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Spring 2025 Evening Workshops
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Webinar

S25-101 African-Centered Play Therapy

Total Credits: 3 Anti-Oppressive Social Work Practices CEs

Bundle(s):
Spring 2025 Evening Workshops | Spring 2025 Anti-Oppressive Social Work Practice Workshops | Spring 2025 DC Public Health Priorities Requirement
Categories:
100 Children & Adolescents |  900 Anti-Oppressive Social Work Practice |  DC Public Health Priorities
Instructor:
NaShey Ingram, LCSW-C
Course Levels:
Intermediate
Duration:
3 Hours 15 Minutes
Target Audience:
Social Workers, LCPCs, and Psychologists
Dates
Please Note: Programs with a ☾ insignia begin after 5pm or air on the weekend.
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Description

Are you interested in culturally inclusive play therapy interventions for children and families of African descent? Then African-centered play therapy is for you! African-centered play therapy is about more than ensuring you have diverse tools in your playroom. It is about understanding the history of children of African descent and the communities in which they reside. It also analyzes the foundation of play therapy, its founders, and principles followed.  

Maryland:   

This workshop meets the requirement for Anti-Oppressive Social Work Practice for the Maryland Board of Social Work Examiners (COMAR 10.42.06.03.A.(1)(d)) with a focus on cultural humility.   

District of Columbia:    

This workshop meets the continuing education requirement for DC Public Health Priorities in the following topic: 10. Implicit bias, cultural competence and Culturally and Linguistically Appropriate Services (CLAS) in health and health care.  

Instructor

NaShey Ingram, LCSW-C Related Seminars and Products

NaShey Ingram, LCSW-C, RPT-S, is a registered play therapist supervisor and creator of African-Centered Play Therapy. Aiming to address the unique needs of Black children and their families, NaShey created African-centered play therapy in response to the lack of cultural focus in traditional play therapy. NaShey holds a Master of Social Work degree from Morgan State University and a Bachelor of Science degree in psychology from Towson University.  

With over fifteen years of child welfare experience, NaShey remains committed to the holistic healing of children and making African-centered play therapy accessible by providing affordable therapeutic products, training, and supervision for mental health professionals, as well as for children and the individuals who support and love them. The overall goal is to improve the mental well-being of Black children and families.  

Agenda & Learning Objectives

AGENDA:

5:50 – 6:00 Log on 

6:00 – 7:30  

  • Introduction and opening 

  • Overview of objectives 

  • ACPT Intro 

    • Definition of African Centered Play Therapy (ACPT) 

    • African Centered Framework overview 

  • Research Review 

    • Cultural Limitations of Play Therapy  

    • Review research related to African Centered Play with children 

7:30-7:45 BREAK 

7:45 – 9:15  

  • Theory Review 

    • Video examples of ACPT 

    • Overview of process of AACPT 

    • Seven principles of ACPT (including considerations and in practice examples) 

  • Practice of ACPT 

    • Practice applications of ACPT Play therapy techniques 

  • Closing and questions   

9:15 Adjournment  

 

LEARNING OBJECTIVES:

Upon the completion of this workshop, participants will be able to:

  • Define African-centered play therapy.  

  • Identify directive and non-directive play therapy and techniques.  

  • Describe the limitations of play therapy.  

  • Identify and apply the principles of African-centered play therapy.  

  • Explain the progression of African-centered play therapy.  

  • Practice four African-centered play interventions to work with children and families of African descent.   

 

Bibliography & References

BIBLIOGRAPHY & REFERENCES

Anderson, R. E., Are, F., Metzger, I. W., & Ritchwood, T. (2020). Healing interpersonal and racial trauma: Integrating racial socialization into trauma-focused cognitive behavioral therapy for African American youth. Child Maltreatment, 26(1), 17–27. https://doi.org/10.1177/1077559520921457  

Akbar, N. (1979). African roots of black personality. In W.D. Smith, H. Kathleen, M.H. Burlew, and W.M. Whitney (Eds.), Reflections on black psychology (pp.79-87). Washington, DC: University Press of America 

Baetzel, A., Brown, D. J., Christensen, R. , Koppera, P., Rentz, A., & Thompson, A. (2019). Adultification of black children in pediatric anesthesia. Anesthesia & Analgesia, 129(4), 1118–1123. https://doi.org/10.1213/ane.0000000000004274 

Baggerly, J., & Parker, M. (2005). Child-centered group play therapy with African American boys at the Elementary School Level. Journal of Counseling & Development, 83(4), 387–396. https://doi.org/10.1002/j.1556-6678.2005.tb00360.x 

Bennett, G., Capage, L., McNeil, C. (2002). Cultural issues in the treatment of young African American children diagnosed with disruptive behavior disorders. Journal of Pediatric  Psychology, 27(4), 339–350. https://doi.org/10.1093/jpepsy/27.4.339 

Blake, Ph.D., J., & Epstein, J.D., R. (2017). Listening to black women and girls – the Georgetown law center on ... listening to Black women and girls: Lived experiences of adultification bias. Retrieved October 8, 2022, from https://genderjusticeandopportunity.georgetown.edu/wp-content/uploads/2020/06/Listening-to-Black-Women-and-Girls.pdf  

Bratton, S., & Landreth, G. (1999). Play therapy. ERIC Digest, (99). 

Brissett-Chapman, S. (1999). Serving African American children. Routledge. 

Bryant, B. E., Fadus, M. C., Ginsburg, K. R., Gray, K. M., Halliday-Boykins, C. A., Sobowale, K.,& Squeglia, L. M. (2019). Unconscious bias and the diagnosis of disruptive behavior disorders and ADHD in African American and Hispanic youth. Academic Psychiatry, 44(1), 95–102. https://doi.org/10.1007/s40596-019-01127-6 

Cheng, Y., & Yea, T.(2022). Racism in the Playroom: Clinical Errors that Maintain Racism. Journal of Child and Adolescent Counseling, 8(3)128-143. https://doi.org/10.1080/23727810.2022.2113707   

Chipungu, S. S., Everett, J., & Leashore, B. R. (1997). Child welfare: An Africentric perspective. Rutgers University Press. 

Comer, J. P., & Poussaint, A. F. (1992). Raising Black children: Two leading psychiatrists confront the educational, social, and emotional problems facing black children. Plume. 

Curtis, C. M., & Denby, R. W. (2013). African American children and families in child welfare: Cultural adaptation of services. Columbia Univ. Press. 

DeGruy Leary, Ph.D., J. (2001). The African American adolescent respect scale: A measure of a prosocial ... The African American adolescent respect scale (AAARS). Retrieved January 7, 2022, from https://www.researchgate.net/profile/Harold-Briggs-2/publication/258183846_The_African_American_Adolescent_Respect_Scale_A_Measure_of_a_Prosocial_Attitude/links/5478a3360cf2a961e4877bf3/The-African-American-Adolescent-Respect-Scale-A-Measure-of-a-Prosocial-Attitude.pdf  

Graham, J., & Harris, Y. R. (2007). The African American child: Development and challenges. Springer Publishing Company Inc. 

Hack, S. M., McMaster, K. J., Peeples, A. D., & Schaffner, R. M. (2021). Mental healthcare provider perceptions of race and racial disparity in the care of black and white clients.  The Journal of Behavioral Health Services & Research, 48(4), 501–516. https://doi.org/10.1007/s11414-019-09682-4  

Lateef, H. (2021). African-Centered frameworks of youth development: nuanced implications for guiding social work practice with Black youth. Child and Adolescent Social Work Journal. 38. 1-8. 10.1007/s10560-020-00703-2.  

Martin, E. P., & Martin, J. M. (1978). The Black extended family. Univ. of Chicago P.  

Martin, E. P., & Martin, J. M. (1995). Social work and the black experience. NASW Press, National Association of Social Workers. 

O'Connor, K. (2005). Addressing diversity issues in play therapy. Professional Psychology: Research and Practice, 36(5), 566–573. https://doi.org/10.1037/0735-7028.36.5.566 

Ray, D. C., & Taylor, L.(2021). Child-centered play therapy and social–emotional competencies of African American children: A randomized controlled trial. International Journal of  Play Therapy, 30(2), 74–85. https://doi.org/10.1037/pla0000152 

Schiele, J. (2000). Human services and the Afrocentric paradigm. The Haworth Press, Inc. 

Course Completion & CE Information

Category I Maryland BSWE Requirement

The Office of Continuing Professional Education at the University Of Maryland School Of Social Work is authorized by the Board of Social Work Examiners in Maryland to sponsor social work continuing education programs. This workshop qualifies for 3 Category I Continuing Education Units for anti-oppressive social work practices. The Office of Continuing Professional Education is also authorized by the Maryland Board of Psychologists and the Maryland Board of Professional Counselors to sponsor Category A continuing professional education.


Please refer to the tab "Live Interactive Webinar Policies & FAQs" for UMSSW Office of CPE policies regarding all live interactive webinar related matters.

Target Audience

Social Workers, LCPCs, and Psychologists

We welcome anyone interested in the topic!

 

Late Fees and Refunds

The base price is $70, which includes CE credit.  

Late Fee: On 2/19/2025, a non-refundable late fee of $20 is added to the base price. Late fees cannot be refunded or applied to account credit.  

Cancellations: **ALL cancellations will be subjected to a $35.00 administration fee.**  To be eligible for a refund or CPE account credit, cancellations must be made at least 24 hours before the workshop. 

For more information, please read the general policies on our website.  

 

Live Interactive Webinar Platforms

LIVE INTERACTIVE WEBINAR PLATFORMS

The Office of Continuing Professional Education hosts Live Interactive Webinars through Zoom. This platform offers a high quality and user-friendly webinar platform for our registrants.

System Requirements:

  • Operating Systems: Windows XP or higher; MacOS 9 or higher; Android 4.0 or higher.
  • Internet Browser: Google Chrome; Firefox 10.0 or higher.

Our system is not compatible with the Safari web browser.

  • Broadband Internet Connection: Cable, High-speed DSL and any other medium that is internet accessible.

**Please have your device charging at all times to ensure that your device does not lose power during the webinar.

Course Interaction Requirements:

To participate in Live Interactive Webinars, you MUST have a device that allows you to view the presentation on screen and hear the instructor at all times. We do not allow participants to call-in from their phones or mobile devices and solely listen to the presentation. Participation in Live Interactive Webinars is mandatory.

Our webinar policies can be found on our website by clicking here.

Webinar Policies & FAQs

Click The Link to View The Webinar Policies & FAQs

https://umbsswcpe.ce21.com/Page/live-interactive-webinar-procedures-policies-4129

 

 

ADA Accommodations

If you are requesting ADA accommodations, please contact our office via email at least two weeks prior to the workshop date. Requests after that date may not be fulfilled.  

Our email address is cpe@ssw.umaryland.edu.  

Evaluation

Participants will have access to the evaluation after attendance has been verified. Evaluations will be available for one (1) week after the workshop has ended.  

After one (1) week, participants will no longer have access to the evaluation and will have to contact CPE about reactivation.

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