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Foreword (Louise F. Guerney). Preface. Acknowledgments. Chapter 1 Introduction: The Child-Centered Approach, Student and Practitioner Approaches to Learning, and Our Approach to Teaching. Chapter 2 CCPT in Context: Key Concepts From Child Development and Principles of Human Change. Chapter 3 The Ideal Therapist Qualities: Deep Empathy, Unconditional Positive Regard, and Genuineness. Chapter 4 The Eight Principles in Child-Centered Play Therapy. Chapter 5 Preparing Your Setting for Providing Child-Centered Play Therapy. Chapter 6 The Two Core Therapist Skills: Tracking and Empathic Responding. Chapter 7 Creating an Optimum Environment for Therapy Through Structuring and Limit Setting. Chapter 8 Responding to Questions, Requests for Help, and Commands. Chapter 9 Role-Play: The Therapeutic Value of Taking Part in Dramatic or Pretend Play During Child-Centered Play Therapy Sessions. Chapter 10 Recognizing Stages: Understanding the Therapy Process and Evaluating Children's Internal Progress. Chapter 11 Helping Parents, Teachers, and Principals Understand and Support the Child's Work in Play Therapy. Chapter 12 Goals, Treatment Planning, Reporting, and Evaluating Progress. Chapter 13 Filial Therapy: Involving Parents and Caregivers in Child-Centered Play Sessions With Their Children. Chapter 14 Helping Children Capitalize on Gains Made in CCPT. Chapter 15 Reaching Diverse Clients with the Child-Centered Approach. Chapter 16 Legal and Ethical Issues From a Child-Centered Perspective. Chapter 17 Your Ongoing Development. Skills Support Resources. Special Reference List for Chapter Opening Quotes. References. Name Index. Subject Index.
NANCY H. COCHRAN, MA, CAS, LMHC, has over twenty years ofexperience serving children, youth, and families in school andagency settings as a child-centered play therapist and schoolpsychologist. She is certified as a Child-Centered Play TherapySupervisor by the National Institute for Relationship Enhancementand teaches child-centered play therapy at the University ofTennessee. WILLIAM J. NORDLING, PhD, LP, RPT-S, is an AssociateProfessor and Chair of the Department of Psychology at theInstitute for the Psychological Sciences in Arlington, Virginia,where he teaches and supervises child-centered play therapy. He wasthe 2010 President of the Association for Play Therapy. JEFF L. COCHRAN, PhD, NCC, LMHC, is an AssociateProfessor at the University of Tennessee where he teaches,researches, and supervises child-centered play therapy, and servesas Coordinator of the Mental Health Counseling Program.
This is a landmark book It is refreshing, bold in itsapproach, instructional and informative. The authors have taken aproven therapy model for children ages 3-12 and explained how toexpand it into new territory to include educational settings andmultiple treatment needs. Child therapist/counselors and educatorsalike will be pleased with this new tool to help them navigate thecomplexities of dealing with families and their children intoday s changing social structures. This is a book thatshould be read by all CCPT therapists whether fully experienced orjust beginning to consider CCPT training. ( AFREM News(Association for Filial and Relationship Enhancement Methods) This reference would be useful in master's- and doctoral-levelgraduate courses on counseling children or CCPT specifically. Itwould also be an excellent reference for professional counselorswho are new to CCPT and seeking supervision to build CCPT skills.The book is clearly written and inspires the reader throughout tobe passionate about this modality. (Counseling Today) [Child-Centered Play Therapy] teachers theory, methods,and practice of CCPT in a highly accessible way with skilldevelopment as a primary focus. One of the text book s majorstrengths is the variety of methods provided for reinforcinglearning. Child-Centered Play Therapy is a text that will providepractical and comprehensive instruction for beginners as well as auseful reference for experienced practitioners. (Play TherapyMagazine)