5c)

7       an basic understanding of the ethics of working with children (CACREP SC: A6; IIK: 3e; 5g)

8       an understanding of the impact of culture on the play therapy process (CACREP IIK: 2c)

9       an understanding of group play therapy, sibling play therapy, and an overview of filial therapy, family play therapy, and application to other populations (CACREP IIK: 6e)

10     an understanding of the dynamics of the client-counselor relationship (CACREP IIK: 5a)

11     an understanding of awareness of self as the sole vehicle for providing mental health assistance to others (CACREP IIK: 5b)

12     the ability to perform appropriate tasks in the various stages of therapy (CACREP IIK: 5b)

13     the ability to develop a treatment plan and make a DSM diagnosis (CACREP IIK: 3c)

14     the ability to use the staffing experience to develop personal, professional, peer and client growth (CACREP IIK: 1b)

15     Demonstrate and understanding of research to determine effective play therapy interventions to use with children and families. (CACREP IIK: 8e)

16. Demonstrate an ability to utilize electronic media to find standards of practice, research and professional resources

        helpful to the counseling profession. (CACREP IIK: 1c)

Student Liability insurance MUST BE received before you may see a client in this course.

Please provide a copy of the face page of your insurance policy,

noting your name, company name, and coverage period.

Methods of Instruction:

Methods of instruction include (not exclusively) lecture with PowerPoint, in-class projects, group work (large and small), student presentation, audio-visual aids including videos, live and videotapes supervision, and outside reading. It is expected that students be prepared for each class by reading required assignments prior to class; students will use knowledge from reading for in-class discussions (including questions) and assignments.

Required Texts:

Landreth, G. (2002). Play therapy: The art of the relationship (2 nd ed.). Muncie, IN: Accelerated Development Press. (You may use the first edition, 1991 text as well.)

Optional Texts :

McGuire, D., & McGuire, D (2000). Linking parents to play therapy : A practical guide with

        applications, interventions, and case studies. Muncie, IN: Accelerated Development Press.

Course Requirements:

1       Out-of-Class Preparation and In-Class Participation

      a. it will be expected that readings will be completed prior to coming to class

        b. enough understanding must occur to allow for active participation in the class discussion

2.      Clinical Experience :

        a. Role-play experience with non-clinical child

• Video tape two, 30 minute sessions & transcribe

        b. Micro-Practicum

• work in triad group; video-tape sessions
• after session review video and complete
• Play Therapy Skill Checklist (Self-Assessment Form)
• Play Therapy Session Summary
• during in-class supervision,  
• be prepared to present your session via videotape
• (pre-cued at a spot you want to share)

3.      Class Presentation

        each student will select a theory of play therapy and present a 10-15 minute review in class

        (a sign-up sheet will be passed around)

4.     Final Project (in triads)

        Turn in complete client file:

        a. all appropriate client forms

        b. all Session Notes(re-written with any changes/corrections)

        c. Client Summary Report

        d. Treatment Plan

        e. any artwork, etc.

Grading:

1. Out-of-Class Prep. & In-Class Participation:

                                                                 10 points

2. Clinical Experience:          120 points

             3. Class Presentation:             30 points

4. Final Project (client file): 60 points

                                                Total: 220 points

This is a credit (CR) no-credit (F) class

Special Notes:

This is an intermediate techniques/methods course.   As such, each student will have a Professional Counseling Performance Evaluation completed.   A student cannot have below "meets criteria" on any item scored and pass this course.

As an intermediate methods/techniques course, there is a minimum skill level which must be attained and maintained in order to meet this criteria. Many students benefit from a second semester of an intermediate methods course.   This should not be seen as unusual or atypical.

Tentative Course Schedule:

Texas State University seeks to provide reasonable accommodations for all qualified individuals with disabilities. This University will adhere to all applicable federal, state, and local laws, regulations, guidelines with respect to providing reasonable accommodations as required to afford equal opportunity. It is the student's responsibility to register with Disability Support Services and to contact the faculty member in a timely manner to arrange for appropriate accommodations.