Bridging the Gap Between the Play Therapy Room and Classroom

Description:

Regardless of the setting, clinicians of young children are often frustrated and puzzled by
behaviors that are exhibited in schools but not shown in the play therapy room. Sometimes, behaviors are viewed as malicious and purposeful with little acknowledgment of the relationship between the child's trauma history and present problematic behaviors. Research reports that these
behaviors can be disruptive to the learning environment and can lead to estranged peer
interactions. Unfortunately, disruptive behaviors even in preschool can lead to unnecessary
disciplinary actions including expulsion. Traditionally, schools and school-based clinicians have
approached classroom management from either behavioral or relational play therapy approaches.
However, in many cases, neither approach adequately addresses the child's needs. The solution is
to integrate relationship-based play therapy with behavior principles. Therefore, attachment,
behavior and culture theories are utilized. This full-day workshop will illustrate connections
between early childhood trauma exposure and behavioral dysregulation in young children.
Participants will learn procedures for trauma-informed consultation with principles of play
therapy and behaviorism. In this workshop, participants will actively engage in discussions, role-plays, and scenario-based learning.

Learning Objectives: 

Participants completing this workshop will be able to:

1. List at least three procedures of play therapy consultation with principles of behaviorism.
2. Identify at least five core methods of culturally responsive play therapy consultation.
3. Identify the function of presented trauma behaviors to be used for play therapy consultation assessment.
4. Discuss possible connections between early childhood trauma exposure and behavioral dysregulation in young children for play therapy consultation assessment.
5. Identify three cultural biases that can impact work as play therapy consultants. 
6. Integrate cultural responsiveness into play therapy consultation practices.

Cancellation Policy: 

For 100% refund (minus a $5 administrative fee), written cancellation must be received at least 14 days prior to the training. Otherwise, a credit for equal or lesser value will be given for a future training (to be used within one year of the initial training).  If you do not notify a board member prior to the training of your intent to cancel, you will not receive a refund or credit. 

Cost: (6 CEs and light refreshments during registration included in cost)

Before April 20, 2019 - $50 for Students, $75 for APT Members* and $100 for Non-APT Members

After April 20, 2019 - $75 for Students, $100 for APT members* and $125 for Non-APT members

*For more information on how to become an APT member, click here.

Continuing Education:

This program is Approved by the National Association of Social Workers (Approval # 886773312-2165) for 6 continuing education contact hours.

MD/DC Association for Play Therapy is an APT Approved Provider 17-522 and maintains responsibility for the program. 

 

Presenters:

Dr. LaTrice L. Dowtin, Ph.D., LCPC, NCSP, RPT, is a native of the DC/Maryland area who believes in the ongoing pursuit of cultural humility. She is a specialist-level nationally certified school psychologist who specializes in infant mental health for culturally, racially, and linguistically diverse families. She is proficient in both English and American Sign Language and is currently part-time adjunct faculty at Gallaudet University in the Infant, Toddler and Families graduate program. Given her background, Dr. Dowtin is passionate about serving underserved minority populations, disrupting the generational transmission of trauma, and facilitating healthy socialemotional development from conception through age five years. She is the owner and director of PlayfulLeigh Psyched, which focuses on educating parents and professionals on infant and early childhood development from a culturally-informed and trauma-based framework.

Ms. Mawule A. Sevon, M.A., NCSP, BCBA has earned recognition for her unique contributions to the field of education and mental health. Having earned a specialist's degree in School Psychology and national board certification as a Behavior Analyst, she uses her behavioral approach to impact the racial disparity in the educational system. Her primary focus is inequity within disciplinary practices for preschool and elementary aged children. With the specialization of diversity and cultural competency, Mawule has completed research, lead workshops, and facilitated discussions throughout the United States and abroad. Her philosophy centers around capacity building and empowering parents, educators, and communities by providing them the necessary information to make informed decisions. Mawule now serves as the lead clinician and owner of The Key Consulting Firm, which aims to provide mental health and educational consultation deeply rooted in culture.

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