Play Therapy…In A World of Change

As the world evolves, so do the challenges faced by children, families, and communities. In this thought-provoking keynote, Claudio Mochi and Isabella Cassina will explore the dynamic role of play therapy beyond the playroom—emphasizing how play therapists can equip not only children but also caregivers and professionals with the tools to navigate change.

Drawing from their process-oriented approach, “Coping with the Present While Building for the Future,” they will introduce core concepts such as Good Practice, the Safest Possible Environment (SaPE), and the Castle Metaphor, alongside play-based psychosocial intervention strategies. Through engaging discussions, real-world case studies, and interactive activities, participants will gain a practical framework for integrating play therapy into broader support systems.

This keynote sets the stage for deeper learning throughout the conference, inspiring participants to embrace their role as agents of resilience and empowerment in an ever-changing world.

Learning Objectives

1. Explain the role of the play therapist beyond the therapy room in highly challenging settings;
2. List the main steps of play-based psychosocial interventions in crisis;
3. Discuss 3 metaphors to guide the play therapist in working in vulnerable situations;
4. Describe the role of therapeutic powers of play in promoting safety and empowerment in a
   complex and dynamic world;
5. Identify 3 self-care strategies to support play therapist in difficult and complex times.

This interactive presentation focuses on the importance of understanding how play therapy techniques can be applied to provide a safe space while supporting children, youth and families who have been affected by intergenerational trauma, natural disasters, wars, refugee experiences, the national pandemic and socio-political upheaval.

Participants will be engaged in a dynamic information session that explores the impacts and effects of trauma, across a multitude of historical societies and traditional cultural systems. This presentation will examine culturally responsive and trauma informed approaches in a diverse and changing world and share stories of resiliency that shifts the balance towards healing and empowerment.

Using foundational principles of kindness and connection, this presentation will provide tools and specific play therapy technique suggestions to support working within a variation of cultures and family systems. This presentation shares how the combination of using trauma informed approaches, understanding cultural humility and implementing play therapy techniques is instrumental in strengthening relationships and empowering children, youth, families, communities and nations to create change.

*Caution: this presentation may contain content that people find triggering*

Summary

This two-hour workshop will provide participants with a foundational understanding of somatic play therapy. It will be focused on key neuroscience theories, including the Window of Tolerance, Polyvagal Theory, Interpersonal Neurobiology, and explore how these concepts enhance and support play therapy practices, as well as inform and guide work with parents.

Main Points

• nervous system regulation, dysregulation and coregulation
• how these three states inform behaviour and how they show up in play how regulation is learned
• how trauma and adverse experiences impact a child’s capacity to regulate
• the importance of the relationship and the therapist’s state of being, presence and regulation
• states of threat and safety, how to identify them in play and the child
• how to organize the brain stem, increase safety, and teach regulation
• bottom up brain development and how stress and trauma impact the brain and how play therapy can facilitate developmental progress
• functions of left and right hemispheres of the brain in play therapy
• how to facilitate a right brain dominant therapy session and relational connection
• the intersubjective field, projections, and reflections

Learning Objectives

1. Understand key concepts around nervous system regulation, dysregulation, and coregulation and how to work with a child to up or down regulate nervous system states through play.
2. Learn about the embodied experience of threat and safety, how these states can be expressed during play therapy and how to increase safety for the client.
3. Explore play therapy in a non-directive, right brain dominant style, learn how safety and regulation are the foundation for imaginative, transformative play.
4. Practice nervous system regulation and understand the importance of a child having the support of a regulated other and how to communicate this with caregivers.

This workshop will discuss the aspects of play therapy and Filial Therapy that are relevant to relational classroom management theory and effective with managing student behaviour in the classroom and, more importantly, preventing behavioral issues. The relevance of learning about relational classroom management for child and adolescent therapists is that therapists are often consulting with schools on student behaviour issues. The impact of improving a child’s experience in the classroom often enhances the child’s experience in the home, in
the community and in the internal world of the child and thus contributes to accomplishing therapeutic goals. It is an ecosystem approach to which the child’s therapist is an integral part to resolving presenting issues.

Child-centered play therapy and Filial Therapy approaches have a lot to offer school staff. Filial therapy, developed by Bernard and Louise Guerney, teaches parents specific parent-child interaction skills, based on child-centered play therapy, that enhance the attachment between parent and child. This model has been shown to be effective at reducing problematic behaviour and parenting stress. Teachers, similarly, who foster an engaging, positive teacher-student relationship report reduced stress and student misbehaviour.

It is the relationship between the teacher and student that determines whether a school strategy will succeed. The most important adult in a child’s life is his/her parent and the second most important adult is often the child’s teacher. Guerney and Flumen (1970) note that “The teacher has inherent importance to the child,
spending up to 30 hours a week with the child.” They go on to say that “due to a pre-established relationship, a teacher can be even more effective than a therapist in reaching the child’s emotional world” (Brown, 2000). Teacher-student attachment is inherent in the learning process and teachers should leverage it to accomplish learning and discipline goals. It is important to be proactive in relationship building and it is the teacher’s responsibility (Jones, 2007). Prevention is key to classroom management. Thomas Gordon (2003), author of
Teacher Effectiveness Training, notes that “If you solve the relationship problem, you solve the misbehaviour problem.” Jim Fay (2002), author of 9 Essential Skills of the Love and Logic Classroom, similarly notes that “it’s clear that most experienced teachers view the ability to develop positive relationships, trust, and rapport as being the most important, crucial skill for reaching challenging students.”

Literature and research specifically on the application of Filial Therapy to the teacher-student relationship is available. Christopher Brown, in his doctoral dissertation, studied the impact on teachers and students of providing teachers Child-Teacher Relationship Training (CTRT). CTRT, developed by Helker, Ray, Bratton, Morrison (2006), is based on Child-Parent Relationship Therapy, a 10-session Filial Therapy model (Landreth & Bratton, 2006). Helker and Ray (2009) conducted research on the efficacy of Child-Teacher Relationship Training
in the pre-school environment. Their findings show that “the more teachers demonstrated relationship-building responses, children’s externalizing problems were reduced as part of a reciprocal relationship.” (Helker & Ray, 2009). Further research on the efficacy of filial therapy in middle and high school would be beneficial.

This workshop will u3lize didac3c materials, case-presenta3ons, video demonstra3ons, and experien3al learning opportuni3es to enhance par3cipants learning.

Neurodiversity has become a buzzword, but what does it mean for play therapists to understand, honour, celebrate, and empower neurodiversity in and out of the playroom.

This workshop will explore the concepts and philosophy of being neurodiversity-affirming and neurodiversity-empowering within a play therapy framework. The term neurodiversity and neurodiversity principles will be examined. How play therapy theories can be neurodiversity-
affirming will be covered, along with creating neurodiversity-affirming playrooms and implementing neurodiversity-affirming play therapy techniques and interventions.

Learning Objectives

1. Demonstrate understanding of concepts and terminology within the neurodiversity movement and social model of disability framework
2. Describe how play, as a fundamental need for both children and adults, can be facilitated without neuronormative and ableist ideals and goals
3. Describe how to create a play therapy room and play therapy session that empowers neurodiversity
4. Explain how to help children find the play they need for emotional health and well-being in sensory significant, respectful, and appropriate ways in Play Therapy

As technology continues to shape the way children engage with the world, play therapy must adapt to remain relevant and effective. This workshop explores how digital tools, virtual playrooms, and online therapeutic resources are transforming the practice of play therapy. Participants will examine the opportunities and challenges of integrating technology into therapeutic work while maintaining the core principles of play therapy. Additionally, the workshop will explore how the increasing exposure to screens, virtual interactions, and social media is influencing children’s play, development, and emotional well-being and how your play therapy can minimize additional impacts.

Through this interactive presentation attendees will gain insights into best practices for using digital resources ethically and effectively while preserving the therapeutic essence of play.

This workshop provides a forward-thinking perspective on the future of play therapy, equipping clinicians with the knowledge and tools to navigate the evolving virtual landscape effectively.

Workshop Objectives

1. Examine the Impact of Technology on Play Therapy
   • Identify the many challenges that using virtual platforms present to play therapists, including issues such as confidentiality, connectivity issues, maintaining interest (especially in young children), dealing with challenging behaviours, etc.
2. Explore Digital Play Therapy Tools
   • Learn about specific online therapeutic resources, apps, and interactive tools that support children’s emotional expression and healing.
3. Understand the Psychological Effects of Digital Play
   • Explore how screen time, social media, and virtual interactions influence children’s social, cognitive, and emotional development and how to minimize additional negative impacts related to use of virtual sessions.
4. Maintain the Integrity of Play Therapy in Digital Spaces
   • Identify strategies to ensure that virtual play therapy remains client-centered, developmentally appropriate, and ethically sound.
5. Identify best practice for Self Care
   • Explore strategies and best practices to decrease impact of use of virtual care on the therapist.
6. Develop Practical Skills for Digital Play Therapy
   • Gain hands-on experience and guidance on integrating virtual tools, activities and strategies into therapeutic practice while addressing potential risks and limitations.

The world is becoming more diverse and complex, which has increased parents’ responsibilities in navigating their parenting routines, especially when their child is seeking Play Therapy. None of us can avoid involving parents in a child’s therapy journey, but how can we do it effectively?

Therapeutic approaches like Filial Therapy, Family Therapy, and Theraplay all include parents in the therapeutic process. However, what about traditional Play Therapy? Can we involve parents without turning it into parent-child therapy? Is there a recipe or roadmap for doing this effectively?
Yes, there is!

This two-hour workshop aims to explore and learn just that. We will focus on when and how to involve parents, including how to prepare them for the assessment and treatment journey; effective feedback and planning sessions (both initial and ongoing); the ideal timing and extent of parental involvement in their child’s Play Therapy process; and strategies for handling challenging situations with parents with special needs, such as those who are neurodiverse, carry their own trauma histories, experience marital conflicts, or exhibit anxiety or withdrawal in their child’s therapy process, or do not trust your clinical skills.

This workshop draws on the presenter’s years of clinical and supervisory experience, aiming to enrich and enhance the skills of clinicians. Attendees are encouraged to submit their case scenarios or questions prior to the workshop, which will be addressed during the training.

Learning objectives:

1. Understand the benefits of effectively working with parents in our work with their children, and the potential consequences of failing to do so.
2. Learn and practice the recipe/roadmap for working with parents, taking into account the type and timing of cases, the child’s age and needs, and the family situation, with special attention to attachment styles.
3. Explore common challenges of working with parents and discover effective strategies for addressing them.

CAPT CEU hours: 2 hours for each workshop attended.