Group Supervision Cohort
2026-02-20 08:30 - 09:30, 2026-06-05 08:30 - 09:30, 2026-08-07 08:30 - 09:30 (America/Chicago) | Online
Group Supervision Cohort via Zoom

Assessment and Techniques in Play Therapy
2026-03-13 09:00 - 17:30 | FSC Kids, 10400 N. Vineyard, Suite B, Oklahoma City, OK, 73120
Presenter: Brandy Guidry, MA LPC, RPT-S™
Course Description
As a play therapist it is necessary to have knowledge of various assessments for accurate and effective treatment. Participants will explore various assessments and techniques. Additionally, the differences in assessments across a range of play therapy theories will be explored.
Learning Objectives
1.Participants will critique a variety of play assessments that can be used in diagnosis.
2.Participants will assess 3 or more possible themes within the play session
3.Participants will discuss how basic child developmental stages play a role in assessment, and implementation of play therapy techniques.
4.Participants will apply appropriate assessments when developing a plan for therapy.
5.Participants will gain a basic knowledge of child development to enhance assessment process.
6.Participants will discuss case studies to enhance their play therapy assessment skills.
7.Participants will identify the social stages of play.
8.Participants will recognize the importance of the parental involvement in play therapy.
APT Approved Provider 17-491
Price: $195 for 7.5 CE Hours
Click Here to Register

Play Therapy Across the Lifespan: Adults, Couples, and Groups
2026-05-15 09:00 - 17:30 | FSC Kids, 10400 N. Vineyard, Suite B, Oklahoma City, OK, 73120
Presenter: Brandy Guidry, MA LPC, RPT-S™
Course Description
Play Therapist should have knowledge of the lifespan applications of play therapy. This class will increase the therapist’s self-awareness, and knowledge about working with adults, couples, and groups.
Learning Objectives

Explain the importance of knowing development throughout the lifespan and play themes that are common in the different stages of development.
Analyze 2 or more stages of development and how they impact play therapy clients- observing the different characteristics of the individual.
Describe lifespan development theories and identify 3 or more play therapy techniques to use with specific age groups, couples, and groups.
Describe and utilize knowledge of lifespan development in working with play therapy clients and identify 3 or more ways it’s impact can be used in explaining them importance of the knowledge of different stages of development.
Describe 2 or more ways to engage couples in play therapy.
Demonstrate 3 or more play therapy techniques and applications to use with clients in different stages of development.
Describe 2 or more theoretical approaches to lifespan development that can be used working with groups using play therapy.
Describe ways to develop a competent practice, build sensitivity and knowledge for all stages of life.
Build awareness of how to integrate specific techniques with adults, groups and couples using play therapy.

APT Approved Provider 17-491
Price: $195 for 7.5 CE Hours
Click Here to Register

504 Plans vs. IEPs: What Play Therapists Need to Know to Support Students in Schools
2026-06-26 09:00 - 12:15 | FSC Kids, 10400 N. Vineyard, Suite B, Oklahoma City, OK, 73120
To Register: email oklahomaplaytherapy@gmail.com and you will be sent an invoice.
Presenter: Hannah Holcomb, LPC, RPT™
Class begins: 9:00 am
Break: 10:30 am to 10:45 am
Class ends: 12:15 pm
Course Description
Play therapists frequently work with children who receive school-based support, yet the distinction between Section 504 Plans and Individualized Education Programs (IEPs) is often unclear. This course provides play therapists with a clear, practical overview of the differences between 504 Plans and IEPs, including legal foundations, eligibility criteria, types of services provided, and how each impacts a child’s educational experience. Emphasis is placed on the play therapist’s role in collaboration, documentation, advocacy, and ethical communication with families and school teams. Participants will leave better equipped to support clients navigating educational accommodations and special education services.

Course Objectives
By the end of this course, participants will be able to:
1.Differentiate between Section 504 Plans and Individualized Education Programs (IEPs), including their legal foundations and purposes, and articulate how these frameworks intersect with play therapy theories and school-based mental health supports.
2.Identify eligibility criteria for 504 Plans and IEPs, recognizing common developmental, emotional, and behavioral presentations frequently encountered in play therapy practice that may qualify a child for school-based services.
3.Explain the accommodations, services, and protections provided under 504 Plans and IEPs, and evaluate how play therapy techniques and interventions may complement or support these educational plans.
4.Define the role of the play therapist in supporting children with 504 Plans and IEPs, including collaboration with school personnel, consultation with caregivers, and integration of play therapy skills within multidisciplinary teams.
5.Apply knowledge of 504 Plans and IEPs to play therapy treatment planning, including writing goals that align with school supports, advocating for developmentally appropriate interventions, and empowering families through a play therapy-informed framework.
6.Recognize ethical and professional considerations when interfacing with school systems, including documentation practices, communication boundaries, scope of play therapy practice, and adherence to relevant legal and ethical standards.

BOTH Discount: 504 Plans & Using Board Games
2026-06-26 09:00 - 16:30 | FSC Kids, 10400 N. Vineyard, Suite B, Oklahoma City, OK, 73120
To Register: email oklahomaplaytherapy@gmail.com and you will be sent an invoice.
Morning Session: 504 Plans vs. IEPs: What Play Therapists Need to Know to Support Students in Schools
Starts at 9:00 am
Break: 10:30am-10:45 am
Ends at 12:15 pm
Presenter: Hannah Holcomb, LPC, RPT™
Course Description
Play therapists frequently work with children who receive school-based support, yet the distinction between Section 504 Plans and Individualized Education Programs (IEPs) is often unclear. This course provides play therapists with a clear, practical overview of the differences between 504 Plans and IEPs, including legal foundations, eligibility criteria, types of services provided, and how each impacts a child’s educational experience. Emphasis is placed on the play therapist’s role in collaboration, documentation, advocacy, and ethical communication with families and school teams. Participants will leave better equipped to support clients navigating educational accommodations and special education services.
Course Objectives
By the end of this course, participants will be able to:
1.Differentiate between Section 504 Plans and Individualized Education Programs (IEPs), including their legal foundations and purposes, and articulate how these frameworks intersect with play therapy theories and school-based mental health supports.
2.Identify eligibility criteria for 504 Plans and IEPs, recognizing common developmental, emotional, and behavioral presentations frequently encountered in play therapy practice that may qualify a child for school-based services.
3.Explain the accommodations, services, and protections provided under 504 Plans and IEPs, and evaluate how play therapy techniques and interventions may complement or support these educational plans.
4.Define the role of the play therapist in supporting children with 504 Plans and IEPs, including collaboration with school personnel, consultation with caregivers, and integration of play therapy skills within multidisciplinary teams.
5.Apply knowledge of 504 Plans and IEPs to play therapy treatment planning, including writing goals that align with school supports, advocating for developmentally appropriate interventions, and empowering families through a play therapy-informed framework.
6.Recognize ethical and professional considerations when interfacing with school systems, including documentation practices, communication boundaries, scope of play therapy practice, and adherence to relevant legal and ethical standards.
Afternoon Session: Using Board Games with Ethical Considerations in Play Therapy
Begins at 1:15pm
Break 2:45pm to 3:00 pm
Ends at 4:30pm
Course Description
Using Board Games with Ethical Considerations in Play Therapy examines the intentional and ethically sound integration of board games into play therapy practice. Board games can serve as powerful therapeutic tools to support emotional regulation, social skill development, frustration tolerance, and relational connection. However, their use requires thoughtful clinical decision-making grounded in ethical standards and developmentally appropriate practice.
This course explores ethical considerations relevant to the selection, adaptation, and implementation of board games in play therapy, including issues of competence, cultural responsiveness, informed consent, confidentiality, therapeutic boundaries, and treatment planning. Participants will examine practical strategies for intentional game selection and modification while applying ethical decision-making models to common clinical scenarios.
Learning Objectives
Upon completion of this course, participants will be able to:
1.Identify ethical considerations related to the use of board games in play therapy practice.
2.Demonstrate strategies for intentionally selecting and adapting board games to align with treatment goals and developmental needs.
3.Apply established ethical decision-making models to clinical scenarios involving the use of board games in play therapy.

Using Board Games with Ethical Considerations in Play Therapy
2026-06-26 13:15 - 16:30 | FSC Kids, 10400 N. Vineyard, Suite B, Oklahoma City, OK, 73120
To Register: email oklahomaplaytherapy@gmail.com and you will be sent an invoice.
Presenters: Brandy Guidry, LPC, RPT-S™ and Casi Bournival, LMFT, RPT-S™
Class begins: 1:15 pm
Break: 2:45 pm to 3:00 pm
Class ends: 4:30 pm
Course Description
Using Board Games with Ethical Considerations in Play Therapy examines the intentional and ethically sound integration of board games into play therapy practice. Board games can serve as powerful therapeutic tools to support emotional regulation, social skill development, frustration tolerance, and relational connection. However, their use requires thoughtful clinical decision-making grounded in ethical standards and developmentally appropriate practice.
This course explores ethical considerations relevant to the selection, adaptation, and implementation of board games in play therapy, including issues of competence, cultural responsiveness, informed consent, confidentiality, therapeutic boundaries, and treatment planning. Participants will examine practical strategies for intentional game selection and modification while applying ethical decision-making models to common clinical scenarios.
Learning Objectives
Upon completion of this course, participants will be able to:

Identify ethical considerations related to the use of board games in play therapy practice.

2. Demonstrate strategies for intentionally selecting and adapting board games to align with treatment goals and developmental needs.
3. Apply established ethical decision-making models to clinical scenarios involving the use of board games in play therapy.

Who, What, When, Where, Why: A History of the Field of Play Therapy
2026-09-11 09:00 - 17:30 | FSC Kids, 10400 N. Vineyard, Suite B, Oklahoma City, OK, 73120
Presenter: Nancy Rumley Soliz, MS, LMFT, RPT-S™
Course Description
This course will first explore the history and origins of play therapy. Participates will engage via lecture, group discussion, and experiential learning. Professionals will be introduced to past and current research studies pointing to the effectiveness and limitations of play therapy. Participants will also explore the Therapeutic Powers of Play.
Learning Objectives

Describe 3 key aspects of play.
Critique 3 or more results of play deficits in children.
Discuss 3 or more skills and resources that are developed through play.
Identify 3 or more key players in the early history of play therapy.
Demonstrate 2 or more ways how the history and development of play therapy influence play therapy today.
Analyze the Therapeutic Powers of Play.
Describe 3 key aspects of play therapy.
Describe where to find research on play therapy as well as cite 3 or more ways to obtain that research in the future.

APT Approved Provider 17-491
Price: $195 for 7.5 CE Hours
Click Here to Register

Family Play Therapy: Historically Significant Theories of Play Therapy
2026-09-18 09:00 - 17:30 | FSC Kids, 10400 N. Vineyard, Suite B, Oklahoma City, OK, 73120
Presenter: Nancy Rumley Soliz, MS, LMFT, RPT-S™
Course Description
Historically significant play therapy theories that utilize the family as the main component of treatment will be explored in this course. Participants will also explore the reason they may or may not utilize family therapy. Participants will have the opportunity to practice the skills throughout the course in working with multiple people in the play room.
Learning Objectives
1. Analyze 3 or more reasons to use Family Play Therapy.
2. List 2 or more reasons where Family Play Therapy would be contraindicated.
3. Describe 3 or more basic concepts of Filial Play Therapy.
4. Demonstrate 1 or more skills of Filial Play Therapy.
5. Describe 3 or more basic concepts of Theraplay ®.
6. Describe 1 or more ways the role of the therapist shifts with various family play therapy theories.
7. Discuss 1 or more recent research articles implementing Filial Play Therapy or Theraplay®.
8. Analyze 1 or more ways that culture can inform family play therapy treatment.
APT Approved Provider 17-491
Price: $195 for 7.5 CE Hours
Click Here to Register

Introduction to Play Therapy
2026-10-02 09:00 - 17:30 | FSC Kids, 10400 N. Vineyard, Suite B, Oklahoma City, OK, 73120
Presenter: Nancy Rumley Soliz, MS, LMFT, RPT-S™
Course Description
Participants will be introduced to basic concepts including play room setup, portable playrooms, and toy selection. Child-Centered Play Therapy will be explored as an initial introduction into play therapy.
Learning Objectives

Prepare a Child-Centered Play Therapy session.
Create a play therapy room.
Create a travel play therapy room.
Demonstrate 3 or more key aspects of Child-Centered Play Therapy.
Demonstrate 3 or more appropriate facilitating responses in Child-Centered Play Therapy.
Demonstrate 1 or more ways to set limits in the play room.
Analyze 1 or more ways to involve the family in the play therapy process.
Prepare a directive play therapy session.

APT Approved Provider 17-491
Price: $195 for 7.5 CE Hours
Click Here to Register

Uniting Family Therapy Theories with Play Therapy
2026-10-23 09:00 - 17:30 | FSC Kids, 10400 N. Vineyard, Suite B, Oklahoma City, OK, 73120
Presenter: Nancy Rumley Soliz, MS, LMFT, RPT-S™
Course Description
This course will take into consideration how the family can be used in play therapy. Classic schools of family theories such as Systems, Bowenian, Structural, Strategic, Experiential, and Cognitive-Behavioral Family Therapy will be explored as well as post-modern theories of Solution-Focused and Narrative therapy will be examined through the lens of play therapy. Participants will also learn various techniques and applications to use when families enter the play room.
Learning Objectives

List 3 or more components of the basic history of the development of family therapy.
Describe 1 or more ways to integrate Bowenian Family Therapy with Play Therapy.
Describe 1 or more ways to integrate Strategic Family Therapy with Play Therapy.
Describe 1 or more ways to integrate Structural Family Therapy with Play Therapy.
Describe 1 or more ways to integrate Experiential Family Therapy with Play Therapy.
Describe 1 or more ways to integrate Psychoanalytic Family Therapy with Play Therapy.
Describe 1 or more ways to integrate Cognitive-Behavioral Family Therapy with Play Therapy.
Describe 1 or more ways to integrate Solution-Focused Family Therapy with Play Therapy.
Describe 1 or more ways to integrate Narrative Family Therapy with Play Therapy.

APT Approved Provider 17-491
Price: $195 for 7.5 CE Hours
Click Here to Register

Play Therapy Theories: Exploring Child-Centered and Adlerian Play Therapy
2026-11-06 09:00 - 17:30 | FSC Kids, 10400 N. Vineyard, Suite B, Oklahoma City, OK, 73120
Presenter: Nancy Rumley Soliz, MS, LMFT, RPT-S™
Course Description
In order to practice play therapy successfully, a working understanding of the foundational theories surrounding play therapy is essential. This training will explore Child-Centered and Adlerian Play Therapy theories. Professionals will be encouraged to consider their own personality in relation to each theory when working with clients and families using play therapy. This will be accomplished by using lecture, discussion, experiential learning, and case studies.
Learning Objectives

Describe 3 or more basic concepts of Child-Centered Play Therapy.
Describe 3 or more basic concepts of Adlerian Play Therapy.
Explain 1 or more ways the theory behind Child-Centered Play Therapy informs every day practice.
Explain 1 or more ways the theory behind Adlerian Play Therapy informs every day practice.
Demonstrate a play therapy technique/session from the prospective of 1 or more play therapy theories.
Critique 2 or more play therapy sessions implementing either Child-Centered or Adlerian Play Therapy.
Discuss how to incorporate 1 or more theories into their practice of play therapy according to each participants’ own self-as-a-therapist.
Discuss 1 or more recent research articles implementing Child-Centered and Adlerian Play Therapy.

APT Approved Provider 17-491
Price: $195 for 7.5 CE Hours
Click Here to Register

Using Sandtray in Play Therapy: Beginner
2026-11-13 09:00 - 17:30 | FSC Kids, 10400 N. Vineyard, Suite B, Oklahoma City, OK, 73120
Presenter: Nancy Rumley Soliz, MS, LMFT, RPT-S™
Course Description
This course will introduce the use of sand tray therapy as a therapeutic technique to be used in play therapy. It will explore the history and rationale of sandtray therapy and cover fundamental and sandtray techniques with individuals, families and groups. Participants will have the opportunity to experience sandtray activities and will explore and process sandtray therapy.
Learning Objectives

Participants will analyze the history and rationale for sandtray therapy and the connection to play therapy.
Participants will be able to identify and distinguish sand play and sand tray therapy.
Participants will identify how to select appropriate sand, trays, and play therapy miniatures.
Participants will apply and demonstrate 1 or more ways of how to set up and categorize miniatures.
Participants will identify 2 ways that sand tray therapy integrates left brain and right brain.
Participants will create documentation for sandtray therapy sessions.
Participants will have an opportunity to prepare and process a non-directive sandtray.
Participants will have the opportunity to prepare and process a directive sandtray.
Participants will have the opportunity to analyze and document a sandtray.

APT Approved Provider 17-491
Price: $195 for 7.5 CE Hours
Click Here to Register

Seminal Theories and Ethical Considerations in Play Therapy
2027-01-08 09:00 - 17:30 | FSC Kids, 10400 N. Vineyard, Suite B, Oklahoma City, OK, 73120
Presenter: Nancy Rumley Soliz, MS, LMFT, RPT-S™
Course Description
In order to practice play therapy successfully, a working understanding of the foundational theories surrounding play therapy is essential. This training will explore theories that have impacted the practice of play therapy. Professionals will be encouraged to consider their own personality in relation to each theory when working with clients and families using play therapy. This will be accomplished by using lecture, discussion, experiential learning, and case studies. Ethical considerations for working with children and families will also be explored.
Learning Objectives

Describe 1 or more basic concepts of Psychodynamic Play Therapy.
Describe 1 or more basic concepts of Cognitive-Behavioral Play Therapy.
Describe 1 or more basic concepts of Experiential Play Therapy.
Describe 1 or more basic concepts of Gestalt Play Therapy.
Describe 1 or more basic concepts of Filial Play Therapy.
Describe 1 or more basic concepts of Theraplay.
Describe 1 or more basic concepts of Developmental Play Therapy.
Describe 1 or more basic concept of Ecosystemic Play Therapy.
Describe 1 or more basic concepts of Prescriptive Play Therapy.
Demonstrate a play therapy technique/session from the prospective of 1 or more play therapy theories.
Discuss how to incorporate 1 or more theories into their practice of play therapy according to each participants’ own self-as-a-therapist.
Plan how to incorporate Play Therapy Best Practices and the Paper on Touch in order to support ethical practices in play therapy.

APT Approved Provider 17-491
Price: $195 for 7.5 CE Hours
Click Here to Register

Using Sandtray in Play Therapy: Advanced
2027-01-15 09:00 - 17:30 | FSC Kids, 10400 N. Vineyard, Suite B, Oklahoma City, OK, 73120
Presenters: Nancy Rumley Soliz, MS, LMFT, RPT-S™& Hannah Holcomb, LPC, RPT™

Course Description
This advanced-level training provides an in-depth exploration of sandtray therapy within the context of play therapy practice. Participants will examine theoretical foundations, techniques, and clinical applications of sandtray work across diverse play therapy approaches, including Child-Centered, Adlerian, Gestalt, Cognitive-Behavioral, and Jungian models. Through experiential activities, case conceptualization, and applied practice, participants will develop advanced skills in symbolic interpretation, metaphor use, emotional attunement, and integration of sandtray methods with core play therapy principles. Emphasis is placed on ethical practice, cultural responsiveness, therapist self-reflection, and supporting complex client needs such as trauma, grief, and identity development. This training equips play therapists to confidently implement sandtray processes in individual, group, and family contexts while supporting therapeutic powers of play and fostering meaningful change.
Learning Objectives
By the end of the workshop, participants will be able to:
1. Differentiate foundational sandtray and sandplay approaches and explain how major play therapy theories (e.g., Child-Centered, Adlerian, Gestalt, Cognitive-Behavioral, Jungian) inform advanced sandtray practice.
2. Conceptualize sandtray sessions through a selected play therapy theoretical lens by integrating attachment, self-expression, and symbolic communication.
3. Demonstrate advanced facilitation skills in sandtray-based play therapy, including use of metaphor, reflective responding, and attunement to nonverbal and symbolic client communication.
4. Identify and interpret symbolic themes, developmental patterns, and countertransference reactions that arise in advanced sandtray work within play therapy practice.
5. Develop and implement treatment plans that integrate sandtray interventions with established play therapy modalities to address complex clinical concerns such as trauma, grief, and identity development.
6. Apply advanced case conceptualization skills to articulate how sandtray play therapy interventions activate therapeutic powers of play (e.g., self-expression, emotional regulation, relational connection).
7. Evaluate ethical and cultural considerations in advanced sandtray practice, including therapist boundaries, cultural symbolism, and therapist use of self in play therapy settings.
8. Integrate sandtray strategies into individual, group, and family play therapy sessions across developmental levels and treatment settings.
9. Explain the importance of therapist self-care in advanced sandtray work and identify strategies for maintaining emotional well-being and professional sustainability.
APT Approved Provider 17-491
Price: $195 for 7.5 CE Hours
Click Here to Register

Culture and Play Therapy: Working with Various Populations
2027-03-12 09:00 - 17:30 | FSC Kids, 10400 N. Vineyard, Suite B, Oklahoma City, OK, 73120
Presenter: Nancy Rumley Soliz, MS, LMFT, RPT-S™
Course Description
This course will focus on providing culturally sensitive play therapy in the treatment of diverse populations. Some of the populations to be discussed include: various tribal cultures, military families, and foster care. Other cultural, socio-economic, and sexual identity/orientation will also be explored in using various play therapy theories, techniques, and applications.
Learning Objectives

Demonstrate 2 or more practical applications in play therapy that may need to be adjusted to meet the needs of various cultures.
Describe 1 or more ways in which cultural humility should inform your practice in play therapy.
Describe 2 or more clinical considerations in implementing play therapy within military culture.
Describe 2 or more clinical considerations in implementing play therapy within foster care culture
Describe 2 or more clinical considerations in implementing play therapy within Native American culture
Describe 2 or more clinical considerations in implementing play therapy within LGBTQIA+ culture
Assess 1 or more ways your role as a professional should be explored in working with various cultures utilizing play therapy.
Analyze 2 or more ways how your own culture influences your interactions with play therapy clients that have similar or different cultural backgrounds.

APT Approved Provider 17-491
Price: $195 for 7.5 CE Hours
Click Here to Register

Cultural Humility and Ethics in Play Therapy
2027-03-19 09:00 - 17:30 | FSC Kids, 10400 N. Vineyard, Suite B, Oklahoma City, OK, 73120
Presenter: Nancy Rumley Soliz, MS, LMFT, RPT-S™
Course Description
This course will explore definitions of cultural terms over time and what informs current best practices in working with various populations. Participants will engage and explore how to set up a play room that is inclusive and the role of cultural humility. Additionally, the ethics involved in working with diverse populations will be discussed as well as the role of a play therapist in social justice.
Learning Objectives

Compare and contrast the terms: culture, ethnicity, customs, rituals, and traditions; and discuss how those might inform your practice in play therapy.
Analyze 2 or more ways how your own culture influences your interactions with play therapy clients that have similar or different cultural backgrounds.
Demonstrate an understanding of cultural appropriation and describe 2 or more ethical considerations behind cultural appropriation of toys, techniques, and in the play room.
Describe 1 or more ways in which cultural humility should inform your practice in play therapy.
Describe 2 or more ways how Hofstede’s Dimensions of Culture could inform your play therapy practice in working with various cultures.
Describe 2 or more clinical considerations in implementing play therapy with various ethnic cultures.
Describe 2 or more instances where Kitchner’s model of ethical principles can be applied throughout working with diverse cultural backgrounds.
Describe 1 or more reasons for the importance of awareness of social justice issues.
Describe 1 or more ways participants can become involved in social justice issues as a play therapist.

APT Approved Provider 17-491
Price: $195 for 7.5 CE Hours
Click Here to Register

Treatment Planning and Progress Notes in Play Therapy
2027-04-02 09:00 - 17:30 | FSC Kids, 10400 N. Vineyard, Suite B, Oklahoma City, OK, 73120
Presenter: Brandy Guidry, MA LPC, RPT-S™
Course Description
As a play therapist it is necessary to have knowledge of writing treatment plans and progress notes for accurate documentation. Using diagnostic criteria, treatment planning models, participants will be able to develop treatment plans that meet the needs of the child.
Learning Objectives

Participants will demonstrate writing 1 or more play therapy sessions notes/treatment plans using play themes.
Participants will demonstrate how to build a play therapy treatment plan that both gives the family/child clear direction and meets requirements of payers.
Participants will demonstrate how to write a treatment plan using play therapy techniques.
Participants will design a treatment plan for a specific diagnosis using play therapy criteria.
Participants will observe a play therapy session and practice documentation of session in the form of progress notes.
Participants will analyze through various play therapy theories the steps to making clinical observations for treatment planning purposes.
Participants will compile a “resource list” or information page for parents of children in play therapy.
Participants will utilize a case example to create a comprehensive treatment plan and examples of progress note documentation.

APT Approved Provider 17-491
Price: $195 for 7.5 CE Hours
Click Here to Register

The Roots of Me: Examining the Self of the Play Therapist through Sandtray
2027-04-09 08:30 - 2027-04-10 17:00 | FSC Kids, 10400 N. Vineyard, Suite B, Oklahoma City, OK, 73120
Presenter: Mandy Jones-Fischer, LCSW, RPT-S, JD (See bio below)
Sponsored by: Oklahoma Play Therapy Training Institute (APT Approved Provider #: 17-491)
Total CEs: 14 In-Person Contact Hours
Agenda: 8:30am to 5:00pm both days
Morning Break: 10:30 am-10:45 am
Lunch: 12:45 pm to 1:45 pm
Afternoon Break: 3:45 pm to 4:00 pm
Course Description
There is a reason you are a therapist. You are not just any type of therapist. You are a play therapist. When was the last time you examined why? In this highly experiential course, we will use four lenses to examine the self as therapist: family system of origin, touch, identity as healer, and identities within(and outside of) the play therapy room. This four-part program will examine each lens through a left-brained, relational neuroscience perspective paired with a right-brained sandtray perspective. Relational neuroscience tells us that the relationship between the therapist and client is the biggest agent of change and contrary to graduate school teachings, the embodiment of therapist as self plays a critical role in a client’s healing. By examining parts of the play therapist as self that are divisive or uncomfortable, we are better able to be fully present in body and soul for our clients.
Learning Objectives
(1) Identify the four lenses by which a therapist can examine themselves in their play therapy work
(2) Explain the importance that family of origin has on the play therapist
(3) Assess the role that the therapist’s father has played in the life of the play therapist
(4) Identify two benefits that touch has on healing in play therapy
(5) Describe two ethical concerns about touch in play therapy
(6) Examine the role that touch has had on the functioning of the play therapist
(7) Describe multicultural perspectives of what it means to be a play therapist and a healer
(8) Utilize sandtray to examine the embodied role of healer
(9) Assess how the role of healer impacts the play therapist’s presence in the therapy room
(10) Apply parts work to examine various identities of the play therapist
(11) Identify two ethical conundrums around self-disclosure in play therapy
(12) Compare the identities of the play therapist self that come into the therapy room against those that are left outside the therapy room door.
Presenter Bio
Mandy Jones-Fischer (She/Her/Hers), LCSW, RPT-S™, JD is a Certified Theraplay® Practitioner, Trainer, and Supervisor. She also has extensive training in sandtray therapy. Mandy has worked almost exclusively with adoptive and foster families since she began her career. She takes a particular interest in helping families with young children form strong attachments and work through sensory concerns. Mandy is also experienced in helping adopted individuals with identity, loss, and anxiety concerns throughout their lifespan. More recently, Mandy has been focusing her clinical work on helping children born during the height of the COVID-19 pandemic who are struggling with overwhelming anxiety. While Mandy doesn’t regularly practice law, through her legal work she has advocated for children in both the Illinois and Michigan child welfare systems. She continues to use her legal knowledge and
advocacy skills to help families gain Individualized Education Programs (IEPs) and other essential resources for children.
After serving in various roles at The Theraplay Institute over 11 years and culminating as the Executive Director, she opened a private practice in Chicago in 2024. Mandy earned her BA in Political Science and her BS in Psychology from Loyola University Chicago. She earned her Master of Clinical Social Work and Juris Doctorate from Michigan State University. She is further trained in TBRI and ARC. Mandy can be reached at mandy@nurturedrootschicago.com.
Register Here:

Working with Trauma and Abuse in Play Therapy
2027-04-16 09:00 - 17:30 | FSC Kids, 10400 N. Vineyard, Suite B, Oklahoma City, OK, 73120
Presenter: Nancy Rumley Soliz, MS, LMFT, RPT-S™
Course Description
This course will explore the impact of trauma and abuse on their clients and how to effectively use play therapy to address these concerns. Clinicians will learn the importance of enhancing the safety in the play therapy room in order to work with clients experiencing trauma. Developmental issues with be explored as well as working the brain that has experienced trauma. Various techniques and their application to play therapy will be explored.
Learning Objectives
1. Explain the definition of trauma and abuse as well as describe 2 or more behaviors or play themes that are common in trauma and abuse.
2. Analyze 2 or more ways various trauma experiences impact play therapy clients- observing single vs. complex trauma, nature of the crisis, characteristics of the individual, and client support system.
3. Describe the concept of creating a ‘safe place’ in the therapy room and identify 3 or more play therapy techniques to achieve this goal.
4. Describe and utilize the ACE study in working with play therapy clients and identify 3 or more ways its’ impact can be used in explaining trauma to parents, guardians, clients, and the community at large.
5. Compare 2 or more ways how play may look different for a child that has experienced trauma or abuse.
6. Demonstrate 3 or more play therapy techniques and applications to use with clients that have experienced abuse and/or trauma.
7. Describe 2 or more theoretical approaches that can be utilized in the treatment of trauma and abuse through play therapy.
8. Demonstrate 2 or more play therapy techniques to impact sensory development that may be affected due to early childhood trauma.
APT Approved Provider 17-491
Price: $195 for 7.5 CE Hours
Click Here to Register

Mindfulness in Play Therapy: Enhancing Presence, Regulation, and Connection
2027-05-21 09:00 - 17:30 | FSC Kids, 10400 N. Vineyard, Suite B, Oklahoma City, OK, 73120
Presenter: Julie Reising, LMFT, RPT-S ™
Course Description
Mindfulness and play therapy share a natural synergy: both invite presence, attunement, curiosity, and compassionate awareness of internal experience. This 7.5-hour training explores how mindfulness can be thoughtfully integrated into the play therapy process to support emotional regulation, strengthen therapeutic relationships, and enhance clinical outcomes for children, adolescents, and families.
Participants will examine the theoretical foundations and neurobiological underpinnings of mindfulness, gaining an understanding of why these approaches are particularly effective when combined with play therapy modalities. Through experiential learning, case applications, and hands-on practice, attendees will learn developmentally appropriate, play-based mindfulness interventions they can immediately implement in clinical work.
Play therapists will also engage in mindfulness practices designed to enhance their own presence, attunement, and responsiveness in sessions—core components of effective play therapy. Ethical and cultural considerations will be woven throughout, supporting thoughtful, inclusive, and clinically sound use of mindfulness with diverse clients.
This training is interactive, practical, and grounded in research and real-world experience, offering play therapists tools to help clients cultivate awareness, emotional regulation, and empowered self-expression—within the safety of the playroom.
Learning Objectives

By the end of this training, participants will be able to:

Identify at least three theoretical foundations that support the integration of mindfulness practices within the play therapy process.

Describe the neurobiological impact of mindfulness on the developing brain and how this informs the play therapist’s clinical decision-making.

Explain a minimum of four benefits of incorporating mindfulness into play therapy with children, adolescents, and families.

Demonstrate at least three developmentally appropriate mindfulness interventions that can be integrated into play therapy sessions to support emotional regulation and co-regulation.

Identify and apply at least three mindfulness-based strategies to help children increase awareness of their internal experiences and strengthen their ability to label emotions within the play therapy process.

Practice and apply at least three mindfulness techniques for play therapists to support therapist presence, attunement, and clinical responsiveness in sessions.

Develop a treatment plan concept illustrating how mindfulness strategies can be incorporated into a play therapy framework for a specific presenting concern (e.g., anxiety, trauma, emotional dysregulation).

Identify at least three ethical and cultural considerations when using mindfulness practices in play therapy, including adaptations for diverse developmental, familial, and cultural contexts.

APT Approved Provider 17-491
Price: $195 for 7.5 CE Hours
Click Here to Register

Professional, Ethical, and Supervisory Development in Play Therapy
2027-06-18 09:00 - 17:30 | FSC Kids, 10400 N. Vineyard, Suite B, Oklahoma City, OK, 73120
Presenter: Nancy Rumley Soliz, MS, LMFT, RPT-S™

Course Description
This course will explore the professional and ethical considerations that are important to explore as a professional play therapist. Ethical issues concerning HIPAA compliance, working with special populations, and self-care will be discussed. Additionally, staying abreast on current research, consulting with other play therapy professionals, and private practice journeys will be addressed. Future professional goals in the field such as becoming a RPT-Supervisor will also be explored.
Learning Objectives

Design a marketing plan as a play therapist that adheres to ethical/supervisory standards.
Utilize social media to market as a play therapist that adheres to ethical/supervisory standards.
Assess various forms of communication with clients and how HIPAA guidelines are paramount in communication.
Describe 1 or more personal self-care routine(s) that you will implement daily, weekly, monthly, and yearly.
Explain 1 or more area (i.e., theory or certification) in play therapy that you want to explore further.
Describe 1 or more reason why consulting with other play therapy professionals is essential in your practice.
Compare 2 or more ways to start private practice.
Utilize case vignettes to conceptualize ethical/supervisory issues that may arise specifically in play therapy as a clinician or supervisor.

APT Approved Provider 17-491
Price: $195 for 7.5 CE Hours
Click Here to Register
