Learning Objectives for Levels 1-10

There are no prerequisites for this level. 

1.  Discuss important influencers on the development of play therapy and sandtray therapy.
2.  Describe the challenges and benefits of providing play therapy and sandtray to clients.  
3.  List the multicultural aspects of sandtray and play therapy.
4.  Identify the factors that contribute to creating a "free and protected" space for all clients.
5.  Practice the play therapy process of building and witnessing sandtrays.
6.  Describe the neurobiology processes and benefits regarding the use of sandtray and play therapy with clients.

Prerequisite Level 1. 

1. Describe the stages of a sandtray play therapy session. 
2. Discuss how transference, countertransference, & cotransference may influence a sandtray or play therapy session.  
3. List at least five responsibilities of a therapist when conducting a sandtray or play therapy session.
4. Explain three aspects of documentation that should be considered in sandtray or play therapy.
5. Prepare three reattunement techniques for when mis-attunement occurs in a sandtray play therapy environment. 
6. Discuss at least three ways in which sandtray and play therapy can encourage interpersonal integration.

Prerequisite Levels 1 & 2. 

1. Apply therapeutic skills to facilitate sandtray work in play therapy sessions. 
2. Discuss at least 3 different theoretical perspectives applicable in the sandtray and play therapy process.
3. Identify how cultural influences may affect archetype meanings. 
4. Discuss Benedict's Play Themes as they relate to the work of play therapy and sandtray.
5. Describe potential barriers to adult play processes in sandtray therapy and play therapy.
6. Identify and practice advance processing and reflecting skills in sandtray play therapy. 

Prerequisite Levels 1 - 3. 

1. Identify the elements of an effective, high-quality environment for sandtray and play therapy. 
2. Discuss the interpersonal neurobiological processes related to sandtray and play therapy. 
3. Identify and discuss the role authenticity plays in accomplishing positive therapeutic outcomes. 
4. Describe observable somatic indicators of fight, flight, & freeze during sandtray and play therapy sessions. 
5. Discuss and explore 6 ethical principles of play therapy. 
6. List steps required for becoming a Certified Clinical Sandtray Therapist & how to use TSTA Best Practices for sandtray play therapy. 

Prerequisite Levels 1 - 4. 

1. Identify and discuss the differences between individual and group sandtray and play therapy. 
2. List the stages of groups. 
3. Identify the unique challenge of consent, limitations of confidentiality, and documentation as it pertains to play therapy and sandtray group. 
4. Describe the benefits and therapeutic gifts that can come from choosing group therapy, with specific focus on play therapy and sandtray. 
5. Observe a sandtray play therapy group, identifying and discussing challenges and solutions in the sandtray play therapy group setting. 
6. Create and list new ideas and activities to use in their own practice when choosing to offer play therapy and sandtray groups. 

Prerequisite Levels 1 - 4. 

1. List and discuss Parten’s Stages of Play and how that affects the outcomes therapists might see in play and sandtray therapy. 
2. Compare the difference between children and adolescents with regard to sandtray in a play therapy context. 
3. Identify the physical, cognitive, social, and emotional developmental milestones of Adolescence. 
4. Identify how the therapist can encourage a “strengthening of self” using sandtray in the play therapy environment.   - Describe the importance of knowledge of child and adolescent play stages in the work with adults. 
5. Identify attachment challenges as children bridge into puberty, and learn therapeutic approaches to increase positive outcomes. 

Prerequisite Levels 1 - 4. 

1. List 4 potential therapeutic benefits when using sandtray or play therapy with adults. 
2. Compare the differences between children and adults with regard to sandtray in a play therapy context. 
3. Identify and explain 5 reasons why sandtray and play therapy contribute to positive outcomes with adults. 
4. Describe and discuss 3 therapeutic goals that can be accomplished using sandtray or play therapy with adults.
5. List 3 ways that play therapy and sandtray can help foster adaptive behaviors in adults. 
6. Identify potential solutions to resistance challenges when using sandtray in the play therapy setting. 

Prerequisites Levels 1 - 5. 

1. List 3 benefits of introducing play within a family system. 
2. Identify new techniques for working with couples and families in sandtray play therapy. 
3. Describe 4 considerations when assessing if play therapy is appropriate for specific couples. 
4. Discuss relational skills that can be assessed when using sandtray play therapy with couples and families.  
5. List 5 steps for de-escalation in a therapy session. 
6. Demonstrate the therapeutic skills for facilitating sandtray  play therapy in the context of couples and family work.  

Prerequisites Levels 1 - 4. 

1. List 5 indicators that trauma is significantly affecting a person’s life.
2. Describe the DSM-IV definition of a PTSD trauma.
3. Identify at least 5 ways in which play therapy supports trauma recovery.
4. Discuss the primary goal of trauma therapy.
5. Identify and discuss the 3 meta themes associated with trauma work in the sandtray play therapy process.
6. Consider the benefits of using sandtray play therapy with trauma survivors concerning the therapeutic relationship. 

Prerequisite Levels 1 - 4. 

1. Demonstrate techniques for assessing grief responses utilizing sandtray play therapy.
2. List the characteristics of Prolonged Grief Disorder.
3. Describe the Dual Process Model of Coping with Bereavement.
4. Discuss how existential focus might look in sandtray play therapy.
5. List the 4 support areas of self-care that might be inventoried when working with the grieving process.
6. Describe how you might use miniatures to assist someone to move from a negative belief to an adaptive belief in sandtray play therapy.