318 | Mastering CPRT Announcement + Q&A: CCPT Termination Criteria (How to Know When a Child Is Truly Ready)

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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 a master class

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in child-centered play therapy and practical support and application.

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For your work with children and their families.

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In today's episode,

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I am answering a question from Orla in Ireland.

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I did not do that on purpose.

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They actually came in in that order,

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I promise.

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So I know we've had two questions from Ireland back to back,

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but

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just coincidence,

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not that I planned it that way.

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But Orla's question is about.

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Kids saying that they want to be done with therapy

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and how we handle that and specifically what we say to parents.

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So not only how do we understand if a child is ready.

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And what do we need to communicate to parents about a child's readiness.

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But before we get into that,

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as promised,

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it is July 7th,

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2025,

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and that means we are launching

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the complete 16 hour CPRT course today through Corewell.

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Very excited about that and For my email newsletter subscribers,

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my podcast listeners,

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and my collective members and my coaching participants,

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you all get $100 off.

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So

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for 10 days only,

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July 7th through July 17th,

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$100 off,

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the code is CPRT100

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CPRT100

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So the letters CPRT

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and the numbers 100,

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CPRT100.

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Only

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letters and numbers don't spell anything out.

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CPRT100,

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you will save $100 and you will get access to the entire course as a thank

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you for being a part of my tribe and being a part of The Kid Counselor family.

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So if you have been waiting,

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I know so many of you have.

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And thanks for your patience,

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thanks for giving us time to work out the technical glitches and all

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things related to the the back end of the programming of the course.

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Corewell has never offered a comprehensive course like this before,

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where you get videos in modules.

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So a huge thank you to them for partnering with us and actually kind of

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creating this type of course on their site from scratch for the CPRT curriculum.

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So CPRT100 for 10 days,

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July 7th through July 17th,

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please take advantage of that.

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It will go up to regular price after that 10 days.

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So if you're thinking about it,

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you might as well save the $100

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and you still get the 16 CEUs for less money.

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All right,

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so let me read parts of Orla's email and then we'll dive into

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processing when a child just says they don't want to come anymore.

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I have a burning question that I'd loved your insight on.

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How do we know when a child is truly ready to end therapy?

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I understand the average number of sessions is around 20.

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Let me pause there.

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Orla,

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it's actually 30 to 40 now.

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So the average has changed.

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It used to be 20,

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and recent research has said 30 to 40.

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So I just wanted to make sure you were aware of that,

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we need to

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extend that time frame.

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I understand the average number of sessions,

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I'll change it for you,

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is around 30 to 40,

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but I've had a couple of recent cases that left me wondering.

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In one case,

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I worked with a boy who said straight off the

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bat that he didn't want to be in play therapy,

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and he was only doing it because he got to miss school,

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but he engaged in play nonetheless and processed some deep stuff.

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I stayed fully child-centered throughout it all.

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At the review,

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his parents reported great improvements.

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He was happier,

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sleeping better,

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more confident,

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and more regulated overall.

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I suggested continuing therapy as he still seemed to be working through things,

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but after one more session,

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he said he didn't want to come back.

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We had only done 6 sessions.

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In another case,

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I worked with a 6 year old girl who

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initially came in with anxiety and people pleasing behaviors.

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For the 1st 6 sessions,

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she played games where we took care of babies in

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daycare and made sure they weren't misbehaving or messy.

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At the 6-week review,

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her parents said she was completely back to her happy,

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confident self with no anxiety or school issues.

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I recommended continuing,

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and we did 6 more.

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In the second phase,

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her play changed.

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She became messier,

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which was unusual for her,

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more assertive and angry,

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and at times very quiet.

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Her play was a lot more fragmented,

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and she wasn't people pleasing to me at all.

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It seemed like she was doing deeper processing.

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Yesterday was her 12th session,

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and she told me she's had enough and doesn't want

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to return because she has other things to do.

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She also made,

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she's 6.

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That's hilarious.

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She also made a huge mess in the room,

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even dumping out the trash can.

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My question is,

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do we trust the child's sense of when they're done?

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No.

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There's the simple answer.

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I'll,

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I'll go into further detail in a minute.

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Should I avoid getting too focused on a specific number of sessions,

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or is this the type of resistance,

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a sign

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they need more support?

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Any insight you can share would be so appreciated.

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I have another kid who has been doing lots of process and play

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who has decided that he doesn't want to come to therapy anymore too.

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I'm finding this type of attrition so hard and I'm

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completely at a loss as to how to advise parents.

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All right,

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so,

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gosh,

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Orla,

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this is a very layered question.

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So we're gonna dive in and we'll,

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we'll do our best to work through this.

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All right,

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so now that we understand that the average is 30 to 40,

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and you were operating on the 20 session model,

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I think this might already answer your own question

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because 6 sessions in,

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12 sessions in,

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the likelihood that they are done is

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slim to none,

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even just from a statistical standpoint.

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But with the case of the boy,

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for example,

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he said that he didn't want to be in play therapy and

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he was only doing it because he got to miss school.

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All right,

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well,

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there's a power control grab straight off

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from the beginning.

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But then he engaged and processed some deep things.

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OK,

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well,

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that's exactly what we expect.

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A child's going to be very power and control hungry at the

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beginning when he realizes that you're giving him power and control,

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he has no need to try to fight for it so much,

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and they know that they need and want to work on things,

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so he did.

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And of course parents are going to report improvements.

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That's exactly what we expect

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because as he works through things,

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he becomes more regulated.

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Now that is in the 1st 6 sessions.

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It sounds as though he dove in really quickly.

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We know that the phases are inevitable,

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so we have those 4 phases and we know that kids will work through every single phase.

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He dove in,

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it seems as though straight into work phase.

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But what we know,

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just like the stages of grief is that you can't go around or bypass the phase.

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So therefore,

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he dove straight into work and then was like,

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wait a second,

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this was too deep,

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too much,

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too far,

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too fast,

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too overwhelming,

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to fill in the blank.

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So now,

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hold on,

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I need to backpedal.

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I need to back up,

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and I don't even really have a relationship with you yet.

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I haven't even really faced the resistance of this yet.

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And

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because he dove in so quickly,

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of course we would anticipate parents would see changes

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in behavior because he actually started doing meaningful work,

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but he went to the 3rd phase

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and now he's saying,

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wow,

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OK,

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this is getting a little more serious now,

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this is getting a little bit more deep and dark and overwhelming.

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I don't really know how I feel about this.

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Can I really even be vulnerable?

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Can I really even trust this person?

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Can I really open up and let all this raw stuff out?

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How is she going to handle it?

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How am I going to handle it?

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Am I ready for this?

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Am I able to do this?

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All of these questions are now swirling.

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So of course,

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he's going to say,

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yeah,

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I don't want to do this anymore.

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This is resistance after work.

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Do you see how we don't always go in a 1, 2, 3, 4 order?

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That's what's going on there.

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Let's dive into the six year old girl.

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She came in with anxiety and people pleasing behaviors.

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Makes sense.

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She played games where you took care of babies in daycare.

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All right,

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if this next line doesn't

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just speak volumes,

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made sure they weren't misbehaving or messy.

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That is literally a picture of her own self temper and her own self-control,

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and her own self regulation.

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I can't misbehave and I can't be messy.

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She's in real time sorting out,

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making sure that other kids do not do the things that she would never let herself do.

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And at the six-week review,

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her parents said that she

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had totally transformed.

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There were all kinds of improvements in a positive direction.

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That's exactly what we expect because she dove into deep work.

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So then you convinced mom and dad that she needed to continue.

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So she continued for 6 more sessions.

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Then she becomes messier,

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then she becomes assertive and angry,

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and then she becomes quiet.

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Then

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she's fragmented,

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she's not people pleasing.

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Now all of a sudden,

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she's letting herself explore

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ideal versus actual.

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She's becoming more of what was prohibited.

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She wouldn't let anyone at the daycare

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misbehave or be messy.

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Now she's misbehaving and being messy.

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That's a reduction in anxiety.

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That is ideal versus actual.

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That is testing the water of what does it feel

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like to do the thing that would be most forbidden

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to a highly anxious people pleasing child.

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It's overwhelming.

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All of a sudden she's like,

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wow,

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I can't handle this.

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This is too much.

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I have other things to do.

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I'm not gonna come back.

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00:09:03,020 --> 00:09:03,460
All right,

272
00:09:03,659 --> 00:09:05,280
another form of resistance.

273
00:09:05,739 --> 00:09:06,489
We can see it.

274
00:09:06,739 --> 00:09:07,809
Keep in mind,

275
00:09:08,289 --> 00:09:10,969
resistance comes at every phase.

276
00:09:11,340 --> 00:09:13,280
Resistance is its own phase,

277
00:09:13,739 --> 00:09:17,349
but resistance can be witnessed in the initiation phase.

278
00:09:17,419 --> 00:09:20,020
It can be resistance in the work phase.

279
00:09:20,059 --> 00:09:22,109
It can be resistance in the termination phase.

280
00:09:22,780 --> 00:09:24,859
And then we have the actual resistance phase.

281
00:09:26,010 --> 00:09:28,929
We understand that it is its own separate entity,

282
00:09:29,049 --> 00:09:32,080
but it's also evident in all of the phases.

283
00:09:33,010 --> 00:09:34,789
So I think that's what's going on there.

284
00:09:34,890 --> 00:09:37,210
And then she makes a mess in the room.

285
00:09:37,820 --> 00:09:38,229
OK,

286
00:09:38,460 --> 00:09:40,299
she literally said that the kids weren't allowed to

287
00:09:40,299 --> 00:09:42,460
be messy and then she makes a mess.

288
00:09:42,700 --> 00:09:45,580
You can see how that would absolutely unnerve her.

289
00:09:45,780 --> 00:09:47,299
It would completely catch her off guard.

290
00:09:47,460 --> 00:09:49,369
She would feel ill equipped to handle it.

291
00:09:49,859 --> 00:09:51,929
It's meaningful work that she needs to do,

292
00:09:52,059 --> 00:09:53,250
but it's scary to her.

293
00:09:53,859 --> 00:09:54,380
So she says,

294
00:09:54,500 --> 00:09:54,580
no,

295
00:09:54,700 --> 00:09:55,250
never mind,

296
00:09:55,380 --> 00:09:56,409
I don't want to come anymore.

297
00:09:58,469 --> 00:09:58,700
Child,

298
00:09:58,710 --> 00:09:59,619
you mentioned at the end,

299
00:09:59,830 --> 00:10:02,070
he doesn't want to come to thera therapy anymore either.

300
00:10:02,229 --> 00:10:04,219
He's been doing lots of process and play.

301
00:10:04,549 --> 00:10:05,679
It's resistance.

302
00:10:06,070 --> 00:10:07,780
He feels scared and look,

303
00:10:07,869 --> 00:10:09,619
many kids will avoid.

304
00:10:10,109 --> 00:10:12,739
Avoidant behavior is very consistent with resistance.

305
00:10:13,669 --> 00:10:14,669
If I just don't come anymore,

306
00:10:14,710 --> 00:10:15,700
I don't have to deal with this.

307
00:10:16,869 --> 00:10:17,239
So,

308
00:10:17,250 --> 00:10:17,450
Orla,

309
00:10:17,530 --> 00:10:18,849
let me go back to your question.

310
00:10:18,890 --> 00:10:20,799
Do we trust the child's sense of when they're done?

311
00:10:20,929 --> 00:10:21,400
No.

312
00:10:22,130 --> 00:10:24,530
Because often a child is going to say that they don't

313
00:10:24,530 --> 00:10:26,559
want to come right when they need to come the most.

314
00:10:27,400 --> 00:10:27,760
Now,

315
00:10:27,950 --> 00:10:29,159
toward the end of treatment,

316
00:10:29,210 --> 00:10:32,169
when a child has actually done the work that they need to do and

317
00:10:32,169 --> 00:10:35,280
they have processed most of all of the stuff that they came in for,

318
00:10:35,489 --> 00:10:38,119
they'll start to not really know what they're supposed to be doing.

319
00:10:38,289 --> 00:10:39,359
They'll say things like,

320
00:10:39,489 --> 00:10:40,669
I don't know what to do.

321
00:10:41,010 --> 00:10:42,090
It's kind of boring.

322
00:10:42,130 --> 00:10:42,880
I don't really know.

323
00:10:42,950 --> 00:10:43,270
I'm,

324
00:10:43,409 --> 00:10:44,210
I'm kind of bored.

325
00:10:44,250 --> 00:10:45,880
I don't know what I'm supposed to do today.

326
00:10:46,289 --> 00:10:48,559
You can tell they don't have pressing work.

327
00:10:48,849 --> 00:10:50,000
So at that point,

328
00:10:50,250 --> 00:10:52,559
we could trust their assessment that they don't really know

329
00:10:52,559 --> 00:10:54,809
that they have anything that they're supposed to be addressing.

330
00:10:55,669 --> 00:10:57,419
We would listen at that stage,

331
00:10:57,789 --> 00:10:59,349
but 6 sessions in,

332
00:10:59,359 --> 00:11:00,580
12 sessions in,

333
00:11:00,789 --> 00:11:03,020
it's highly unlikely that kids are done,

334
00:11:03,030 --> 00:11:05,460
and that tracks with the resistance phase

335
00:11:05,909 --> 00:11:07,820
and the avoidance and the hesitancy

336
00:11:08,109 --> 00:11:10,659
more than it does the child has actually worked through everything.

337
00:11:11,270 --> 00:11:14,659
So then what do you do to advise parents?

338
00:11:15,429 --> 00:11:18,260
You have to set expectation that the average is 30 to 40 weeks,

339
00:11:18,270 --> 00:11:18,929
first of all.

340
00:11:19,309 --> 00:11:19,830
Second of all,

341
00:11:19,909 --> 00:11:23,179
you have to set the expectation that you're going to commit to 5 at a time.

342
00:11:23,909 --> 00:11:26,080
So they're not committing to 30 or 40,

343
00:11:26,140 --> 00:11:29,369
they're committing to 5 at a time because every 5 sessions with the child,

344
00:11:29,419 --> 00:11:30,780
you're going to meet with the parents

345
00:11:31,059 --> 00:11:32,549
for their 5-week consult.

346
00:11:33,140 --> 00:11:34,409
And at that 5 week,

347
00:11:34,539 --> 00:11:36,010
if they're really pleased,

348
00:11:36,489 --> 00:11:38,130
we chalk that up as a win,

349
00:11:38,260 --> 00:11:42,049
but then we share all the meaningful work that's happening in the playroom

350
00:11:42,049 --> 00:11:44,929
and therefore we know that we're not ready to wrap up yet.

351
00:11:45,380 --> 00:11:48,270
I'm celebrating with you and I'm so thrilled to hear

352
00:11:48,419 --> 00:11:49,539
that things have gotten better.

353
00:11:49,619 --> 00:11:51,059
That's always what we're hoping for,

354
00:11:51,099 --> 00:11:52,450
that you will see the progress.

355
00:11:52,700 --> 00:11:53,539
And they are right.

356
00:11:53,695 --> 00:11:54,744
In the middle of deep work,

357
00:11:54,835 --> 00:11:57,625
so we're obviously going to need to do another round of 5,

358
00:11:57,994 --> 00:12:00,224
and then we'll re-evaluate in 5 weeks

359
00:12:00,474 --> 00:12:03,465
if we need to do 5 more or if we're ready to wrap up.

360
00:12:03,674 --> 00:12:06,025
If you can chunk it into sets of 5,

361
00:12:06,354 --> 00:12:11,065
it seems more manageable for parents and it seems like there's a constraint of time.

362
00:12:11,594 --> 00:12:14,905
So I'm committing to 5 and then we will reassess.

363
00:12:15,450 --> 00:12:18,280
So that's a really helpful way to handle that and keep in mind,

364
00:12:18,320 --> 00:12:20,400
I've talked about this in earlier podcast episodes,

365
00:12:20,479 --> 00:12:22,349
but I know there's always new listeners.

366
00:12:22,640 --> 00:12:23,320
So if you're new,

367
00:12:23,359 --> 00:12:23,700
welcome,

368
00:12:23,719 --> 00:12:24,859
I'm really glad you're here.

369
00:12:25,520 --> 00:12:28,200
There are 4 questions that we ask ourselves to determine

370
00:12:28,200 --> 00:12:31,429
whether or not a child is ready to terminate,

371
00:12:31,719 --> 00:12:32,429
and that is,

372
00:12:32,599 --> 00:12:37,119
have all of the presenting concerns and issues either reduced or resolved?

373
00:12:37,609 --> 00:12:40,390
Is the child regulated across all environments?

374
00:12:40,919 --> 00:12:42,880
Are no new themes emerging in play?

375
00:12:43,340 --> 00:12:45,400
And are any persistent themes,

376
00:12:45,650 --> 00:12:47,690
there's no changes within those themes.

377
00:12:48,580 --> 00:12:49,330
And so Orla,

378
00:12:49,409 --> 00:12:50,380
based on the

379
00:12:50,690 --> 00:12:52,119
cases that you described,

380
00:12:52,690 --> 00:12:55,010
they did not meet criteria for termination.

381
00:12:55,090 --> 00:12:57,080
So that's another thing you can share with parents,

382
00:12:57,330 --> 00:12:57,760
that

383
00:12:58,049 --> 00:13:02,210
you have a set of questions that you are able to implement

384
00:13:02,570 --> 00:13:04,609
in your consideration of termination.

385
00:13:05,280 --> 00:13:05,559
There's,

386
00:13:05,650 --> 00:13:08,700
there's no like magic thing where it's just like we just

387
00:13:09,119 --> 00:13:11,250
see pixie dust fly through the air and we're like,

388
00:13:11,320 --> 00:13:11,559
OK,

389
00:13:11,679 --> 00:13:12,469
child's done.

390
00:13:12,760 --> 00:13:14,469
There's something that we're measuring.

391
00:13:14,840 --> 00:13:17,989
We're obviously going to see evidence of the four universal outcomes.

392
00:13:18,119 --> 00:13:20,750
We're obviously going to see evidence of

393
00:13:21,039 --> 00:13:23,039
changes over the course of time,

394
00:13:23,320 --> 00:13:26,239
but there are 4 actual termination criteria.

395
00:13:26,799 --> 00:13:28,919
So unless all 4 of those are met,

396
00:13:29,179 --> 00:13:31,289
we have clinical justification

397
00:13:31,539 --> 00:13:32,940
for continuing with a child,

398
00:13:32,979 --> 00:13:35,549
even if the child says they don't want to come anymore.

399
00:13:36,520 --> 00:13:39,349
So you also have to reassure parents that it's very normal

400
00:13:40,000 --> 00:13:40,929
that a child says they don't,

401
00:13:40,940 --> 00:13:41,719
they don't want to come.

402
00:13:42,479 --> 00:13:44,830
It's very normal that a child will resist.

403
00:13:45,049 --> 00:13:48,039
It's very normal that a child will try to avoid

404
00:13:48,289 --> 00:13:50,130
the work because it's hard.

405
00:13:50,450 --> 00:13:51,679
So we normalize that,

406
00:13:51,750 --> 00:13:52,849
we reassure them.

407
00:13:53,640 --> 00:13:56,400
And we help them to know that if they stop,

408
00:13:56,890 --> 00:13:58,070
that it's actually

409
00:13:58,609 --> 00:14:00,799
potentially damaging and dangerous for the child,

410
00:14:00,830 --> 00:14:03,039
because when they are right in the throes of work,

411
00:14:03,450 --> 00:14:05,650
and then their therapeutic alliance and the

412
00:14:05,659 --> 00:14:08,429
therapeutic environment and relationship are pulled away,

413
00:14:09,229 --> 00:14:10,419
They have nowhere

414
00:14:10,750 --> 00:14:12,020
and no one.

415
00:14:12,950 --> 00:14:15,020
With whom to process

416
00:14:15,349 --> 00:14:17,099
what they're trying to work through.

417
00:14:17,349 --> 00:14:21,429
So we also have to help parents understand the importance of remaining in

418
00:14:21,429 --> 00:14:24,179
therapy even if a child says that they don't want to come.

419
00:14:24,429 --> 00:14:27,380
And the most simple response for a parent is,

420
00:14:27,710 --> 00:14:27,840
well,

421
00:14:27,869 --> 00:14:30,419
you know that you get to choose what you do when we go.

422
00:14:30,710 --> 00:14:32,659
So we have an appointment with Orla

423
00:14:32,909 --> 00:14:34,219
on Wednesdays at 2.

424
00:14:34,969 --> 00:14:37,909
And we're gonna go to the appointment because we've committed that

425
00:14:37,909 --> 00:14:40,090
we're going to go see her every Wednesday at 2,

426
00:14:40,469 --> 00:14:42,260
but you know you're in charge once you're there,

427
00:14:42,309 --> 00:14:44,150
so you can choose to play or not to play.

428
00:14:45,359 --> 00:14:47,289
And so child still has control,

429
00:14:47,469 --> 00:14:49,299
child still has a measure of power,

430
00:14:49,630 --> 00:14:52,070
but the expectation is that they are going to go to

431
00:14:52,070 --> 00:14:54,979
the appointment and then they decide what that looks like.

432
00:14:55,510 --> 00:14:59,590
So there is a little bit of responsibility and power being returned to the child

433
00:14:59,830 --> 00:15:02,229
even when they're in resistance or avoidance.

434
00:15:03,159 --> 00:15:03,400
All right,

435
00:15:03,479 --> 00:15:03,799
Orla,

436
00:15:03,840 --> 00:15:05,030
thank you so much for the question.

437
00:15:05,080 --> 00:15:07,479
I hope that that is helpful for all of you because

438
00:15:07,770 --> 00:15:10,229
you know one of our challenges is definitely

439
00:15:10,520 --> 00:15:13,159
helping parents understand what's happening

440
00:15:13,440 --> 00:15:15,030
to normalize and reassure,

441
00:15:15,280 --> 00:15:17,150
and then also to

442
00:15:17,520 --> 00:15:19,190
make clinical decisions

443
00:15:19,440 --> 00:15:21,229
and they have to default to us.

444
00:15:21,400 --> 00:15:24,059
We have to be able to articulate and communicate

445
00:15:24,440 --> 00:15:27,119
the justification for the things that we're doing and the

446
00:15:27,119 --> 00:15:29,479
time frame and the phases and all of that.

447
00:15:29,760 --> 00:15:32,330
And so that's something that's really important to discuss and

448
00:15:32,330 --> 00:15:33,929
I'm really glad we were able to process that.

449
00:15:34,900 --> 00:15:37,690
Keep in mind that you can also use CPRT

450
00:15:38,219 --> 00:15:38,609
content

451
00:15:38,859 --> 00:15:41,450
for your psychoeducation when you meet with parents as well.

452
00:15:41,780 --> 00:15:45,219
So CPRT content becomes really valuable for your

453
00:15:45,219 --> 00:15:48,380
five week consults because you're able to educate parents

454
00:15:48,659 --> 00:15:50,369
with some of the CCPT skills.

455
00:15:50,659 --> 00:15:52,900
That's something else that you want to do as you're meeting with parents.

456
00:15:52,929 --> 00:15:54,780
It's not just to give them updates,

457
00:15:54,820 --> 00:15:56,799
it's also to provide them with resources,

458
00:15:56,900 --> 00:15:57,539
tips,

459
00:15:57,580 --> 00:15:58,409
strategies,

460
00:15:58,700 --> 00:15:59,340
skills,

461
00:15:59,460 --> 00:15:59,859
etc.

462
00:16:00,059 --> 00:16:01,090
and many of that

463
00:16:01,340 --> 00:16:03,820
can come from the CPRT curriculum.

464
00:16:04,429 --> 00:16:05,000
So just,

465
00:16:05,109 --> 00:16:05,280
you know,

466
00:16:05,429 --> 00:16:08,460
an FYI if you're on the fence about the CPRT program.

467
00:16:08,669 --> 00:16:08,869
Y'all,

468
00:16:08,989 --> 00:16:09,229
it's,

469
00:16:09,309 --> 00:16:11,630
it's so fantastic and it's not my curriculum,

470
00:16:11,669 --> 00:16:13,109
so I'm not taking credit for it.

471
00:16:13,210 --> 00:16:13,950
I didn't write it.

472
00:16:14,020 --> 00:16:14,390
Obviously,

473
00:16:14,469 --> 00:16:14,750
you know,

474
00:16:14,869 --> 00:16:16,419
Landreth and Bratton wrote it.

475
00:16:16,669 --> 00:16:17,500
It's just,

476
00:16:17,619 --> 00:16:18,190
it's

477
00:16:18,590 --> 00:16:22,309
going to make you so confident in your ability to work with parents.

478
00:16:22,659 --> 00:16:27,169
I've been doing this for 20 years and I have loved every single CPRT group

479
00:16:27,390 --> 00:16:29,140
or individual I have ever

480
00:16:29,460 --> 00:16:29,820
done.

481
00:16:29,989 --> 00:16:31,750
I've loved every second of it.

482
00:16:32,219 --> 00:16:34,130
If you like supporting parents,

483
00:16:34,219 --> 00:16:35,770
if you like working with parents,

484
00:16:35,900 --> 00:16:37,849
if you want a more comprehensive approach,

485
00:16:38,099 --> 00:16:39,119
CPRT is it.

486
00:16:39,179 --> 00:16:40,929
If you're all in on child-centered,

487
00:16:41,260 --> 00:16:43,460
CPRT is wholly aligned

488
00:16:43,700 --> 00:16:46,460
and it gives you everything you need to not only train parents

489
00:16:46,460 --> 00:16:49,210
but also psychoeducate them if you're working with their children.

490
00:16:49,900 --> 00:16:50,380
So

491
00:16:50,659 --> 00:16:51,750
not because of me,

492
00:16:51,820 --> 00:16:52,460
it's awesome.

493
00:16:52,539 --> 00:16:55,380
This curriculum is well worth your time and investment.

494
00:16:55,500 --> 00:16:56,059
It truly is,

495
00:16:56,140 --> 00:16:57,299
and you get CEUs.

496
00:16:57,500 --> 00:16:59,599
So often CPRT training

497
00:16:59,859 --> 00:17:00,539
is just that,

498
00:17:00,580 --> 00:17:01,289
it's training.

499
00:17:01,419 --> 00:17:03,250
You're gonna get hours for this as well.

500
00:17:03,380 --> 00:17:03,729
So

501
00:17:04,300 --> 00:17:05,209
if you're interested,

502
00:17:05,380 --> 00:17:10,280
please make sure you save the money "CPRT100" until the 17th of July.

503
00:17:10,540 --> 00:17:10,900
All right y'all,

504
00:17:11,030 --> 00:17:11,510
I love you.

505
00:17:11,618 --> 00:17:12,219
Have a great week.

506
00:17:12,459 --> 00:17:12,660
Bye.

507
00:17:13,689 --> 00:17:16,550
Thank you for listening to the Play Therapy Podcast with Dr.

508
00:17:16,709 --> 00:17:17,630
Brenna Hicks.

509
00:17:17,790 --> 00:17:19,750
For more episodes and resources,

510
00:17:19,868 --> 00:17:24,630
please go to www.playtherapypodcast.com.