Integrating Play and Projective Techniques in Trauma Intervention 

Description

This advanced-level virtual workshop offers a dynamic immersion into the use of play frameworks and projective techniques as potent tools in trauma intervention. Designed for clinicians seeking to go beyond trauma basics, the course explores how symbolic play, narrative expression, and projective media foster emotional integration and recovery. Through theoretical grounding, clinical video examples, and experiential engagement, participants will deepen their understanding of how sandplay, storytelling, art-based interventions, and figurative symbolism can be purposefully employed to help clients process trauma and reclaim functional occupational engagement. Participants will leave with expanded insight supporting the design and implementation of trauma-informed play-based interventions for clients across the lifespan and settings. 

Outline / Agenda:

Learning Objectives:

The participant will be able to:

• 1. Trauma and Symbolic Expression in Play 

  By the end of this session, participants will be able to: 

  1. Examine the role of symbolic representation and metaphor in play with trauma-affected clients.
  2. Identify developmental considerations when selecting play-based interventions in trauma work 

  2.Integrating Projective Techniques within Play Sessions 

  By the end of this session, participants will be able to: 

  1. Align projective outcomes with client-centered goals to enhance occupational performance and emotional resilience.
  2.  Sandplay, Figurines, and Embodied Storytelling 

     By the end of this session, participants will be able to: 

     1. Demonstrate the therapeutic use of sandplay and figurines to support trauma processing within structured play sessions. 
     2. Evaluate the clinical strengths and limitations of various symbolic and projective media in the context of trauma-responsive occupational therapy. 
      

   

• Apply projective tools (e.g., drawings, storytelling, symbolic play) to facilitate emotional expression and co-regulation in the therapeutic process. 

. Bibliography / Resource List 
 

1.   Roesler, C. (2019). Research on sandplay therapy: A review and evaluation. 
   Arts in Psychotherapy, 64, 84–94. https://doi.org/10.1016/j.aip.2019.04.001  
2. Piller, A., & Achord, A. (2022). Defining Trauma-Informed Care in Occupational Therapy. American Journal of Occupational Therapy, 76(Supplement 1). Full abstract & PDF available through Research.AOTA.org. https://doi.org/10.5014/ajot.2022.76S1-PO61  
3. Lidia Ayala, Michael Goode, Mohammed Saeed Mohammed Hussein, and Sabrina Quion (2021). Digital storytelling as a reflective tool in occupational therapy fieldwork education. Journal of Occupational Therapy Education, 5(2), 1–12. https://repository.stanbridge.edu/93/1/MSOT010.08.pdf  
4. Santillo, G., Morra, R. C., Esposito, D., & Romani, M. (2025). Projective in Time: A Systematic Review on the Use of Construction Projective Techniques in the Digital Era—Beyond Inkblots. Children, 12(4), 406. https://doi.org/10.3390/children12040406 
5. Gunnarsson AB, Håkansson C, Hedin K, Wagman P. Outcomes of the Tree Theme Method versus regular occupational therapy: A longitudinal follow-up. Australian Occupational Therapy Journal. 2022 Aug;69(4):379-390. DOI: 10.1111/1440-1630.12796. PMID: 35257386; PMCID: PMC9545876. https://doi.org/10.1111/1440-1630.12796   

Target Audience 

Occupational Therapists, Physical Therapists, Speech-Language Pathologists, Psychologists, Social Workers 

 Professional Relevance for PTs 

Play and projective modalities enhance body awareness and sensory-motor engagement, offering somatic entry points for physical therapists to support emotional regulation and participation. 

 School-Based Application 

Symbolic and projective play activities can be used in educational environments to help children access emotional content, strengthen pre-academic skills, and improve classroom engagement. 

 Populations Addressed 

• Early Intervention (Birth–3 years) 

• Preschool (3–5 years) 

• Elementary School 

• High School 

• Adolescent  

Course Level: Advanced 

 Evidence-Based Practice 

Yes — See bibliography for peer-reviewed research supporting sandplay, symbolic interventions, and projective play therapy.