Program Content Description:

Sandtray therapy is an approach within the broader field of play therapy that
provides clients with a number of different therapeutic elements including
sand, water, the container, and objects such as images, figures, toys, etc. It
aligns with the core principles of play therapy by providing a safe and
therapeutic space for clients to explore their emotions, communicate
symbolically, and work through psychological challenges using play and
creativity. Therapists can structure sandtray experiences in a variety of
ways for clients to access and integrate these elements in their therapeutic
journeys. 
This workshop will provide attendees the opportunity to learn about the
origins of Sandtray, examine significant theoretical frameworks from which
to view the sand tray process, and practice basic Sandtray therapy skills
that can help facilitate clients’ therapy using sand trays as well as elements
of play therapy.

Learning Objectives

Objectives

1. Identify and describe significant contributors and developments in
the history of sand tray play therapy.

2. Identify and describe elements of at least three (3) different
theoretical approaches to sand tray therapy within the context of play
therapy.

3. Demonstrate basic play therapy skills vital for effectively engaging
clients in sand tray therapy sessions.

4. Describe client characteristics that indicate the use of play therapy
using sand tray and client characteristics that contraindicate the use of
play therapy using sand tray.

5. Describe how play therapy using sand tray therapy might be
integrated into their own therapeutic approach.

6. Explain how diversity considerations inform the play therapy
practices of sand tray therapy.

Timely Review of Programs:

Dr. James Jackson will serve in the capacity of both reviewer and
presenter of programs. As the Program Reviewer, Dr. James Jackson will require the Approved Provider of training to submit all trainings for approval by the Program Reviewer a minimum of thirty (30) days PRIOR to
any marketing and advertising efforts. This will ensure that program continuity is maintained throughout the process and will also serve to reinforce the “Golden Thread” approach, and also provide the Program
Reviewer an opportunity to thoroughly analyze the content and quality of the play therapy training being offered so that any required changes can be made in a timely manner by the Approved Provider prior to the presentation date.

Presenter Expertise: Dr. James L. Jackson, Jr., Ph.D., LPC-S, NCC, Registered Play Therapist – Supervisor, is a Professor of Counseling and Clinical Mental Health Counseling program coordinator at the university level and an outpatient therapist at Indian Springs Counseling and Wellness in
Birmingham, Alabama. James has 25 years experience providing play therapy with children, adolescents, and adults through both office-based and
in-home services. James’ clinical experience include utilizing Child Centered Play Therapy and Sandtray Therapy in Child Advocacy Centers and foster homes, group homes, and outpatient facilities, and his public school experiences include teaching children in grades pre-K – 12 in rural Tennessee as well as teaching and supervising graduate counseling students in Alabama, Colorado, and in Texas on the U.S./Mexico border.

These experiences have provided Dr. Jackson with rich opportunities to develop and integrate cultural and social diversity-informed practices in his teaching, and he has worked with developing standards for the Counselors for Social Justice division of the ACA, and has taught Multicultural Counseling coursework and seminars. Dr. Jackson’s responsibilities as a professor in colleges of education have included developing graduate counseling coursework that presents information that is accurate and empirically-validated, and respects the intellectual property rights of
content developers and the use of copyrighted materials.

Dr. Jackson will declare any conflicts of interest, competing interests, or commercial support that exist for any CE program being presented, including his roles as the individual provider acting as presenter, reviewer and administrator of the program, and will refrain from using training as a promotional opportunity. Dr. Jackson integrates play therapy in his
educational, supervisory, and clinical work, and is a member of the Association for Play Therapy and the Alabama Association for Play Therapy.

Instructional methods: Instructional methods utilized in programs will be based on Dr. Jackson’s extensive teaching experience, including experiences developing and teaching Introductory and Advanced Play Therapy coursework. Instructional methods will include both psychoeducational discussion of structural frameworks of theoretical concepts (Knowledge, Comprehension areas of Bloom’s Taxonomy of Cognitive Objectives) as well as Application, Analysis, Synthesis, and Evaluation opportunities through guided practice. Audio/Video recordings, group discussion, lecture, and experiential activities and processing will be implemented.

Post test: For all programs that are not delivered in a face-to-face format, assessment will be directly related to the program objectives and will assess attendee mastery of cognitive objectives at the knowledge, comprehension, application, and assessment, synthesis, and evaluation levels of the material and experiences provided during the program using Bloom’s Taxonomy of Cognitive Objectives. Post testing will be conducted with respect for confidential and sensitive information and materials, and will be required for all non-contact programs, including webinars, to ensure participants performed all work for which credit is awarded. Post tests will be of sufficient depth to measure both applied and conceptual knowledge

Program materials: Examples will include PowerPoint presentations, video examples, play therapy creative materials, sand tray containers, sand, and miniatures for use in experiential activities.

2. Evaluation –
   Program Evaluation
   Approved Providers employ a program evaluation for the purpose of improving program development
   and implementation, the selection of instructors, and delivery methods.
   The evaluation of CE programs must:
3. evaluate how well each educational objective was achieved,
4. collect attendee feedback specific to presenter knowledge and delivery of information,
5. assess the utility and limitations of the content being presented.
   Describe the evaluative mechanism and process in place you use and how this information is used to
   inform program planning (e.g., strengthen future programs).

The Evaluation Instrument will be administered to all attendees at the end of the training program schedule as a culminating activity of the training. Attendees will be required to complete the evaluation and then present the completed evaluation to the Approved Provider in order to receive a certificate of continuing education.

The Evaluation Instrument will be used to identify ongoing opportunities for program improvement, including 1.) how well each educational objective was achieved, 2.) attendee feedback specific to presenter knowledge and delivery of program information, and 3.) assess the usefulness and limitations of the presented content.

A Sample Evaluation Instrument is located below: