1
APT E-LEARNING CENTER
PLAY THERAPY CONTINUING EDUCATION TEST FOR:
SAND THERAPY: AN INTRODUCTION
General Information
Citation: Dee Preston-Dillon, PhD
Format: Audio
# Credit Hours: 2.5 (APA, NBCC, APT approved)
% Pass: 80%
Test Fee: $37.50
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, cguerrero@
Learning Objectives:
Based on the content of the workshop, I am able to:
1. Utilize theories and related techniques related to sand tray and sandplay therapy.
2. Design case material appropriate for diverse clinical settings, specialized client needs, and multicultural concerns.
3. Describe ethical principles that support appropriate uses of sand tray and sandplay and examine related competencies and training for clinicians.
4. Discuss approaches to understand sand scenes including transference and countertransference in the context of differing theories.
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)
TEST
1. Which is NOT true? Sand scene construction helps clients:
a. connect with their unconscious
b. express parts of their personal stories
c. manipulate events in their lives
2. Journaling helps a therapist:
a. verify the diagnosis
b. reflect on personal experience and use resources to amplify sand scenes
c. interpret the specific meanings in each sand tray
3. Sand is useful:
a. with all age groups
b. only for young children with trouble communicating
c. for all groups except teenagers because they may confuse symbols with reality
4. Containment in sand therapy refers to?
a. A miniature play area
b. Where toys are kept
c. The function of the clinician as well as the sand tray
5. In sand therapy the clinical relationship must be:
a. formal and distant
b. trusting and judgment-free
c. open and vocal
6. Being a reflective sand therapist is
a. an art
b. a learned skill
c. both an art and a skill
7. In Teah's story, Gran served as a
a. critic
b. all knowing authority, holder of meaning
c. safe witness and holder of her experiences
8. Confidentiality is an important consideration for
a. the sand scene
b. the process
c. both the sand scene and the process
9. With Jungian-oriented therapy, the role of the clinician is one who:
a. supports and advises on the sand play process
b. protects and witnesses the sand play process
c. advises on and protects the sand play process
10. A child-centered therapist may:
a. assume a role a child assigns and take an active part in a sand scene
b. watch a child play silently without taking any involvement
c. suggest roles to a child for different symbol objects
11. A therapist’s level of training and experience will greatly affect:
a. his/her attitude in responding to clients
b. the ability to understand sand scenes and make connections
c. the capacity to listen attentively
12. What can a therapist study to enhance understanding of cultural nuances in a sand scene?
a. ask clients about the background of chosen symbols
b. visit other communities/countries/areas and study surroundings
c. study myth and symbols of various cultures using many of the available texts
13. The ending of a sand tray may lead to which of the following?
a. An opportunity for the clinician to force discussion about the scene created?
b. A completion of therapy where the client is encouraged to continue work on his/her own.
c. A transition where new work that emerged may become part of future treatment.
14. The role of a clinician regardless of theoretical background is to:
a. listen, contain, acknowledge and respect the scene as a representation of emotions
b. guide, instruct, and offer suggestions as to the use of a sand tray
c. take an active part within the sand tray using constructs appropriate for the client’s age
15. Which of the following is not accomplished by journaling about sand play experiences?
a. making more relevant clinical connections between sand scenes and therapy goals
b. creating a record of therapy that may be shared with other therapists for evaluation
c. feeling an increase in competence for facilitating sand therapy process
16. Competence in the use of sand tray depends on:
a. how the tray is adapted and the ability of the clinician
b. how many years of experience a clinician has
c. which theory or theories a clinician uses in the sand
REFERENCES
Dale, M. & Wagner, W. G. (2003). Sandplay: An investigation into a child's meaning system via the Self Confrontation Method for Children. Journal of Constructivist Psychology, 16, 17-36.
Frankl, V. E. (1959). Man’s search for meaning. New York: Simon and Schuster.
Oaklander, V. (1988). Windows to our children. Highland, New York: The Gestalt Journal Press.
Chodorow, J. (Ed.) (1997). Encountering Jung: On active imagination. Princeton: Princeton University Press.
Hannah, B. (1981). Encounters with the Soul: Active imagination as developed by C.G. Jung. Toronto: Sigo Press,
Kalff, D. M. (1980). Sandplay: A psychotherapeutic approach to the psyche. Boston: Sigo Press.
Lowenfeld, M. (1979). The world technique. London: George Allen & Unwin.
Preston-Dillon, D. (1999). Culturally enhanced interpretations of Jungian sand scenes for multicultural participants: Native American and Native Hawaiian perspectives. Unpublished Dissertation. San Francisco: Saybrook Graduate School.
Preston-Dillon, D. (2004). Emersion in the sand: Amplification to revitalize and deepen your experience of sandplay. CD lecture recording: College Park, MD
Preston-Dillon, D. (1992). Sandplay: A Jungian and phenomenological analysis for understanding the relevance of culture for multi-ethnic individuals. Unpublished essay for Saybrook Graduate School: San Francisco, CA
Signell, K. (1999). Silence and Sandplay. Journal of Sandplay Therapy, 5, 69 - 87.
BIBLIOGRAPHY
Humanistic and Child-Centered Resources
Baggerly, J. (2005). Motivations, philosophy, and therapeutic approaches of a child-centered play therapist: An interview with Garry L. Landreth. Journal of Humanistic Counseling, Education & Development, 44, 117-127.
Dale, M. & Wagner, W. G. (2003). Sandplay: An investigation into a child's meaning system via the Self Confrontation Method for Children. Journal of Constructivist Psychology, 16, 17-36.
Frankl, V. E. (1959). Man’s search for meaning. New York: Simon and Schuster.
Guerney, L.. (2001). Child-centered play therapy. International Journal of Play Therapy, 10, 13-31.
Landreth, G., Baggerly, J. & Tyndall-Lind, A. (1999). Beyond adapting adult counseling skills for use with children: The paradigm shift to child-centered play therapy. Journal of Individual Psychology, 55, 272-288.
Oaklander, V. (1988). Windows to our children. Highland, New York: The Gestalt Journal Press.
Rogers, C. R. (1961). On becoming a person: A therapist’s view of psychotherapy. Boston: Houghton-Mifflin.
Rogers, N. (1993). The creative connection: Expressive arts as healing. Palo Alto, CA: Science and Behavior Books.
Sandplay, Jungian Theory, and Sand Tray
Adams, K. (1999). The power of Sandplay. Journal of Sandplay Therapy, 8, 89 – 100.
Allan, J. & Berry, P. (1993). Sandplay. In C. E. Schaefer & D. M. Cangelosi (Eds.), Play therapy techniques (pp. 117-123). Lanham, MD: Jason Aronson.
Ammann, R. (1991). Healing and transformation in Sandplay: Creative processes become visible. LaSalle, IL: Open Court.
Bradway, K. & McCord, B. (1997). Sandplay: Silent workshop of the psyche. New York: Routledge.
Boik, B. L. & Goodwin, E. A. (2000). Sandplay Therapy: A step-by-step manual for psychotherapists of diverse orientations. New York: W. W. Norton and Company.
Castellana, F. & Donfrancesco, A. (2005). Sandplay in Jungian analysis: Matter and symbolic integration. The Journal of Analytical Psychology, 50, 367-382.
Chodorow, J. (Ed.) (1997). Encountering Jung: On active imagination. Princeton: Princeton University Press.
C. G. Jung Institute of San Francisco. (1981). Sandplay studies: Origin, theory and practice. San Francisco: C. G. Jung Institute of San Francisco.
Cockle, S. (1993). Sandplay: A comparative study. International Journal of Play Therapy, 2, 1-17.
Dale, M. & Wagner, W. G. (2003). Sandplay: An investigation into a child's meaning system via the Self Confrontation Method for children. Journal of Constructivist Psychology, 16, 17-36.
Hannah, B. (1981). Encounters with the Soul: Active imagination as developed by C.G. Jung. Toronto: Sigo Press,
Jacobe, J. (1959/ 1974). Complex, Archetype, symbol in the psychology of C. G. Jung.
Princeton: Princeton University Press.
Homeyer, L. E. & Sweeney, D S. (2005). Sandtray therapy. In C. A. Malchiodi (Ed.), Expressive therapies (pp. 162-182). New York, NY: Guilford Press.
Kalff, D. M. (1980). Sandplay: A psychotherapeutic approach to the psyche. Boston: Sigo Press.
Lowenfeld, M. (1979). The world technique. London: George Allen & Unwin.
Mitchell, R. R. & Friedman, H. S. (1994). Sandplay: Past, present and future. New York: Routledge.
Preston-Dillon, D. (1999). Culturally enhanced interpretations of Jungian sand scenes for multicultural participants: Native American and Native Hawaiian perspectives. Unpublished Dissertation. San Francisco: Saybrook Graduate School.
Preston-Dillon, D. (2004). Emersion in the sand: Amplification to revitalize and deepen your experience of sandplay. CD lecture recording: College Park, MD
Preston-Dillon, D. (1992). Sandplay: A Jungian and phenomenological analysis for understanding the relevance of culture for multi-ethnic individuals. Unpublished essay for Saybrook Graduate School: San Francisco, CA
Russo, M. F., Vernam, J. & Wolbert, A.. (2006) Sandplay and storytelling: Social constructivism and cognitive development in child counseling. Arts in Psychotherapy, 33, 229-237.
Signell, K. (1999). Silence and Sandplay. Journal of Sandplay Therapy, 5, 69 - 87.
Steinhardt, L. (2000). Foundation and form in Jungian Sandplay. Philadelphia: Jessica Kingsley Publishers.
Turner, B. A. (2005). The handbook of Sandplay Therapy. Cloverdale, CA: Temenos Press.
von Franz, M-L. (1977/ 1982). Individuation in fairytales. Dallas, Texas: Spring Books.
von Franz, M-L. (1985). Projection and re-collection in Jungian psychology: Reflections of the soul. La Salle: Open Court.
Weinrib, E. L. (1983). Images of the self. Boston: Sego Press.
Myths and Symbol Resources
Andrews, T. (2003). Animal speak: The spiritual & magical powers of creatures great and small. St. Paul, Minn.: Llewellyn Publications.
Biedermann, H. (1989). Dictionary of symbolism, cultural icons & the meanings behind them. ( J. Hulbert, Trans.), New York: Penguin.
Bolen, J. S. (1984). Goddesses in every woman: A new psychology of women. New York: Harper & Row.
Campbell, J. (1949). The hero with a thousand faces. Bollingen Series XVII. Princeton: Princeton University Press.
Chevalier, J. & Gheerbrant. (1996). Dictionary of symbols. (J. Buchanan-Brown, Trans.),
New York: Penguin.
Circlot, J.E. (1971). A dictionary of symbols. (2nd ed., J. Sage, Trans.), New York:
Philosophical Library.
Elder, G. (1996). The body: An encyclopedia of archetypal symbolism. Boston: Shambhala Publications.
Ferber, M. (1999). A dictionary of literary symbols. New York: Cambridge University Press.
Fontana, D. (2003). The secret language of symbols: A visual key to symbols and their meanings. San Francisco: Chronicle Books.
Ford, C. W. (1999). The hero with an African face: Mythic wisdom of traditional Africa.
New York: Bantam Books.
Jobes, G. (1962). Dictionary of mythology, folklore and symbols. New York: The Scarecrow Press.
Lake-Thom, B. & Medicine Grizzly Bear. (1997). Spirits of the earth: A guide to Native American nature symbols, stories, and ceremonies. New York: Penguin.
Leeming, D. (2004). Jealous gods chosen people: The mythology of the Middle East.
New York: Oxford University Press.
Mahoney, M.F. (1966). The meaning in dreams and dreaming: The Jungian viewpoint. Seacaucus, NJ: The Citadel Press.
Matthews, B., Trans. (1986). The Herder symbol dictionary. Wilmette, IL: Chiron Publications.
Moore, R.& Gillette, D. (1992). The warrior within: Accessing the knight in the male psyche. New York: Avon Books.
Phillips, S. (2002). Dream symbols. Philadelphia: Running Press.
Rinpoche, L. S. D. (1995). Buddhist symbols in Tibetan culture: An investigation of the nine best-known groups of symbols. (Maurice Walshe, Trans.) Somerville, Mass.: Wisdom Publications.
Shepherd, R. & Shepherd, R. (2002). 1000 symbols: What shapes mean in art and myth. New York: Thames & Hudson.
Tresidder, J. (Ed.). (2005).The complete dictionary of symbols. San Francisco: Chronicle Books.
Walker, B. (1983). The women’s encyclopedia of myths and secrets. San Francisco: Harper Collins.
Walker, B. (1988). The women’s dictionary of symbols and sacred objects. San Francisco: Harper Collins.
APT E-LEARNING CENTER
HOME STUDY EVALUATION FORM FOR:
AUDIO TITLE: SAND THERAPY: AN INTRODUCTION
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. Utilize theories and related techniques related to sand tray
and sandplay therapy. 5 4 3 2 1
2. Design case material appropriate for diverse clinical settings,
specialized client needs, and multicultural concerns. 5 4 3 2 1
3. Describe ethical principles that support appropriate uses of
sand tray and sandplay and examine related competencies
and training for clinicians. 5 4 3 2 1
4. Discuss approaches to understand sand scenes including
transference and countertransference in the context of
differing theories. 5 4 3 2 1
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 5 4 3 2 1
and/or professional expertise.
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:
-----------------------
[pic]
[pic]
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related download
- t007 cognitive therapy of personality disorders
- treatment plan goals objectives
- a discussion of coping methods and counseling techniques
- the miracle question
- joan m tunningley phd otr l bcp
- field education log journal assignment may be
- the refuge center for counseling
- writing my recovery story worksheet
- group dynamics counseling
Related searches
- 1 or 2 374 374 1 0 0 0 1 168 1 1 default username and password
- 1 or 3 374 374 1 0 0 0 1 168 1 1 default username and password
- 1 or 2 711 711 1 0 0 0 1 168 1 1 default username and password
- 1 or 3 711 711 1 0 0 0 1 168 1 1 default username and password
- 1 or 2 693 693 1 0 0 0 1 168 1 1 default username and password
- 1 or 3 693 693 1 0 0 0 1 168 1 1 default username and password
- 1 or 2 593 593 1 0 0 0 1 or 2dvchrbu 168 1 1 default username and password
- 1 or 3 593 593 1 0 0 0 1 or 2dvchrbu 168 1 1 default username and password
- 1 or 2 910 910 1 0 0 0 1 168 1 1 default username and password
- 1 or 3 910 910 1 0 0 0 1 168 1 1 default username and password
- 192 1 or 2 33 33 1 0 0 0 1 1 1 default username and password
- 1 or 2 364 364 1 0 0 0 1 168 1 1 admin username and password