Available courses

Play Therapy With Abused Children

Training Dates: June 18 & June 19, 2026

Overview:

Using lecture, student practice sessions, instructor demonstration and teaching videotapes, this two-day course will integrate foundational child abuse theories with directive and nondirective play therapy methods to prepare play therapists to meet the unique needs of children and youth who have been physically, sexually and/or emotionally abused.

  • Day One:  Physical & Emotional Abuse
  • Day Two: Sexual Abuse

Learning Objectives:

In Day One, Physical and Emotional Abuse, the instructor will support participants to learn:

  • How to define and understand the impact of child victimization experiences
  • How to help children feel and be safe in treatment and with caregivers
  • How to increase their credibility when working with child protection systems
  • How to access non-protective parents’ role in the child’s therapy
  • Theoretical frameworks to guide play therapy approaches to help children heal from abuse
  • Playful approaches to working with abused children

In Day Two, Sexual Abuse, the instructor will support students to learn:

  • A developmental and relational framework to understand the impact of child sexual abuse and to guide play therapy interventions
  • Play therapy activities to help children express and resolve physical, emotional and sexual abuse trauma
  • A framework to identify the differences between developmentally normative child sexual behaviors and concerning sexualized behaviors
  • Play based strategies to help children resolve victim reactive behaviours
  • Strategies to understand how working with abused children may impact play therapists and ways to take care of the self

Course Instructor:  Hannah Kip

Understanding And Treating Anxious Children Using Play Therapy

Training Date: June 17, 2026

Overview:

Anxiety is the most frequently occurring mental illness among children and adolescents. It includes Generalized Anxiety, Obsessive Compulsive Disorder, Separation Anxiety, Selective Mutism and Specific Phobias. This workshop will describe the most common anxiety disorders and how to assess for them. As they have both biological and behavioural components, the importance of working with primary care physicians and psychiatrists will be addressed. This workshop will outline Cognitive Behaviour Play Therapy interventions that are adaptations of evidence-based CBT principles such as psycho-education, skill development, exposure and relapse prevention. Methods of evaluating progress and outcomes in therapy will be explored.

Learning Outcomes:

  1. Understand Generalized Anxiety, Social Anxiety, Separation Anxiety, Obsessive Compulsive Disorder, and Specific Phobias.
  2. Identify Key principles of Cognitive Behavioural Play Therapy including the theory and mechanics of exposure for decreasing anxiety and fear.
  3. Provide key interventions for Anxiety.
  4. Teach parents specific strategies for managing anxiety symptoms at home and advocating for their anxious children in school.

Course Instructor: Stephanie Rubenstein

Storytelling As A Play Therapy Tool

Training Date: June 16, 2026

Overview:

Stories have been with us since the beginning of mankind. In fact, stories seem to have pre-dated oral language as evidenced by cave drawings. This session will explore how to use story models of play therapy to assess and heal children, youth, adults, and families. Participants will understand the different uses of Storytelling in play therapy, including Narrative Therapy, Drama Therapy, Sand Tray, Art, and Puppetry. Participant will be able to use stories to attain three main goals; assessment, treatment/healing and evaluation. As well they will be able find or create stories to meet specific client goals.

Course Instructor: Greg Lubimiv

Creating An Inclusive And Culturally Competent PT Practice

Training Date:  June 15, 2026

Overview

Anti-oppressive practice, cultural competence, cultural humility and the integration of these in the provision of play therapy services is an essential element of working with culturally diverse children and families. The principals that inform this include a number of facets related to identity and experiences of relative power and privilege. One facet, and perhaps a starting place, is self-reflection: acknowledging privilege and the benefits that affords. Another facet is responsibility: taking responsibility for the historical injustices that have resulted from unearned privilege. A third facet is receptivity: seeking and remaining open to feedback from oppressed and marginalized groups and individuals about how to better understand and more sensitively respond to their experiences of oppression and marginalization, both historical and ongoing. And yet another facet is action: putting into action an ongoing process of reflection, responsibility and receptivity that supports a clinical response that is built on social justice principles and practices.

This one-day course will engage participants in: activities of self-reflection and sharing; didactic teaching and audio-visual material that explore historical and current social justice issues; group activities to support openness and discussion and practical suggestions about how to put this into action in the practice of play therapy.

Learning Outcomes:

  1. Define play therapy and the difference between play and play therapy
  2. Identify the value and therapeutic powers of play
  3. Identify the types of play and the differences in play exhibited by children who are struggling with life experiences and developmental disruptions.
  4. Cite the developmental stages of play.
  5. Identify how to set up a play room and how to select toys and materials to facilitate therapeutic growth.
  6. Identify how to set up a portable play therapy kit.
  7. Discuss how the Truth and Reconciliation Calls to Action and structural racism impact Play Therapy practice.

Course Instructor: Stacy Darku

Understanding Traumatized Children and Applying PT Tools

Training Dates: June 11 * June 12, 2026

Overview:

Many children and adolescents are referred for therapy because they have experienced a traumatic event or a series of events. This workshop will define the various types of trauma including complex trauma and other disorders that may be trauma-based. It will provide an overview of trauma symptoms across the lifespan emphasizing the types of post-traumatic play seen in the playroom, a framework for assessing the symptoms of trauma as experienced by young, school
aged including and adolescent clients and their families using a variety of play based, standardized and non-standardized measures will be explored.

The instructor will identify a theoretical perspective that determines the current stage of treatment so that the therapist can make informed decisions about what to address with a traumatized child and his/her family, when it should be addressed, and why.

This course incorporates a culturally sensitive perspective given the culturally diverse populations seen in clinical practice with an emphasis on working with Canada’s Indigenous children, youth and families.

This workshop provides an overview of treatment for traumatized children and adolescents. It includes an in depth exploration of at the various types of play that traumatized children engage in, trans-theoretical stages of trauma therapy and at exposure; one of the essential elements of trauma therapy. It will highlight evidence based models such trauma-focused cognitive behaviour therapy (Cohen, Mannarino & Deblinger) for type one traumas, the Attachment, Self Regulation and Competency model (Blaustein & Kinnibergh) for complex trauma and how they can be adapted to play therapy.

There are other emerging models that have a developing evidence base will also be explored.

  • Day One: Physical & Emotional Abuse
  • Day Two: Sexual Abuse

Learning Outcomes:

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

  1. Describe
    • Characteristics of trauma reactions and symptoms across the developmental life span and trauma related presentations such as reactive attachment, disinhibited social engagement, acute stress and post traumatic stress and trauma related anxiety, depression attention difficulties and oppositional behaviours and so-called borderline traits.
    • Types of complex trauma including multiple exposures to one type, exposures to different types of traumas, paediatric medical traumatic stress, childhood traumatic grief , concurrent substance and trauma as well developmental trauma disorder.
  2. Incorporate play-based, standardized and non-standardized trauma assessment approaches.
  3. Determine the stage of treatment (stabilization, reprocessing, reprocessing) in order to apply the most effective interventions.
  4. Distinguish the many roles of play and different types of play associated with trauma such as stagnant post-traumatic play and dynamic post-traumatic play in children and adolescents.

Course Instructor: Stephanie Rubenstein

Brain Research And Child Development In A Play Therapy Setting

Training Date: June 10, 2026

Overview:

This one day course explores current theories and research on brain development with a focus on common presenting problems encountered by play therapists, such as attachment problems, neglect and trauma exposure. This course will investigate the influence of “play” on the brain and consequently the “healing of children” within all models of play therapy.

This overview of the key principles of neurodevelopment will be invaluable for play therapy clinicians during the assessment process and for developing effective treatment plans. This course will also review some promising treatment approaches, such as neurosequential programming, to help inform the selection of appropriate play therapy models.

Learning Outcomes:

  1. Identify key structures and functions of the brain and nervous system, and their deficiencies if damaged
  2. Understand developmental milestones in brain development: object permanence, self-recognition, social reference, and perspective taking
  3. Understand important and useful brain functions for Play Therapists: left and right brain; upstairs and downstairs brain; mirror neurons; use or lose; brain hierarchy and function; neurotransmitters; and memory
  4. Identify how neglect, poor attachment, abuse, prenatal exposure to drugs and alcohol, and relational trauma affect the brain; including fear driven brain Understand how play optimizes brain development
  5. Understand how play therapy and various therapy models and approaches heal the brain through the power of relationships and brain integration.

Course Instructor: Cynthia Manley

Using Sandtray in Play Therapy

Training Dates: June 8 & June 9, 2026

Participants in this course will spend two days learning about the history, theory and practical aspects of sand tray therapy. Although some time will be spent exploring a variety of sand tray approaches, the primary model being used in this experiential workshop will be the Sand Tray World Play approach developed by Gisela Schubach DeDomenico. Participants will have opportunities to explore sand tray as a treatment modality from the perspective of the client, as observer and as therapist.

Through a combination of prepared readings, lecture, audio/visual materials and small group work participants will learn to:

Learning Outcomes:

  1. Identify the history and theory of sandtray
  2. Understand when and how to use sandtray
  3. Identify how to set up for sandtray work and what materials to have available 4) Gain familiarity with the Sandtray-Worldplay through practice sessions using this approach;
  4. Engage in group sand tray and identify how to create a group sand tray experience;
  5. Identify how sand tray can be incorporated into individual, group, and family therapy.

Course Instructor: Theresa Fraser

Therapy As A Play Therapy Model

Training Date: May 15, 2026

Overview:

Theraplay is a dynamic and effective short-term approach to treating children’s emotional, social and behavioural problems. Based on the intimacy and physical interplay that characterize normal relationships between parent and child, Theraplay as a play therapy technique uses structured play to enhance healthy attachment, selfregulation and to promote the child’s self-esteem, competence and trust in others.

Theraplay as a play therapy model is applicable to children of all ages from infants to adolescents. Methods for guiding parents to observe their children more emphatically and to participate in direct application in treatment sessions aimed at fostering better parent-child relationship will be reviewed.

Learning Outcomes:

  1. Identify the theory and research underlying Theraplay
  2. Understand how Theraplay as a play therapy model can strengthen attachment relationships
  3. Understand how Theraplay can be used to treat relational difficulties
  4. Identify the dimensions of Theraplay
  5. Learn how to use Theraplay to identify the strengths and weaknesses in a parent- child relationship
  6. Learn how to apply the techniques of Theraplay at the introductory level

Course Instructor: Hannah Sun-Reid

Attachment Theory And Therapy In A Play Therapy Setting

Training Date: May 14, 2026

Overview:

Attachment theory and practice within the play therapy models is pivotal and integral to the healing of children with developmental trauma. This course will review attachment theory and introduce students to effective models for treating children with developmental trauma through play therapy and attachment focused therapy, including:

  • Dyadic Developmental Psychotherapy
  • Theraplay
  • Circle of Security

The course will also focus on how to use Play Therapy approaches to assist the assessment and treatment of developmental trauma, integrating the therapy models and approaches to enhance its usability and effectiveness with children and families.

Learning Outcomes:

  1. Define attachment and attachment styles in both children and adults
  2. Understand developmental trauma and the fear driven brain
  3. Describe behaviours associated with attachment difficulties and developmental trauma
  4. Introduce Dyadic Developmental Psychotherapy
  5. Identify PACE attitude and the application in practice
  6. Understand how to integrate play therapy and attachment focused therapy in treating attachment disorders

Course Instructor: Hannah Sun-Reid

Non Directive Play Therapy And Filial Therapy

Training Dates:  May 12 & May 13, 2026

Overview:

Non-Directive Play Therapy is the most prominent model of play therapy. Child-centered play therapy was developed by Virginia Axline based on the principles Client-Centered Therapy by Carl Rogers. Its premise is that if a therapist creates a safe therapeutic environment a child will initiate the therapeutic work they need to do to resolve presenting issues. It is an evidence-based therapeutic intervention for children ages 3-12 and older.

Play is a child’s natural medium of communication, symbolic language. Play serves important child developmental purposes including motor, social, emotional, intellectual and mastery. Play represents the child's attempt to organize and integrate their experiences and internal world.  It is by expressing, through play - the process of externalizing the images and symbols from the inner world, through a creative medium that is witnessed in sensory form and honoured by a skilled and trained therapist who is fully present - that a deeper level of growth and healing occur. Child-Centered Play Therapy is an empirically supported approach that helps children express feelings, heal trauma, develop emotional regulation and problem-solving skills, and enhance self-esteem.

Filial Therapy is a highly effective empirically-supported intervention integrating family therapy and play therapy to address child and family problems. Therapists learn how to train and supervise parents as they conduct special child-centered play sessions with their own children, an approach designed to resolve presenting problems while strengthening family relationships. It facilitates positive and long-lasting child and family change. Filial therapy has been used in many different settings and has been embraced by many cultural and ethnic groups throughout the world because of its respectful involvement of parents as partners in the process of family change.

Learning Outcomes:

    1. Participants will be able to:
    2. describe language as images in a child’s play;
    3. describe the role of play in child development;
    4. identify Virginia Axline’s principles of child-centered play therapy;
    5. identify the goals, stages, and intake, assessment and treatment process;
    6. confidently and effectively recommend child-centered play therapy to parents as the most appropriate therapeutic intervention;
    7. demonstrate child-centered play therapy skills with competence and confidence;
    8. describe appropriate playroom setup and toy selection and rationale;
    9. explain to parents the value and importance of play and their involvement in their children’s treatment;
    10. teach the 4 child-centered play skills to parents using practice mock play sessions;
    11. observe parent-child play sessions and provide constructive feedback to parents to improve their skills.

Course Instructor:  Christopher Conley

Using Play With Families

Training Date: May 11, 2026

Overview:

Family play therapy has been growing in the use as clinicians discover that play can be universally used with all ages. Through family therapy, the power of the system is able to be harnessed along with the power of play to create an amazing process of learning and change. This course will help lay the foundation for understanding why family play therapy is effective and how to make sessions with families engaging and effective.

Learning Outcomes:

  1. Understand why systems thinking is important in working with mental health challenges of children
  2. Be able to utilize a wide number of play therapy activities/techniques/strategies
  3. Be able to introduce use of play with a family
  4. Adapt games for use in family interventions
  5. Utilize activities and play to respond to resistance or issues preventing growth or change

Course Instructor: Greg Lubimiv

Ethical Practice In A Play Therapy Setting

Training Date:  May 8, 2026

Overview:

This will be an introduction into ethics and a review of ethical decision making models in a Play Therapy setting. The CAPT Code of Ethics will be a pivotal component to this workshop, observing the child-therapist relationships, play therapy case reporting, ethical considerations such as confidentiality, dual relationships in play therapy.

Standards of practice both from an ethical point of view as well as professionally will be addressed. Ethics will be looked at in the context of who we are as play therapists, where we work and how these can influence and affect our decision-making processes.

Key ethical conflicts will be explored and discussed in a play therapy setting. The Canadian Association for Play Therapy code of ethics and the application of it to the professional practice as a Child Psychotherapist and Play Therapist will be reviewed.

Learning Outcomes:

  1. Students will understand the importance of engaging in ethical practice;
  2. Students will be able to apply the CAPT Code of Ethics to their professional practice of play therapy;
  3. Students will be able to define confidentiality in a play therapy setting and understand the limits of confidentiality when working with vulnerable populations in their professional practice;
  4. Students will be aware of the mediating factors to consider when utilizing touch in play therapy;
  5. Students will be able to apply an ethical decision-making model to a play therapy ethical dilemma.

Course Instructor: Stephanie Anderson

Assessment & Treament Planning In A Play therapy Setting

Training Date: May 7, 2026

Overview:

This course will begin with a review of the history of play therapy, highlighting the important work of Jean Piaget, Anna Freud, Melanie Klein, Donald Winnicott, and Virginia Axline in pioneering this modality. Learners will then look at Play Therapy as an umbrella term and begin to understand the tenets and beliefs on which various models within play therapy rest upon. Members of the class will be invited to participate in small group discussions and case examples to begin to compare and contrast play therapy models and explore what model(s) fit with their clinical beliefs and practice. Current research will be reviewed around the use of prevalent models. An overview of the play therapy process from both a directive and non-directive perspective will be provided and learners will be given the opportunity to walk through this process using case examples and videos.

Learning Outcomes:

  1. Apply several innovative play therapy techniques to facilitate rapport-building.
  2. Articulate two key guidelines when meeting with parents for the initial session.
  3. Implement play therapy techniques to assess children, adolescents, and families.
  4. List the steps for developing a treatment plan.

Course Instructor: Liana Lowenstein

Play Therapy History, Model & Process

Trainng Dates: May 5 & May 6, 2026

Overview:

This two-day course will begin with a review of the major theories that constitute the frameworks for the major models of play therapy, particularly the psychoanalytic influences in the early part of the twentieth century, the person-centered work in the middle and the didactic theories that have been developed in the latter part of the 20th century and the beginning of the 21st century. The history of play therapy will be carefully presented so as to observe the evolution of this method of child intervention, allowing the members of the class to participate with case vignettes and small group discussions. The play therapy process will be examined with a particular focus on understanding basic themes by observing a play therapy puppet show, discovering and sharing these themes in small groups and learning how to record themes. Particular attention will be placed on how to respond to child client’s need for pacing of emotional content. Selected research studies supporting the effectiveness of play therapy will also be presented, thereby being aware of the attention to current efficacy based research, qualitative studies and the need for future studies.

Learning Outcomes:

1) You will be able to identify the different stages in the development of the field of play therapy.

2) You will be able to identify the different major theoretical models of play therapy and their theorists.

3) You will be able to describe the role of the play therapist, and key features in each of the different theoretical models of play therapy.

4) You will be able to evaluate the effectiveness of each major theoretical model with different populations based on empirical support in the scientific literature.

5) You will have an opportunity to practice matching a theoretical model of play therapy to different case scenarios.

6) You will practice identifying of the different stages of play therapy and be able to identify what key factors differentiate the different stages of play therapy.

7) You will practice identifying different play therapy themes and learn how to record those themes in your session notes.

8) You will be able to describe some of the current trends in play therapy research.

9) You will be able to describe some of the diverse ways in which play therapy is currently being practiced.

10) You will be able to identify where to locate current research in the field of play therapy.

Course Instructor: Stephanie Anderson

Introduction to Play Therapy

Training Date: May 4, 2026

Overview:

This introductory course will begin with a short introduction to CAPT and the Certification Process. Following the morning break a presentation will begin on the various definitions of play therapy. The therapeutic powers of play will be presented and applied to the play therapy process. Students will also learn how to set up a playroom and a portable play therapy kit and how to select appropriate toys and materials.

Learning Outcomes:

  1. Define play therapy and the difference between play and play therapy
  2. Identify the value and therapeutic powers of play
  3. Identify the types of play and the differences in play exhibited by children who are struggling with life experiences and developmental disruptions.
  4. Cite the developmental stages of play.
  5. Identify how to set up a play room and how to select toys and materials to facilitate therapeutic growth.
  6. Identify how to set up a portable play therapy kit.
  7. Discuss how the Truth and Reconciliation Calls to Action and structural racism impact Play Therapy practice.

Course Instructor: Theresa Fraser

Case Application: Putting All The Learning Together

Training Date:  August 14, 2026

Overview:

The CAPT Play Therapy Certificate Program has provided participants with a broad array of play therapy models, theories and strategies to deal with a wide variety of mental health issues and disorders in the clinical world. This presentation will integrate the course material learned in the first five (5) weeks of the Foundation Play Therapy training and will apply these learnings to a case study. The instructor will discuss the case from referral to termination, including which model of play therapy intervention to select and which strategies to use in the various stages of treatment: Assessment, Treatment Planning, Intervention and Termination. Participants will explore how alternative clinical decisions might impact the case.

Learning Outcomes:

  1. Identify the different stages of treatment as they relate to the case, and the key factors for each stage
  2. Develop options for the case at each stage of treatment based on a theoretical framework
  3. Develop and test hypothesis which will lead to more accurate goal setting and interventions
  4. Determine when clinical direction/decisions need to be re-considered and reformulated for the case
  5. Discuss how different play therapy theoretical models and tools can be applied to the same case within the models of play therapy
  6. Appreciate that there are different paths which can be used to meet the same goals 7) Identify challenges of this case and develop strategies to deal with these challenges.

Course Instructor: Theresa Fraser

Vicarious Trauma and Self Care In A Play Therapy Environment

Training Date: August 13, 2026

Overview:

This course will provide an overview of Burnout, Compassion Fatigue, Vicarious Trauma, and Resiliency during the practice of play therapy. The importance of self-care in applying various play therapy models and care will be highlighted and participants will explore creative modalities for developing an individual self-care program.

Learning Outcomes:

  1. Articulate the importance of self-care while practicing play therapy
  2. Describe and understand Vicarious Trauma, Compassion Fatigue, and Resiliency
  3. Identify the impact of the pandemic on Vicarious Trauma, Compassion Fatigue, and Resiliency
  4. Articulate why boundaries with clients during the practice of play therapy are important 5) Develop creative modalities for an individual self-care program

Course Instructor: Anna Raworth

Using Puppets As A Play Therapy Tool

Training Date: August 12, 2026

Overview:

Puppets have been used for centuries to entertain and educate children and adults. In more recent times we have learned to use puppets to engage and heal children, youth and families through play therapy using puppets. This workshop will provide participants with the key skills and requirements to help puppets come alive and be powerful tools in setting and achieving treatment goals. Participants will be presented with a wide variety of ways to use puppets to meet a wide variety of treatment goals.

Learning Outcomes:

  1. Understand the 5 basic skills of bringing a puppet to life
  2. Increase skill in using puppets effectively
  3. Knowing how to use different types of puppets (hand, finger, glove, etc) effectively
  4. To be able to effectively use the concept of Triangulation to respond to a wide variety of issues/challenges
  5. Utilize puppets to deal with difficult issues such as stealing, resistance and lying
  6. Know how to respond to a client who expresses disinterest in puppets
  7. Know how to respond to a client who is afraid of a specific puppet
  8. Increase confidence in using puppets
  9. Know how to select puppets to be used by the therapist/counsellor and those used by clients
  10. Know how to use puppets with youth and adults/families

Course Instructor: Greg Lubimiv

Play Therapy with Children and Adults Coping With Loss

Training Dates: August 10 & August 11, 2026

Overview:

When children and adolescents enter therapy due to a significant loss, they are at a very vulnerable time in their lives. They are often anxious about the therapeutic process and reluctant or unable to talk directly about painful feelings. Therapy that is engaging and play-based can facilitate their expression of grief and loss. This two-day training will combine up-to-date theory with innovative play therapy techniques. A theoretical overview will provide a context for the assessment and treatment interventions. Creative interventions will be outlined to equip therapists to assess and treat various forms of childhood loss such as bereavement, divorce, and placement in out-of-home care. A combination of lecture, experiential exercises, and activities will provide participants with an enriching training experience. Workshop participants will come away with a better understanding of grief theory, and many new and innovative play therapy techniques.

Learning Outcomes:

  1. Articulate how one’s personal experience of loss can impact the clinical work.
  2. Define grief, traumatic grief, and disenfranchised grief.
  3. Identify the impact of loss at different developmental stages.
  4. Identify common risk factors associated with children coping with bereavement and divorce.
  5. Describe the key guidelines for explaining death to a child.
  6. Articulate the continuum of parent-child relationships after separation and divorce.
  7. Describe the three types of parental alienators.
  8. Describe strategies to maintain neutrality when working with high-conflict divorce cases.
  9. Identify the key areas to assess when working with a bereaved child in play therapy.
  10. Describe the unique treatment issues of children coping with suicide and homicide death.
  11. Apply a variety of innovative treatment activities in play therapy sessions with children and families coping with loss.
  12. Implement play therapy techniques for strengthening open communication in the family regarding the loss.

Course Instructor: Liana Lowenstein

Group Therapy In A Play Therapy Setting

Training Date: August 7, 2026

Overview:

Group work can be challenging, but it also is extremely interesting and rewarding. Many issues have been found to be better treated through group play therapy than individually. This course will help participants strengthen their knowledge and skills in being able to run effective play therapy groups involving children and adolescents. Participants will learn how to make critical decisions when forming groups and to establish what their role should be to maximize effectiveness. Participants will also learn how to deal with conflict and utilize group issues as “learning moments”.

Learning Outcomes:

  1. Articulate the key concepts/principles which support using group treatment
  2. Understanding how to set up a play therapy group to have the best outcome;
  3. Identify group phases and group play therapy interventions at each phase;
  4. Understand group roles and how to intervene therapeutically;
  5. Utilize techniques to deal with group conflict and other problems that occur;
  6. Identify specific play therapy activities/tools/games to use with groups and how to alter groups to fit specific populations.
  7. Be able to create games/activities which can be used with a group

Course Instructor: Jodie Keeso

Play Therapy With Adults

Training Date:  August 6, 2026

Overview:

Although Play Therapy has been recognized as an effective approach with children, few practitioners may be aware that adults can benefit from this approach too. Play Therapy assumes that clients of all ages remain child-like within their internal processes and that everyone can benefit from nonverbal self-expression. Play Therapy interventions can allow adults to access their inner selves and work through everything from childhood trauma to life transitions. Creating a safer, more distanced approach through play, and knowing how to use a variety of materials within a session, helps build the therapeutic relationship and the trust needed to work through presenting problems. These interventions promote healing and stress reduction by giving clients the permission they need to access the child within.

Research has demonstrated that Play Therapy techniques can also be effectively incorporated into therapy for adults with developmental disabilities, co-morbid mental health disorders or anyone who might struggle with traditional “talk therapy”. Play Therapy can assist adults in validating and interpreting their experiences without the defectiveness of therapeutic goals. It can lead to stress release, self-affirmation, insight, and improved communication.

In this one-day training we will explore the diverse approaches and clinical strategies employed by play therapists with adults and give participants the opportunity to practice some of these techniques with each other. This training encourages clinicians to make greater use of expressive play therapy activities to enrich their therapeutic interactions with clients.

Learning Outcomes:

  1. Will be able to describe the healing potential of play therapy with adult clients.
  2. Will be able to list various techniques of play therapy with adults, including: dramatic role play, therapeutic humour, sand tray world play, doll play, art/ creating mandalas, therapeutic writing, client centred play, and play groups, bibliotherapy
  3. Will be able to describe how various adult populations respond to play therapy
  4. Will be able to explain when play therapy with adults is contraindicated.
  5. Will be able to describe how to successfully incorporate play therapy into adult-client sessions.
  6. Will have participated in play therapy activities taught in the presentation such as but not limited to: sandtray world play, games, mandala creation, therapeutic writing, and creative journaling techniques

Course Instructor: Jodie Keeso

Art Therapy In A Play Therapy Setting

Training Date:  August 5, 2026

This one-day course will provide an overview of art therapy and show how art can be used as a therapeutic tool across the life span.

Art Therapy is integral to the theory and practice of play therapy and associated expressive therapy models. It offers additional ways of understanding the client’s core issues.

Art Therapy is a therapeutic process that uses art as an intervention to effectively work with children, teens, and adults to address numerous issues. Art Therapy can be employed with individuals, families and groups within a range of settings; private practice, hospitals, schools, centres, outreach, outpatient, etc.

Objectives:

  • Participants in this course will be able to:
  • Expand the repertoire of art techniques
  • Define the impact of symbol and metaphor on the brain
  • Determine when and how to use art techniques as an integral play therapy tool
  • Apply the Colour Emotional Chart in work with a range of age groups/for various purposes
  • Create an Emotional Assessment package
  • Design art techniques for an existing clients

Course Instructor: Barbara Jones Warrick

Treating Disruptive Behaviour In A Play Therapy Setting

Training Dates: August 3 & August 4, 2026

Overview:

Disruptive Behaviour disorders (DBD’s) are the most common mental health problem among children. In addition to being one of the most common disorders it is also one of the most challenging to intervene with for a variety of reasons, including the prevalence of co-morbidity and level of associated issues such as disregulation, anti-social behaviour and systemic problems.

This two-day presentation will provide participants with a clear understanding of the DBD spectrum, including diagnostic features, risk and preventive factors, and intervention strategies using play therapy for the individual, family and school setting.

Learning Outcomes:

  1. Identify symptoms and characteristics of ADHD and the three different types
  2. Identify symptoms and characteristics of CD
  3. Identify symptoms and characteristics of OD
  4. Identify and be able to access screening tools
  5. Describe both the risk factors and protective factors related to DBD’s (biological, familial, school)
  6. Describe and be able to utilize evidence-informed techniques using play therapy models for helping children and youth with DBD’s including play therapy techniques to address specific challenges being presented
  7. Describe and apply play therapy interventions that parents and teachers can use to manage disruptive behaviours, and to strengthen the client’s resiliency
  8. Understand the origins of aggressive behavior and the key factors which can be introduced a preventive or early intervention components.

Course Instructor: Jodie Keeso

2025 Student Orientation to LMS

Instructors Introduction to the CAPT learning management system

Welcome to the CAPT Learning Management System

book stack with PT courses