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NW Center for Play Therapy

2025 Summer Play Therapy Institute Conference

Presented by the NW Center for Play Therapy Studies

June 2-6, 2025
Â鶹´«Ã½ Fox University: Portland Center

Integrating Expressive Arts in Play Therapy Across the Lifespan: Therapeutic Use of Symbol, Image & Metaphor

Monday, June 2, 2025
Sue Bratton

Presented by Sue Bratton, PhD, LPC-S, RPT-S

In this hands-on workshop, participants will experience and process a variety of expressive arts mediums appropriate for clients across the lifespan. The facilitation of expressive arts in play therapy ethically requires the therapist to be experienced with the mediums used, thus participants will experience and process several expressive modalities appropriate to various stages of development. This active approach allows participants to connect fully with the expressive mediums to become more competent and confident in using the mediums with clients.

The presenter will provide guidelines for presenting and processing activities tailored to the needs of older children, groups and families, as well as offer logistical guidelines for setting up the playroom space tailored to the developmental needs of clients. Case material and images will illustrate the therapeutic value of using expressive media as a personally meaningful means of expression for clients across the lifespan. The presenter will also provide ethical and developmental considerations for presenting and processing expressive activities.

Come comfortably dressed for a hands-on day to learn and experience a variety of play/expressive interventions that can be used with play therapy clients across the lifespan.

At the end of this workshop, participants will be able to:

  1. State clinical/theoretical rationale for use of expressive media with older children, adults, groups, and families in play therapy
  2. Discuss at least two considerations when using expressive media in play therapy
  3. Describe how to present at least two expressive play activities with play therapy clients across the lifespan
  4. Describe at least one way to process expressive play activities with play therapy clients across the lifespan
  5. Reflect on their experience with at least two expressive mediums that can be used in play therapy
  6. Describe ways to organize expressive art materials to facilitate ease of use in play therapy

Dr. Sue Bratton is professor emerita of the University of North Texas and director emerita of the UNT Center for Play Therapy. She brings more than 30 years of experience as a practitioner, researcher and teacher. She is a nationally and internationally known speaker and author, with over 100 publications and over 350 professional presentations in the areas of child and family counseling, with a specific focus on child-centered play therapy and filial therapy/child-parent relationship therapy.

Sue is coauthor of Child-Parent Relationship Therapy (CPRT), the CPRT Treatment Manual, and CPRT in Action, a demonstration video illustrating CPRT with adoptive families, as well as two additional contemporary texts, Child-Centered Play Therapy Research and Integrative Play Therapy.

Sue is a past president of the Association for Play Therapy (APT) and a recipient of the 2016 APT Lifetime Achievement Award, the 2007 APT Outstanding Research Award, the 2014 ACA Extended Research Award, and several UNT teaching, research and service awards. She is also co-creator of the international certification program for child-centered play therapy and child-parent relationship therapy. Sue is an active social advocate for children at the local, national and international levels, particularly for underserved children who have experienced interpersonal trauma. Her career-long passion and record of service is focused on helping children receive the help and nurturing they need to reach their personal potential.

Childhood Sexual Abuse & Sexual Victimization: Clinical Foundations & Play Therapy Approaches

Tuesday, June 3, 2025 
Sueann Kenney-Noziska

Presented by Sueann Kenney-Noziska, MSW, LCSW, RPT-S

This workshop will explore the use of play therapy to process and integrate trauma related to childhood sexual abuse and other types of sexual victimization. This will include a review of the peer-reviewed literature, case examples, and experiential activities.

Using an integrative, systemic framework, participants will learn to distinguish between generic and posttraumatic play, emphasize unique aspects of working with traumatized children, and design play therapy responses consistent with play therapists’ theoretical orientations. Characteristics of dynamic and toxic posttraumatic play will be explored. A continuum of interventions for toxic posttraumatic play will be provided. These interventions will range from less to more directive. 

At the end of this workshop, participants will be able to:

  1. Discuss 3-5 findings identified in the peer-reviewed literature regarding the impact of childhood sexual abuse (CSA) on children, youth, and adolescents
  2. Identify the clinical needs of children, youth, and adolescents impacted by child sexual abuse material (CSAM) and child sexual exploitation per peer-reviewed publications
  3. Identify and discuss the use of play therapy and expressive approaches with victims/survivors of CSA, CSAM, and child sexual exploitation
  4. Describe and possess a minimum of 10 trauma-informed play therapy interventions for clinical work with victims of CSA, CSAM, and child sexual exploitation
  5. Define child sexual abuse material (CSAM) and identify one unique way this sexual victimization impacts children and adolescents
  6. Identify cultural influences that impact the use of play therapy in the treatment of sexually victimized children, youth and adolescents 

Sueann Kenney-Noziska, for over 20 years, has specialized in using play therapy with abused and traumatized children, adolescents and families. She is an esteemed practitioner, instructor, guest lecturer, internationally recognized speaker and author. Sueann is best known for her work in child abuse. She is an expert witness at the state and federal levels in childhood abuse and trauma.

Sensory Play Therapy: Expanding Multicultural Competence in Treating Neurodiversity

Wednesday, June 4, 2025
Cary Hamilton

Presented by Cary Hamilton, LMHCS, RPT-S, CMHS, CDWF

This presentation offers a comprehensive exploration of the integration of neurobiology, sensory regulation, and play therapy, specifically designed for child and play therapists. Given the increasing prevalence of neurodevelopmental disorders such as ADHD, sensory processing disorders, and autism in therapeutic settings, clinicians must expand their expertise in these domains.

This session focuses on sensory processing from a neurobiologically informed perspective, addressing both the clinical aspects of sensory processing disorders and their broader impact on neurodiverse children and their families.

Participants will be introduced to the complexities of less-discussed sensory systems, including the vestibular and proprioceptive systems. The workshop will cover child-centered play therapy and psychoeducational interventions that aim to create a balanced sensory environment, aiding in the effective conceptualization of cases, planning of treatments, and the referral process for neurodiverse clients. The session features interactive demonstrations and hands-on learning opportunities, enabling therapists to apply sensory-informed strategies in their practice.

At the end of this workshop, participants will be able to:

Implement strategies congruent with a sensory processing and neurobiology-informed theoretical orientation of child-centered play therapy.

  1. Identify the eight sensory systems relevant to play therapy, focusing on how these relate to neurodiversity in children
  2. Apply child-centered play therapy principles, including establishing a therapeutic relationship, offering unconditional positive regard, and facilitating self-expression, to create a safe and supportive environment for neurodivergent individuals
  3. Utilize relationship-building skills such as empathy and unconditional positive regard, particularly in treating neurodiverse children in play therapy settings
  4. Implement sensory-informed strategies in play therapy through interactive demonstrations and experiential learning to support both neurotypical and neurodivergent populations effectively
  5. Recognize and address one’s own cultural and social biases and their influence on the play therapy process, promoting an inclusive, neuroaffirming therapeutic environment

Cary M. Hamilton is wife and mother of two. She has served as director of play therapy at Antioch University Seattle for the last 10 years, is owner of a group practice clinic, Olympia Therapy, and former president of the Washington Association for Play Therapy (2022-23 and 2015-16). Also, for the past 20 years, she has been an author and international presenter on the topics of play therapy theory, skills and methods, neurodiversity and sensory sensitivities.

She has both clinical and practical knowledge of the power of play therapy. Her experience in a variety of public and private institutions provides her the insight to support and supervise play therapists on their journey. She believes strongly that the language of play is the heart of every human.

Group Play Therapy: Expanding the Powers of Play

Thursday, June 5, 2025
Dee Ray

Presented by Dee Ray, PhD, LPC-S, RPT-S

Child-centered group play therapy (CCGPT) is a developmentally appropriate modality for children experiencing social, emotional and behavioral issues. CCGPT integrates child-centered play therapy (CCPT) and group therapy, which increases the complexity of its implementation and therefore requires advanced knowledge of play therapists.

In the process of CCGPT, children have the opportunity to develop relationship with the play therapist and relationships with other group members. These therapeutic experiences release each child’s potential toward growth and positive changes. This workshop will address the philosophies, implementation, considerations, and skills important for facilitating effective CCGPT process. 

At the end of this workshop, participants will be able to:

  1. Describe the theoretical philosophies and principles of CCGPT
  2. Describe the process of CCGPT
  3. Describe special considerations in CCGPT
  4. Discuss three considerations for CCGPT group composition
  5. Identify verbal skills distinctive in conducting CCGPT
  6. Identify nonverbal skills important in conducting CCGPT 

Dr. Dee C. Ray is Regents Emerita Professor in the counseling program and director emerita of the Center for Play Therapy and former Elaine Millikan Mathes Professor in Early Childhood Education at the University of North Texas. She has published over 150 articles, chapters and books in the field of play therapy, specializing in research specifically examining the process and effects of child-centered play therapy.

She is author of Playful Education: Using Play Therapy Strategies to Elevate Your Classroom; A Therapist’s Guide to Development: The Extraordinarily Normal Years; and Advanced Play Therapy: Essential Conditions, Knowledge, and Skills for Child Practice. She is coauthor of Multicultural Play Therapy; Group Play Therapy; and Play Therapy: Theory, Research, and Practice.

Dr. Ray is a founding board member and past president of the Association for Child and Adolescent Counseling, as well as past board chair of the Association for Play Therapy. She is a fellow of the American Counseling Association and two-time recipient of the Association for Play Therapy’s Outstanding Research Award, among other honors. Dr. Ray currently operates the counseling practice EmpathyWell in Highland Village, Texas, where she facilitates play therapy, training and supervision.

Anxiety and Child-Centered Play Therapy: An Approach for Children and Caregivers

Friday, June 6, 2025
Dee Ray

Presented by Dee Ray, PhD, LPC-S, RPT-S

Anxiety disorders are the most prevalent types of disorders in children and adolescents, with approximately between 10 and 20 percent of children receiving this diagnosis, especially in younger children (Adolph et al., 2021; Kendall et al., 2010; Polanczyk et al., 2015). If left untreated, children with anxiety disorders are at high risk for developmental delays because of the high level of comorbidity and low levels of remission (Kendall et al., 2010; Pahl & Barrett, 2010; Pollock et al., 2006).

Children who have anxiety disorders struggle with academic achievement, family cohesion, general happiness, self-esteem, and social and peer relationships (Kendall et al., 2010; Furr, & Podell, 2010; Rapee et al., 2000). Consistently, research has demonstrated that the presence of anxiety symptoms and impairment in quality of life are significantly correlated (Dickson et al., 2024). 

The goal of this workshop is to provide play therapists with a current conceptualization of anxiety as related to play, relationship, autonomy and caretaker support. With a solid understanding of anxiety symptoms, participants will match the skills and approach of child-centered play therapy with best practices in play therapy sessions.

In addition to a focus on direct work with anxious children, this workshop will provide an equal focus on a detailed process of working with parents/caregivers to enhance their child’s progress in reducing anxiety symptoms. Participants will leave with a complete picture of how to work with both children and parents from a CCPT perspective to enhance a child’s coping skills when challenged with anxiety.

At the end of this workshop, participants will be able to:

  1. Identify symptoms of anxiety in children
  2. Describe change mechanisms for children diagnosed with anxiety
  3. Identify verbal skills to use in child-centered play therapy sessions to help reduce child anxiety
  4. Identify non-verbal skills to use in child-centered play therapy to reduce child anxiety
  5. Describe the process of working with parents/caretakers of children with anxiety through play therapy parent consultations
  6. Demonstrate skills to support parents in reducing their child’s anxiety

Dr. Dee C. Ray is Regents Emerita Professor in the counseling program and director emerita of the Center for Play Therapy and former Elaine Millikan Mathes Professor in Early Childhood at the University of North Texas. She has published over 150 articles, chapters and books in the field of play therapy, specializing in research specifically examining the process and effects of child-centered play therapy.

She is author of Playful Education: Using Play Therapy Strategies to Elevate Your Classroom; A Therapist’s Guide to Development: The Extraordinarily Normal Years; and Advanced Play Therapy: Essential Conditions, Knowledge, and Skills for Child Practice. She is coauthor of Multicultural Play Therapy; Group Play Therapy; and Play Therapy: Theory, Research, and Practice.

Dr. Ray is a founding board member and past president of the Association for Child and Adolescent Counseling, as well as past board chair of the Association for Play Therapy. She is a fellow of the American Counseling Association and two-time recipient of the Association for Play Therapy’s Outstanding Research Award, among other honors. Dr. Ray currently operates the counseling practice EmpathyWell in Highland Village, Texas, where she facilitates play therapy, training, and supervision.

Daily Schedule

Continuing Education

Six (6) contact hours of CE are offered for attending the full session.

APT Approved Provider 03-134
NBCC Approved Provider 4447

Cost

Refund/Cancellation Policy

Registration cancellation refund requests should be submitted to the NW Center for Play Therapy Studies (NWCPTS) in writing. The registration fee, minus a $25 administrative fee, will be refunded only if the request is emailed or postmarked one full week prior to the scheduled workshop/conference.

The NWCPTS reserves the right to cancel this conference in the event of unforeseen circumstances. If this occurs, the NWCPTS will attempt to notify registrants as soon as possible prior to the conference and refund all registration, workshop, and continuing education fees. Please note, the liability of the NWCPTS is limited to refunding such fees.