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Play Therapy Center For Positive Regard

Professional and Parent Consultation and Education

Teri offers various training programs and professional parent coaching/education.These non-clinical services are offered to advise and educate the parent and the play therapy professional.

“As children develop, their brains "mirror" their parent's brain. In other words, the parent's own growth and development, or lack of those, impact the child's brain. As parents become more aware and emotionally healthy, their children reap the rewards and move toward health as well.”

Daniel J. Siegel

Parent Education Groups
Professional Consultation Groups
Presentation Topics
Parent Education Groups

Parenting is a rewarding but often difficult challenge.

Ms. Krull offers consultation/coaching services to parents on issues of divorce, building your child's self-esteem, technology and your child,  grandparents as parents, managing the bully, parenting the ADHD child, positive parent communication, co-parenting, creating balance as a parent and much more!

For more specific information regarding parent coaching or group presentations, contact Teri at terikrull@playtherapy.tv

Parent Education Groups are in development for 2018-19.

  • The Whole Brain Approach to Parenting
  • Supporting Parents in a Technology Driven World
  • Positive Parenting
  • Parenting the ADHD Child
  • Children and Divorce
  • Managing the Bully
  • Hurry Less, Love More
  • Finding the Balance as a Parent in a Busy World
  • Building Self Esteem in Children
  • Children and Medications, How to Make the Right Choice
  • Understanding Childhood Aggression

Parent Coaching - you ask the questions!

Be sure and ask Teri to design a workshop to meet your group’s needs!

Professional Consultation Groups

Instruction Calendar

APT provider #01-104

Group Play Therapy Professional Consultation

Select Fridays of each month from noon to 1:30 PM (unless otherwise scheduled)

2345 S. Alma School Rd. #110 Mesa, AZ 85210
Teri V. Krull, LCSW, LLC

Registered Play Therapy - Supervisor

To register, fill out form below or call 480-917-7792

Advanced Supervision Discussion and Training

Offered 4 times annually

3 APT contact hours

Phoenix, Arizona

Contact: Contact Teri for more information

Camp PlayMore

 in Sedona, Arizona

Contact: Contact Teri for more information

Briar Patch Inn - 18 contact hours

Joyce Mills, Ph.D and Teri Krull, LCSW

Be looking for more information!!!

Schedule Teri for your group today!

A 21 day notice is required for workshop cancellations.  If a cancellation is made before the 21 day period, an administrative fee of $50 will be charged. No refunds are available after the indicated 21 day cancellation period.  CPR only assumes liability for the registration portion of any workshop or intensive.  All other costs are the responsibility of the participant.

Presentation Topics

Presentation Topics Include:

Hope for Our Children: Play Therapy with Child Survivors of Suicide

Play, Play Therapy and Technology

Play Therapy Technique and Translation (PTTT)

Play Therapy with Children and Parents/Caretakers in Relationship Transition (formerly Play Therapy and Divorce)

Effective Strategies for Play Therapy Supervision

Play Therapy-An Advanced Dialogue

Play Therapy Techniques I, II and III

Introduction to Sand Tray Therapy

Sand Tray Instruction I - Beginning Application

Sand Tray Instruction II - Special Populations

Play Therapy in the Schools

Play Collaboration: The Child, The Parents, The School and the Therapist

Professional Balance as a Play Therapist

Helping the Parent Play

Securing Your Client’s Self-Esteem

Make, Manage, and Maintain Your Private Practice

Camp PlayMore (co-presenter, Joyce Mills)

Foundations of Play Therapy

Play Therapy Professional


Articles

  • Management of Childhood Intolerance

Management of Childhood Intolerance

When we fail to recognize and stop this as it occurs, we contribute to the problem.  We all have been bullies or felt the impact of prejudice sometime in our life.

 

Please recognize the signs.

 

The bully often:

  • dominates and manipulates
  • appears to enjoy feeling powerful
  • displays uncontrolled anger
  • is excited by the conflict
  • hides behavior from adults, blames others

The victim may:

  • appear insecure, anxious, depressed or sad
  • withdraw or isolate
  • be teary and complain of illness
  • not want to go to activities or school
  • ignore/walk away/get help/move to a larger group

 

Consider the following to prevent the occurrence:

  • Stop and listen to the child – eliminate your hurry to help with child’s worry
  • Remain observant and actively involved in the child’s life
  • Intervene in a timely manner when problems occur with clear and consistent boundaries regarding acceptable and unacceptable behavior
  • Reward pro-social behavior
  • Encourage bystanders, teachers, the community to intervene – help all children
  • Do not be silent, help

How to teach tolerance:

  • Take time with the/your child – provide at least 15 minutes a day of undivided time with the/your child, away from technology, where the social engagement is the focal point.   This engagement supports healthy development - increases verbal skills and empathy and actually helps prevent violence.
  • Model tolerance – the honoring of differences
  • Communicate love, respect, kindness and empathy for the family and for others
  • Maintain humor
  • Model letting go with personal empowerment through positive behavior and asking for help

 

Public and Parents: education/support/counseling - listen, listen, listen, listen

 

 

In summary, family balance and positive thinking are the mainstay tasks of today’s world.  Providing family time to teach values, secure boundaries, simplify life and anchor internal and external worth are essential.  Teaching respect and modeling positive behaviors secure family relationships and provide improved outcomes for our children’s processing and behavior.

 

Eliminate your hurry to help with the child’s worry.

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  • Play, Play Therapy and Technology By Teri V. Krull, LCSW, LLC, RPT-S

Technology is not bad and it is here to stay.  However how we use or abuse this resource is at the core of current conversations.  Many respected individuals in our field recommend that we advise parents to limit their child’s daily screen time to two hours or less.  The American Pediatric Association stated that there was no evidence of screen time having any educational benefit to a child under the age of two; that screen time should be discouraged for infants and toddlers and carefully limited for older children.  Their position prompts us all to pause and take notice.

So what do we do?  How do we advise the parents of our clients?  Do we use technology in our work with our child clients?  How do we find objective information to assess the impact of technology on children’s lives? Let’s look at some recent information.

In a publication titled, Facing the Screen Dilemma, authored by Linn, Almon and Levin, they state there is mounting evidence-suggesting harm to child health, child development and learning for children who are “media- saturated”.  They went on to report that “29% of babies under the age of 1 are watching TV or videos for an average of 90 minutes a day . . . 64% of babies and toddlers are watching TV and videos, averaging slightly over 2 hours a day.”

One of the studies suggests that technologies interfere with human interaction, most especially parent-child relationship.  Other concerns reported were the increase of childhood obesity (attributed to the decrease of physical activity with screen time); an increase of sleep disturbances; decreased peer socialization; decreased learning and school performance.

One answer to the challenges of technology is to help clients and caretakers find balance in how technology is experienced in their homes/lives.  As play therapists we can serve the best interests of our child clients by supporting client caretakers as they review these issues and support healthy family communication about the pros and cons of how technology is incorporated into family life.

Another answer to this challenge is to encourage children and families to continue to play, securing individual creativity and dynamic interaction.  As play professionals, we know the merits of play. We embrace play as play therapists, as it is the language of the child.  It provides rehearsal for life, facilitates language, stimulates the senses, and promotes collaboration, problem solving and much more.  Play ignites the imagination.

In conclusion, we have an ethical responsibility to help families make thoughtful decisions about how technology is managed in their homes.  We also have a responsibility to continue to support play, and play therapy, as ways to maintain creativity, enhance learning, secure attachments, enhance brain development and neurologically stimulate physical growth.  Please join me in to further discuss the topic: Play, Play Therapy and Technology.  See you at one of my parent instructions!

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  • An Overview of the Play Therapy Translation Tool (PTTT) by Teri V. Krull, LCSW, RPT-Supervisor

 

“. . . it cannot be doubted that each of us can see only a part of the picture.  Human knowledge is never contained in one person.  It grows from the relationships we create between each other and the world, and still it is never complete.  And Truth comes somewhere above all of them . . .” Paul Kalantithi, When Breath Becomes Air.

As play therapists we strive to provide the best care possible to children as they wrestle with life’s challenges.  We understand that children are sensitive beings behaviorally driven by development and experience. We are acutely aware of the importance of compassionate child treatment that best suits the individual while understanding the child’s systems.

Many professionals intuitively understand the value of play in therapy.    It is the child’s language and our engagement with them the “dialogue”.  Others might miss the rich metaphors; the biological; the neurological and emotional benefits inherent in the play exchange.

A professional challenge we may experience relates to translating the metaphysical meaning/experience of play therapy to a cognitive framework .  As we treat in the context of play, our therapy with children includes our ability to compassionately and accurately translate it’s value to others in the child’s life so as to best service the overall needs of the client.

It is in the context of “what others might see” when we assume another important role as a translator in the child’s care.  Let’s take a moment and review the specifics:

  • Play – to function uninterrupted, to discharge a steady stream, to move freely within a bounded space. (The American Heritage Dictionary, 1969, p. 1005). The child’s language.
  • Therapy – the treatment of a disability or symptom, having healing or curative powers. (The American Heritage Dictionary, 1969, P. 1336). The job of the therapist.
  • Translation - to express in another language, systematically retaining the original sense, to convey from one form or style to another, to explain. (The American Heritage Dictionary, 1969, p. 1364). The task of interpretation.
  • Fluency – having facility in the use of a language, effortless, flowing smoothly and easily. (The American Heritage Dictionary, 1969, p. 505). The translation of the child’s play to others.

Influenced by the above, I began developing a Play Therapy Translation Tool (PTTT)© in 2006.  In the last decade I have revised this tool and now share it with professionals to support their translation of play therapy to parents, caretakers and professionals.  PTTT© addresses the value of the child’s experience; helps facilitate the cognitive understanding of play while addressing the bio-neurological and mastery skills inherent in play and play therapy.

It is my hope that in the near future we will all meet in person to discuss this PTTT© and review this professional tool in detail.  We have a responsibility to match our intuitive understanding and cognitive dialogue so as to support competent client decision-making and treatment planning.

"I felt that to understand my own direct experiences, I would have to translate them back into language . . . Hemingway described his process in similar terms: acquiring rich experiences, then retreating to cogitate and write about them.”  Kalantihi

 

 

Teri V. Krull, LCSW, RPT-S is a frequent visitor to the DC/Chevy Chase area.  She has a Diplomate in Clinical Social Work (NASW), is the Director of the Center for Positive Regard and has a 30-year private practice in Mesa, Arizona specializing in the treatment of children and families.  A member of the Association for Play Therapy since 1985, she was the co-founder and first President of Arizona APT.  Teri served 6 years on the national board of APT and chaired the board of directors in 2000.  Currently she is a board member for the APT Foundation.  She is a nationally recognized presenter in play therapy; parent coach; play therapy adjunct faculty to Child Psychiatric Residents; has produced 4 DVDs related to play therapy long distance learning and was recently honored with the Arizona District and State NASW 2010 Lifetime Achievement Award.  She hopes to be to your area soon to support and discuss play therapy in your state.

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