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APT E-LEARNING CENTER

Play Therapy Continuing Education Test for:

INTERNATIONAL JOURNAL OF PLAY THERAPY

VOLUME 23, NUMBER 4, October 2014

General Information

Citation: (2013: Washington, DC: American Psychological Association)

Format: Journal, ISBN 1555-6824

# Credit Hours: 1 (APA, NBCC, APT approved)

% Pass: 80%

Test Fee: $10

Instructions:

1.  BEFORE printing, FIRST type your Identification and Test responses in the spaces provided below.

2.  Click on only one response for each question. If you click on more than one response or fail to respond to any question, the question will be scored as incorrect.

3.  Finally print and mail this completed test form with processing fee payment for scoring to (or, if you have questions, contact): Carol Guerrero, E-Learning Center, Association for Play Therapy, 3198 Willow Avenue, Suite 110, Clovis, CA 93612 USA, (559) 294-2128 ext 1, .

Learning Objectives:

Based on the content of the workshop, I am able to:

1. Identify at least two benefits of running Group Theraplay® sessions in special schools for children with developmental disabilities.

2.  Identify the therapeutic values of utilizing puppets in play therapy.

3.  Conceptualize appropriate therapeutic interventions for preadolescents in terms of development, and illustrate developmental cues that may be observed by preadolescents.

4.  Explain Child-Senior Relationship Training (CSRT) and its impact on four kindergarten-aged children, and outline a timeline for practical application of the CSRT model in school settings.

Identification:

Name: Degree: Credential(s):

Email:

Address:

City: State: ZIP: Nation:

Telephone: () Fax: ()

Fee Payment (USD only): If check, make payable to “APT”. If credit card VISA MasterCard

Account #: Expiration Dt: Promo Code:

Amount: $ AVS Code: Authorization Signature:

Attestation: I attest that I alone completed this test in accordance with the ethics of my profession.

Signature: Date:

SCORE______# correct responses (this item is completed only by APT)

CE QUESTIONS

EFFECTIVENESS OF GROUP THERAPLAY® ON ENHANCING SOCIAL SKILLS AMONG CHILDREN WITH DEVELOPMENTAL DISABILITIES (pp 187-203)

1.  One major purpose of this current study was to:

a. Test the effectiveness of a school-based Group Theraplay® program in increasing the social skills of children with developmental disabilities when compared to a control group.

b. Test the effectiveness of a school-based Group Theraplay® program in increasing the social skills of children with developmental disabilities when compared to a filial play group.

c. Explore the impact of Group Theraplay® on enhancing adolescents’ peer interaction.

d. Evaluate the effectiveness of a school-based play therapy program in enhancing the social skills of children who have autism.

2.  Which major theory is Theraplay® derived from?

a. Behavior

b. Attachment

c. Psychoanalytic

d. Neuropsychological

3.  Below is/are the characteristic(s) of Group Theraplay®.

a. Guided by simple set of rules based on Theraplay® principles.

b. Aim at increasing the sense of connection and belonging among group members

c. Activities in each session are designed to address varying degrees or combinations of structuring, engaging, nurturing and challenging actions of individual children

d. All of the above.

4.  One thing that this study can improve is to:

a. Use of better designed control group (such as attention placebo) for more meaningful comparison.

b. Reduce the number of participants in the program.

c. Include a variety of special needs children in the program.

d. Incorporate more child-centered activities.

5.  The outcome of this study indicated that:

a. Programs such as Adlerian play therapy group can be effective for increasing social skills among children with special needs.

b. Programs such as Group Theraplay® can serve as an option for regular schools in enhancing social and cognitive development of primary school children.

c. Programs such as Group Play Therapy can be effective for enhancing parenting skills.

d. Programs such as Group Theraplay® can serve as an additional option for special schools in enhancing the social and emotional development of students with developmental disabilities.

PUPPETS IN THE PLAYROOM: UTILIZING PUPPETS AND CHILD-CENTEED FACILITATIVE SKILLS AS A METAPHOR FOR HEALING (pp 204-216)

1.  This article promotes the use of which counseling theory in play therapy:

a. Adlerian

b. Child-Centered

c. Solution-Focused

d. Cognitive Behavioral

2.  All of the following are uses for puppets in hospital settings except:

a. Help children cope with illnesses

b. Model certain procedures

c. Reduce attitudes of mental illness

d. Encourage children to verbalize feelings

3.  Which of the following is not part of the "three Fs" for choosing puppet types?

a. Foolish

b. Friendly

c. Funny

d. Frightening

4.  Reflecting feelings is the process of responding to a child's feelings in the playroom. Which of the following is an example of the reflecting feelings facilitative skill?

a. "You can decide what that is."

b. "You're brushing its hair."

c. "You're letting me know you want me to be the alligator puppet."

d. "That one is happy that the dragon ran away."

5.  When should a play therapist respond directly to the puppet?

a. When the child is talking to the therapist.

b. When the therapist is watching the child play with puppets.

c. When the child has the puppet talk to him/herself.

d. When the child has the puppet talk to the therapist.

COUNSELING PREADOLESCENTS: UTILIZING DEVELOPMENTAL CUES TO GUIDE THERAPEUTIC APPROACHES (pp 217-230)

1.  Preadolescent development may described as concretely in terms of chronological age.

a. True

b. False

2. Talk therapy can be an appropriate intervention for preadolescents.

a. True

b. False

3. Talk therapy, expressive arts therapy, and play therapy can equally be efficacious interventions for preadolescents.

a. True

b. False

4. Several developmental cues may be used when determining if an intervention is appropriate for a preadolescent.

a. True

b. False

5. Preadolescent development should always be a factor when determining an appropriate therapeutic intervention.

a. True

b. False

CHILD-SENIOR RELATIONSHIP TRAINING: ADAPTATION OF CPRT FOR KINDERGARTEN STUDENTS (pp 231-246)

1.  According to the National Institute of Mental Health, ______children meet the criteria for a mental health disorder.

a. 1 out of 3

b. 1 out of 20

c. 1 out of 5

d. 1 out of 25

2.  According to ASCA, the actual national average school counselor to student ratio is:

a. 1 for every 667 students

b. 1 for every 450 students

c. 1 for every 250 students

d. 1 for every 755 students

3.  The authors propose that ______may help to overcome the potential challenges of utilizing paraprofessionals to work with children.

a. Selection

b. Screening

c. Training and Supervision

d. All of the above

4.  Once the school counselor has the play sessions and group CSRT sessions scheduled, he or she must invest an average of ______hours to maintain the model.

a. 1.5

b. 10

c. 15

d. 5

5.  Child-Senior Relationship Training utilizes senior citizen volunteers by training them in Child-Centered Play Therapy skills to work with ______.

a. Kindergarten-aged children

b. Elementary-aged children

c. Adolescents

d. Both a and b


APT E-LEARNING CENTER

Home Study Evaluation Form for:

INTERNATIONAL JOURNAL OF PLAY THERAPY

VOLUME 23, NUMBER 4, October 2014

Instructions:

1.  Please indicate your rating of the following statements by circling the appropriate number for each statement.

2.  Return completed form to APT 559-294-2129(fax), or 3198 Willow Avenue, Suite 110, Clovis, CA 93612.

Strongly Neutral Strongly

Learning Objectives: Agree Disagree

Based on the content of the workshop, I am able to:

1.  Identify at least two benefits of running Group Theraplay® sessions 5 4 3 2 1

in special schools for children with developmental disabilities.

2.  Identify the therapeutic values of utilizing puppets in play therapy. 5 4 3 2 1

3.  Conceptualize appropriate therapeutic interventions for 5 4 3 2 1

preadolescents in terms of development, and illustrate developmental

cues that may be observed by preadolescents.

4.  Explain Child-Senior Relationship Training (CSRT) and its impact on 5 4 3 2 1

four kindergarten-aged children, and outline a timeline for practical

application of the CSRT model in school settings.

Content / Relevancy:

1. The information presented will enhance my practice. 5 4 3 2 1

2. The content of this session was relevant to my practice

and/or professional expertise. 5 4 3 2 1

3. The teaching learning strategies used during this session were

effective for content presented. 5 4 3 2 1

4. This program is appropriate to my education, experience,

and skills level. 5 4 3 2 1

5. Cultural, racial, ethnic, socioeconomic, and gender

differences were considered. 5 4 3 2 1

6. I would recommend this program to others. 5 4 3 2 1

7. This activity was free of commercial bias. 5 4 3 2 1

8. How much did you learn as a result of this CE program? a great deal some very little

9. Overall Rating: This session met or exceed my expectations 5 4 3 2 1

Participant Information:

Please circle your designation: Psychologist / Counselor / MFT / Social Work / Other______

Optional:

Name:

Address: City: State: Zip Code: Country:

Page 5 of 5

International Journal of Play Therapy, Volume 23, Number 4

Copyright 2014 Association for Play Therapy