Freeze Frame: The Use of Adlerian Play Therapy to Encourage Holistic Healing in Children
Presented by Brittany McBryde Williams, LMHC
Recorded on Friday, November 17th, 2023
Access provided upon registration on “My Courses” page
In a world where mental health needs are on the rise and access to supportive mental healthcare has been in steady deficit to meet this need, there is a movement amongst the helping professional community to evaluate the efficacy of time old approaches functioning within the sick model of medicine and mental health wellness. As of late, there is a healthy momentum towards the installation of integrated approaches when treating children in effort to treat them holistically instead of symptomatic disordered elements of their system. Join child psychotherapist Brittany McBryde Williams a Licensed Mental Health Counselor, as she explores Terry Kottman’s integrated model built on the foundations of Alfred Adler’s, Individual psychology joined with the heavy hitter of child work, Play therapy. Explore the underpinnings of this evidenced based practice and how this is translated into the systematic model of play therapy using phase work.
Upon completion of this presentation, attendees should be able to highlight the historical foundations of both Adlerian theory as well as that of Kottman’s integrated model. An additional aim is to take a closer look at how integrated models of holistic care should be viewing a child and/or their family as a whole system; which starkly contrasts with the view of childhood mental health disorders looking through the lens of the managed care sick model. The importance of this focal point demonstrates a drastic need for a paradigm shift amongst not only child mental health and medical providers but also those in positions who are informing policy at a systemic level for things like managed care requirements, licensing board candidacy requirements and qualifications, continuing education limitations, and so many more.
Access provided upon registration on “My Courses” page
This program, when attended in its entirety, offers 1.0 APA CEs for Psychologists, 1.0 IL CEUS for Counselors and Social Workers, 1.0 BBS California CEUs for LPCCs, LPSW, and LMFTs, or 1.0 NASP CPDs for School Psychologists
In a world where mental health needs are on the rise and access to supportive mental healthcare has been in steady deficit to meet this need, there is a movement amongst the helping professional community to evaluate the efficacy of time old approaches functioning within the sick model of medicine and mental health wellness. As of late, there is a healthy momentum towards the installation of integrated approaches when treating children in effort to treat them holistically instead of symptomatic disordered elements of their system. Join child psychotherapist Brittany McBryde Williams a Licensed Mental Health Counselor, as she explores Terry Kottman’s integrated model built on the foundations of Alfred Adler’s, Individual psychology joined with the heavy hitter of child work, Play therapy. Explore the underpinnings of this evidenced based practice and how this is translated into the systematic model of play therapy using phase work.
Upon completion of this presentation, attendees should be able to highlight the historical foundations of both Adlerian theory as well as that of Kottman’s integrated model. An additional aim is to take a closer look at how integrated models of holistic care should be viewing a child and/or their family as a whole system; which starkly contrasts with the view of childhood mental health disorders looking through the lens of the managed care sick model. The importance of this focal point demonstrates a drastic need for a paradigm shift amongst not only child mental health and medical providers but also those in positions who are informing policy at a systemic level for things like managed care requirements, licensing board candidacy requirements and qualifications, continuing education limitations, and so many more.
After attending this introductory-level program, participants will be able to:
- Explain historical foundation of Alfred Adler’s theoretical approach of psychology
- Discuss the integration of play therapy and Adlerian theory for what is now known as Adlerian Play Therapy (AdPT) developed by Terry Kottman
- Identify the foundational tenets of AdPT
- Identify how and with who the AdPT approach is used
This program meets APA’s continuing education STANDARD 1.1: Program content focuses on application of psychological assessment and/or intervention methods that have overall consistent and credible empirical support in the contemporary peer reviewed scientific literature beyond those publications and other types of communications devoted primarily to the promotion of the approach.
This program meets APA’s continuing education GOAL 1: Program is relevant to psychological practice, education, and/or science
General Admission: $20
The Chicago School Faculty/Staff/Alumni: $10*
The Chicago School Students: $15*
(*Please email [email protected] for coupon code)
Refund Policy: 100% of tuition is refundable up to 48 hours before the program. Within 48 hours of the program, and at any point in Homestudy format, tuition is nonrefundable.
Association for Play Therapy. (2014). Why Play Therapy? Retrieved from http://www.a4pt.org/?page=WhyPlayTherapy
Adler, A. (1927). Individual Psychology. Journal of Abnormal Psychology, 22(2), 116-122.
https://doi.org/10.1037/h0072190
Adler, A. (1956). Individual Psychology of Alfred Adler: A systematic presentation in selections from his writings. Basic Books.
Adler, A. (1998). Understanding Children with emotional problems. Journal of Humanistic psychology, 38(1), 121-127 . https://doi.org/10.1177/00221678980381012
Dillman Taylor, D., Thompson, K. A., & Kottman, T. (2022). Strengthening the efficacy of Adlerian Play Therapy through the measurement model. International Journal of Play Therapy, 31(3), 165.
Dreikurs, R., & Soltz, V. (1964) Children: The Challenge. New York: Hawthorne/Dutton
Dewey, E. (1978). Basic Applications of Adlerian Psychology for Self-understanding and Human Relationships. Coral Springs, FL: CMTI Press.
Kottman, T., & Meany-Walen, K. (2016). Partners in play: An Adlerian approach to play therapy. John Wiley & Sons.
Kottman, T., Meany-Walen, K. K., Parsons, M., & Dillman Taylor, D. (2020). Adlerian Play Therapy Treatment Manual.[unpublished manual]
Lew, A., & Bettner, B. L. (1998). Responsibility in the classroom: A teacher’s guide to understanding and motivating students. Connexions Press.
Lew, A., & Bettner, B. L. (1998). Raising Kids Who Can: A Parent’s Guide to Understanding and Motivating Children. Connexions Press.
Levine, P. A., & Kline, M. (2006). Trauma through a child’s eyes: Awakening the ordinary miracle of healing. North Atlantic Books.
Pepper, F.C. (1980) Why children misbehave. Individual Psychology, 17, 19-37.
Prochaska, J. O., & Norcross, J. C. (2010). Systems of psychotherapy: A transtheoretical analysis. (7th Ed.). Belmont, CA: Brooks/Cole.
Shapiro, F. (2017). Eye movement desensitization and reprocessing (EMDR) therapy: Basic principles, protocols, and procedures. Guilford Publications.
Stein, H. T. (2008). Adler’s Legacy: Past, Present, and Future. Journal of Individual Psychology, 64(1).
Substance Abuse and Mental Health Services Administration (SAMHSA). (2016). Adlerian Play Therapy. National Registry of Evidence-based Programs and Practices (NREPP). http://nrepp.samsha.gov/ProgramProfile.aspx?id=160
Sweeney, T. J. (2019). Adlerian counseling and psychotherapy: A practitioner’s wellness approach. Routledge.
Brittany McBryde Williams, LMHC
Brittany McBryde Williams, LMHC is a child psychotherapist at Silver River Counseling in Central Florida and a published author in pursuit of adding to the building body of empirical support for the use of Adlerian Play Therapy. Her educational experience includes a Bachelor’s of Science in Psychology from University of Central Florida, a Master’s of Science in Clinical Mental Health Counseling and a Graduate certificate in Psychology with a specialization in Play Therapy both from Capella University. Brittany specializes in treating trauma using EMDR and in Adlerian Play Therapy and is currently in the certification process of both while also working in her last phase towards gaining her RPT license. Brittany currently works in a private group practice and is passionate about supporting and empowering children and their families heal and live more fulfilling lives as they strive for a sense of belonging. When Brittany is not working, she enjoys cooking, reading, music, growing her own fruit and vegetables, and being in nature with her family and animals. Brittany deeply values intentionality and connection with others and promotes loving our most authentic selves.
Target Audience: Mental health professionals, educators, and students.
Psychologists. This program, when attended in its entirety, is available for 1.0 continuing education credits. The Chicago School of Professional Psychology is approved by the American Psychological Association to sponsor continuing education for psychologists. The Chicago School of Professional Psychology maintains responsibility for this program and its content. The Chicago School of Professional Psychology is committed to accessibility and non-discrimination in its continuing education activities. The Chicago School of Professional Psychology is also committed to conducting all activities in conformity with the American Psychological Association’s Ethical Principles for Psychologists. Participants are asked to be aware of the need for privacy and confidentiality throughout the program. If program content becomes stressful, participants are encouraged to process these feelings during discussion periods.
Counselors/Clinical Counselors. This program, when attended in its entirety, is available 1.0 hours of continuing education. The Chicago School of Professional Psychology is licensed by the Illinois Department of Financial and Professional Regulation (IDFPR) to provide continuing education programming for counselors and clinical counselors. License Number: 197.000159
Social Workers. This program, when attended in its entirety, is available for 1.0 hours of continuing education. The Chicago School of Professional Psychology is licensed by the Illinois Department of Financial and Professional Regulation (IDFPR) to provide continuing education programming for social workers. License Number: 159.001036
MFTs, LPCCs, and LCSWs: Course meets the qualifications for 1.0 hours of continuing education credit for MFTs, LPCCs, and/or LCSWs as required by the California Board of Behavioral Sciences. If you are licensed outside of California please check with your local licensing agency to to determine if they will accept these CEUs. The Chicago School of Professional Psychology is approved by the California Board of Behavioral Sciences (BBS) to offer continuing education programming for MFTs, LPCCs, LEPs, and/or LCSWs. The Chicago School of Professional Psychology is an accredited or approved postsecondary institution that meets the requirements set forth in Sections 4980.54(f)(1), 4989.34, 4996.22(d)(1), or 4999.76(d) of the Code.
School Psychologists. This program, when attended in its entirety, is available for 1.0 hours of continuing professional development. The Chicago School of Professional Psychology’s School Psychology Program is approved by the National Association of School Psychologists to offer continuing professional development. The Chicago School of Professional Psychology maintains responsibility for this continuing professional development activity.
Participation Certificate. The Chicago School of Professional Psychology is able to provide students and other participants who simply wish to have documentation of their attendance at the program a participation certificate.
Non Psychologists. Most licensing boards accept Continuing Education Credits sponsored by the American Psychological Association but non-psychologists are recommended to consult with their specific state-licensing board to ensure that APA-sponsored CE is acceptable.
*Participants must attend 100% of the program in order to obtain a Certificate of Attendance.
If participants have special needs, we will attempt to accommodate them. Please address questions, concerns and any complaints to [email protected]. There is no commercial support for this program nor are there any relationships between the CE Sponsor, presenting organization, presenter, program content, research, grants, or other funding that could reasonably be construed as conflicts of interest.