248 | Adherence, Power, and Certification: A Global CCPT Discussion

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You're listening to the Play Therapy Podcast with Dr. Brenna Hicks,

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your source for centered and focused play therapy coaching.

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Hi,

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I'm Dr. Brenna Hicks,

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The Kid Counselor.

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This is the Play Therapy Podcast where you get

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a master class in child-centered play therapy.

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And practical support and application for your

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work with children and their families.

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In today's episode,

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I am answering a question from Mai in Bahrain in the Middle East,

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really excited about that.

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So Mai,

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thank you so much for the email and to those of you in the Middle East,

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many of you have emailed me and that is always so encouraging to me

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to know that on the other side of the world in a very different culture.

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CCPT has a presence.

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So

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to all of my

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listeners in the Middle East,

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I'm so glad that you're a part of the Play Therapy Podcast family,

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and my,

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thank you so much for listening in Bahrain and

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for taking CCPT to

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your culture and your country.

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All right,

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so Mai is a little bit of an overachiever and submitted 3 questions.

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So I'm going to tackle each one of these.

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However,

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before I dive into that,

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I just want to remind you,

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this Friday,

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January 3rd at 2 p.m. Eastern,

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we are having the live podcast event.

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So please look in the show notes for the link to register.

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And as I mentioned,

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we're going to talk about impact and if you attend,

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I'm going to give you the link so that you

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can watch a 2.5 hour workshop that I gave in Australia

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on the mindset of a CCPT.

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So that's going to be really valuable,

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really helpful.

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That is not publicly available,

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so as a thank you for

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being on the live event,

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I want to make sure that you go home with some extra value.

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OK,

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so let's dive into Mai's questions and we'll just do them one at a time.

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I think that'll be easier.

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My name is Mai.

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I'm currently a mental health counselor in training

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based in Bahrain in the Middle East.

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I've been an avid listener of your podcast for the past few months,

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and I really appreciate the insights you share.

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I have a few questions.

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Number one,

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non-directive therapy and interventions in non-directive play therapy,

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do you avoid making interventions throughout the process?

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In my practice,

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we often incorporate a brief 5 or 10 minute

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intervention to support children in developing specific skills,

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and I'm curious to hear your thoughts on

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integrating this approach within a non-directive framework.

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OK,

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so

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I think the most simple answer that I can give

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is

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that if we do anything

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other than CCPT

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we're deviating from the model

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so we will never do any kind of intervention,

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we will never bring anything up,

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we never do any kind of activities

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or any directive approach whatsoever

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because that is no longer adherent to the child-centered model.

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Every single week when the child comes,

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the.

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Most important thing that we say is,

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hi so and so,

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I'm so happy to get to play with you today.

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You can play with all the toys in most of the ways that you want.

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And that's where we stop,

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the child takes over,

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and the child is fully in charge.

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And in

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yesterday's episode,

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when I talked about adherence,

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I gave all kinds of rationale for why we do not deviate.

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And so my that might be helpful for you to

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listen to that episode as well in conjunction with this.

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Here's what we can do though so if we really feel like there

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needs to be some kind of intervention or something that

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supports us in our work or supports the child,

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we do that as part of our parent consultation process

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so we would not bring anything up to the child we would not take.

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Time from the session.

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I know a lot of therapists because of the policies at their practices or just

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kind of the systems that are put in place when they work for someone else,

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they say,

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well,

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we typically do 5 to 10 minutes with the parent

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or I spend 5 or 10 minutes getting an update from the

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parent and then I play with the child for 40 to 45

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or we do,

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you know,

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an activity at the beginning or at the end of every session.

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We're no longer adherent to CCPT if we're doing those things.

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However,

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sometimes we might say,

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you know what,

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I really think this child

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needs

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to have more choices.

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I really think this child needs to

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really understand the returning of responsibility.

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I think this child needs to have his or her feelings validated more frequently.

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If that.

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That's the case,

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that will support the child's therapeutic growth,

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so we do that in the parent consultation.

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We psycho educate parents

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about what to be doing at home and how they

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can be supporting what we're doing in the playroom,

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but the intervention or the directive is always

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at the parent rather than at the child.

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So I hope that's helpful.

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OK,

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let's go on to question number 2.

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When a child tries to take control in the session

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by saying things like Open this or get me that,

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how do you typically navigate these situations?

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I understand that the child-centered model encourages us not to do

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for the child that which they can do for themselves,

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so I'd love to hear your approach to managing power struggles like these.

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OK.

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My life seems to just go in

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repeatable cycles,

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and I've been

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asked this question so much lately,

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so I know that this is something that a lot of therapists are wrestling with,

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so I'm really happy to be talking about this.

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I've been talking about it on coaching calls and in the

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Collective and in the forums and now the podcast as well,

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so

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definitely a very relevant question.

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The most important thing we can do in a scenario like this is tease apart why

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the child is

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demanding that we do something for them.

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The why matters,

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right?

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Here's what we need to be thinking about.

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There are 3 potential

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reasons

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for the child's request.

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The first is it's a true power and control grab.

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They're ordering you around,

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they're bossing you around.

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They want that dictatorial feeling of being in charge.

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So it's get me that

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or open this or do this for me.

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If you get a sense that it is truly rooted in power and control.

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We respond appropriately by acknowledging that the

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child wants the power and the control,

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and that they want us to do something for them,

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and then we do it,

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because remember,

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we are the actor in the child's play.

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So if

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a director is telling you go stand there and say that line and make

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sure that you do it with this kind of look on your face,

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as an actor you would comply with the director's wishes.

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We are the actor in the child's play.

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If they say go get me that,

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and it's because of a power and control need.

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Then

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we say,

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hm,

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you're ordering me to go get that for you,

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you want me to do it right now.

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And then we go get it

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because if it is a power and control need driving it,

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we comply

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with the power and control grab.

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Option number 2

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is the child is feeling inadequate,

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incompetent,

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they're lacking confidence,

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it's a learned helplessness kind of scenario.

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This can happen sometimes before a child will even try to do something.

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So they don't even make an attempt,

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and they're just like,

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can you get that for me?

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Or sometimes they try and fail,

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then they go,

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I can't do it,

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you do it.

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Or sometimes it's just you can tell that they

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are so used to people doing things for them.

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They have no intrinsic motivation,

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they have no desire to try anything,

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and so they just want to pass the buck.

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In that case,

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we default to never do for a child that which they can do for themselves.

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We return responsibility

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in that scenario.

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Oh,

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you really want me to do that for you,

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but you can figure it out even though it's tricky.

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You just haven't gotten it yet.

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All right,

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so see now if it's a learned helplessness or a lack of confidence,

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adequacy,

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something like that,

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we return responsibility

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because we know the child is in fact capable

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and the child needs to learn to have an internal locus of control.

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Now,

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3rd option

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is

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collaborative play.

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So you're tossing a ball back and forth and the ball goes under your chair

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or the child has both hands full

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and needs you to grab the scissors because they have a

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paper in one hand and the markers in the other,

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and they say,

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hey,

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will you grab those scissors?

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All right.

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And a lot of therapists get hung up in this scenario because

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they try to be really rigid

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with the tenants.

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So it's like never do for a child that which they can do for themselves.

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They can get those scissors,

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I'm not gonna get the scissors for them.

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Well,

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the why matters.

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Because if a child is

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Both hands full

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and you're in the room.

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It's a very natural collaborative request to say,

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hey,

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will you grab that for me?

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Or hey,

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you get that and I'll get this,

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or

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hold this for me while I,

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or the ball's under your chair,

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will you grab it?

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So in those scenarios,

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we recognize it as

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this is just a natural byproduct of

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the back and forth

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in a room between two people.

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When two people play together,

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there's a collaborative nature,

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there's a cooperative nature.

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So sometimes a kid asks you to do something and it's just because

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you're right there.

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It's easier for you.

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My hands are full.

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he,

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it,

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you know,

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it's right there.

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You grab it for me.

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And

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so in that scenario,

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we just do it.

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And I don't,

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in my opinion,

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I don't even feel like I really need to say much in that scenario.

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I mean,

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I might reflect content,

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so I might say,

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oh,

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your hands are full,

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you need me to grab the scissors.

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But there's really not much more to that other than it just makes

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more sense that they would ask you to do it for them.

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So those are the three scenarios that I find most constantly in

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the playroom regarding a child asking you to do something for them.

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So I hope that that's helpful for you to kind of have

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a sense of what you might do based on the why.

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OK,

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and then third question,

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I recently,

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I recently listened to your episode on becoming a child play therapist,

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but it was focused primarily on US Leener.

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Could you share any insights on

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the international equivalent of play therapy certification

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and how someone based outside the US might pursue it without holding US licener?

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OK,

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so this is a little bit more complicated

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because each country has their own regulations,

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each country has their own path to.

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Do play therapy,

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providing play therapy.

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And so I would,

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I,

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I would default to,

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I'm not familiar with Bahrain enough to

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really give you specific insights about your country

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or your region.

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However,

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this is what I might share with you.

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My coaching programs specifically

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are internationally available,

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so I have many international participants and you can become a certified

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through my program,

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child-centered play therapist,

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and it does not require

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licener,

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it does not require any kind of credentials

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other than you're able legally and ethically to

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provide play therapy in your country

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and then you would be certified through our program.

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So I think that might be an easy route for you.

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I really can't speak to your path or what that would

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look like for you other than you would need to figure out

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what the different options are.

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Let me be clear on this though,

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many therapists worldwide

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hesitate to say that they are a play therapist

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because they feel like they they shouldn't use that name or they can't use that name

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until they get some

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training or certification or whatever.

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You are a play therapist if you provide play therapy.

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It's just that simple.

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It's not proprietary,

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it's not regulated,

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and for better or worse,

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you can

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say that you're a play therapist

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just because you do play therapy.

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And unfortunately,

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sometimes that means that someone takes a two-hour training and

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then all of a sudden says they're a play therapist.

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That's not

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what I'm saying at all.

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Master your craft,

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go all in,

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get the highest level of training,

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and be at the upper tier and upper echelon of your field.

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That's what I want for this field.

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I want CCPT to take over the world because every single person that practices

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it is so trained and so knowledgeable and so confident and so effective.

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So,

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I do not advocate for someone just saying,

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oh,

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I'm a play therapist because I did a two-hour online course.

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But if you

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are able to be effective,

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if you know what you're doing,

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if you have the skills and the education,

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whatever path that is for you.

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In other countries,

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they do not,

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some countries do not require a mental health background to do play therapy.

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So whatever your path is,

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be proficient

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and be effective,

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but you can call yourself a play therapist if you provide play therapy.

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And then obviously,

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child-centered play therapy

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is a very specific theoretical model,

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and you're listening to the podcast,

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so I assume that you're,

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you're very all in on CCPT.

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So you can say that you are a child-centered play therapist.

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As long as you are legally and ethically able to do

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that in Bahrain without any kind of license or educational path.

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So that that's really all I have in the way of insight there.

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If

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the rest of you in that region,

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if any of the rest of you are in Bahrain or in that region,

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and you can email me and provide me with insight,

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I will give an update in a future episode.

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If you have maybe some answers for my or you have some insight that I don't,

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I would love to pass that along.

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So please email me brenna@thekidcounselor.com if

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you can share any insight.

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All right,

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y'all,

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I love you.

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Thank you so much for hanging out with me.

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We'll talk again soon.

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Bye.

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Thank you for listening to the Play Therapy Podcast with Dr.

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Brenna Hicks.

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For more episodes and resources,

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please go to www.playtherapypodcast.com.