Description

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This 12-session recorded course is designed to introduce participants to the theory and practice of Sandplay therapy.  It will include an overview of the history and development of the therapeutic use of sand and miniatures, an exploration of the tools of Sandplay therapy, explanation of practice techniques with children and adults, issues related to interpretation of imagery, as well as ways of understanding the sequential flow of Sandplay process.  For those interested in applying for certification through Sandplay Therapists of America or the International Society for Sandplay Therapy, this course will fulfill the requirement for 18 hours of introductory level coursework in Sandplay.

Bio:  Betty Jackson, LSW, CST-T is a licensed clinical social worker and certified Sandplay therapist with over 40 years of experience in school, mental health agency, and private practice settings. She began her Sandplay training with Dora Kalff in 1975 and became a Teaching Member of Sandplay Therapists of America and the International Society for Sandplay Therapy in 1991. She has authored several articles for the Journal of Sandplay Therapy,  serves on the Board of Directors for the International Society for Sandplay Therapy, and teaches Sandplay nationally and internationally.  She has the honor of being a Guest Professor for the Oriental Academy for Analytical Psychology and Sandplay in Guangzhou, China.

Ms. Jackson maintains a part-time private practice at her home office in Southeastern Pennsylvania, where she has established The Center for Jungian Sandplay in order to offer Sandplay process, consultation, and training in the tradition of Dora Kalff.

Session Descriptions:

Session 1 – History and Evolution of Sandplay Therapy

This session traces the history and evolution of Sandplay therapy from the pioneering work of British physician Dr. Margaret Lowenfeld to the brilliant work of Swiss Jungian child analyst Dora Kalff, who developed original ‘Sandspiel’ and introduced this unique modality worldwide. Later permutations of this unique therapeutic modality through the art and play therapy communities will be explained and terms defined for applications the modality for use with dyads, families, and groups.

Objectives:

Upon completion of this session, participants will be able to:

• Describe the evolution of the therapeutic use of sand and miniatures
• Explain at least three key differences between Lowenfeld World Technique and Sandplay therapy
• Identify three primary streams of influence in the development of Sandplay therapy

Session 2 – Understanding Sandplay Therapy in a Developmental Context

Drawing from psychoanalyst Margaret Mahler’s description of the stages of play and the presenters’ developmental schema for how play evolves, this session places Sandplay in a contextual developmental framework. Sequential developmental aspects from sensory play with sand and water, imaginative play with figures, more sophisticated complex narrative, and intentionally metaphoric expression will be examined.

Objectives:

Upon completion of this session, participants will be able to:

• Describe Margaret Mahler’s 5 developmental stages of play
• Describe at least 3 primary types of play evident in Sandplay therapy
• Identify the developmental stages of play and primary types of play evident in a series of individual Sandplay sessions.

Session 3 – The Tools of Sandplay, Part 1 – The Sandtray

Providing safe, secure therapeutic containment is fundamental to the practice of psychotherapy. This session examines the practical aspects, clinical meaning, and archetypal symbolism of the sandtray as a tangible, concrete, but symbolic container of the therapeutic process, relationship, and transference. Examples of how clients’ approach or avoid working in the sandtray based on the state of the therapeutic relationship will be provided.

Objectives:

Upon completion of this session, participants will be able to:

• Explain the rationale for the standard dimensions of a sandtray
• Discuss how the sandtray as a container stands as a symbol representing therapeutic containment.
• Discuss the archetypal meaning of the sandtray as a sacred temenos.

Session 4 – The Tools of Sandplay, Part 2 – The Elements of Sand and Water

This session explores the practical aspects, clinical meaning, and symbolic significance of the elements of sand and water in Sandplay therapy. Sand as a liminal substance associated with transition and change will be emphasized. Water as a fluid element associated with feeling, especially the more watery, tearful emotions of sadness and grief will be highlighted.

Objectives:

Upon completion of this session, participants will be able to:

• Explain the rationale for using sand and water as therapeutic elements
• Explain the concept of ‘liminality’ as it pertains to therapeutic process
• Analyze the use of sand and water in a series of 3 sand trays.

Session 5 – The Tools of Sandplay, Part 3 – The Miniature Collection

The miniature collection is by far the most compelling aspect of sandplay therapy, visually captivating, stimulating imagination and fantasy. This session focuses on how to gradually build and tend a sandplay collection, on how a collection reflects the personality of the therapist, consequently becoming a “lending of self” in the therapeutic relationship. What accounts for the therapeutic potency of miniature figures will be addressed, as well as the task of cultivating symbolic literacy of the figures in one’s collection.

Objectives:

Upon completion of this session, participants will be able to:

• Identify at least 7 categories of miniatures required in a Sandplay collection
• Explain how the miniature collection enhances the therapeutic transference.
• Describe the archetypal meaning of ‘miniature’ in myth and fairytale.

Session 6 – The Fundamentals of Sandplay Practice with Children

This session covers the basic fundamentals of and special considerations of sandplay practice with children, including psycho-education about sandplay for parents, introducing sandplay to children, taking notes in a non-intrusive way, children’s tendency to play dynamically, and how to handle requests to play with them in the sandtray or to show what they made to parents.

Objectives:

Upon completion of this session, participants will be able to:

• Explain at least 3 psycho-educational concepts important to convey to parents of child clients engaging in Sandplay therapy
• Implement the least intrusive method for note-taking in a Sandplay session
• Describe the therapeutic rationale for accepting a child’s request for the therapist to participate in making a sandtray with them.

Session 7 – The Fundamentals of Sandplay Practice with Adults

This session covers the basic fundamentals of and special considerations of sandplay practice with adults, including how to introduce sandplay to adult clients, working with resistance to “just playing”, surrendering to an unconscious creative process, note-taking, photography, and how to handle the adult clients’ tendency to ask for interpretation.

Objectives:

Upon completion of this session, participants will be able to:

• Explain at least 3 helpful ways of introducing Sandplay therapy to adult clients.
• Describe the most appropriate way to respond when and adult client asks to photograph their own sandtray.
• Explain the rationale for declining the adult clients request for direct interpretation of their sandtray.

Session 8 – Basic Jungian Theory for the Sandplay Therapist

Sandplay as originally developed by Dora Kalff is solidly rooted in Jungian theory and the spontaneous unfolding imagery created by clients is a marvelous window into the validity of Jung’s theories. This session explores Jung’s theory of the structure of the personality and how these parts are evident in the sandplay work of children and adults.

Objectives:

Upon completion of this session, participants will be able to:

• Describe the 6 primary parts of the structure of the personality according to Jungian theory
• Explain how Jungian theory of the personality differs from Psychodynamic theory of the personality
• Identify primary figures representing the parts of the personality in a series of 5 sand trays.

Session 9 – Making Sense of Sandplay Imagery, Part 1

There are many aspects to take into consideration in order to understand what is being communicated symbolically through clients sandplay imagery and accompanying fantasies. Part 1 explores the meaning of choosing dry or wet sand, the quality of tactile engagement with the sand, shapes and formations in the sand, use of space, and choice of figures.

Objectives:

• Upon completion of this session, participants will be able to:
• List at least 7 aspects to consider in understanding what is being unconsciously communicated through a sandtray.
• Explain the meaning of a client using increasing amounts of water in the creation of a sandtray.
• Describe the meaning of varying degrees of tactile engagement in Sandplay therapy.
• Interpret the proportional use of space in a series of at least 3 sand trays.

Session 10 – Making Sense of Sandplay Imagery, Part 2

Continuing with and exploration of the many aspects to take into consideration in order to understand what is being communicated symbolically through clients sandplay imagery and accompanying fantasies, Part 2 focuses on the juxtaposition of figures within a sandtray, repeated or evolving themes in the clients work, and on recognizing an unfolding story told through sequential images.

Objectives:

Upon completion of this session, participants will be able to:

• Analyze the changing juxtaposition of figures in a series of at least 3 sand trays.
• Identify repeated themes in a series of at least 3 sequential sand trays.
• Describe the evolving narrative story evident through visual changes in a series of at least 5 consecutive sand trays.

Session 11 – Conceptual Models for Understanding Sandplay Process, Part 1

Sandplay process refers to the entire sequence of images created by a client and to how the images mirror therapeutic growth, resolution of conflicts, and working trough of issues. Part 1 presents the Archetypal Hero’s Journey, as described by mythologist Joseph Campbell, as a helpful template for understanding sandplay process.

Objectives:

Upon completion of this session, participants will be able to:

• Describe the stages of the universal archetypal Hero’s Journey
• Explain how the stages of the archetypal Hero’s Journey are analogous to the stages of therapeutic process
• Discuss how the stages of the archetypal Hero’s Journey are analogous to the stages of Sandplay process

Session 12 – Conceptual Models for Understanding Sandplay Process, Part 2

Part 2 of exploring conceptual models for understanding sandplay process presents an overview of various alchemical operations involved in the process of transforming lead into gold as analogous to the process of psychological transformation, working the “dark matter” of conflict, trauma, or loss until it gives way to insight, growth, and health.

Objectives:

Upon completion of this session, participants will be able to:

• List at least 7 primary alchemical operations.
• Explain how the alchemical operations are analogous to therapeutic process
• Identify symbolic alchemical operations evident in Sandplay process.
• Interpret alchemical imagery evident in a series of at least 5 consecutive sand trays.

Certificate of Attendance will be provided

Provider Name: 
Maude Le Roux Academy
9 LaCrue Avenue, Suite 103, Glen Mills, PA, 19342
Phone: 484-840-1529
Fax: 484-840-1560
Email: [email protected]

Special Needs Accommodation: We invite anyone who may need a specific accommodation to contact [email protected]  and we will do our best to accommodate your needs. We do provide online PowerPoint for download should you require larger print and we do wear specialized headphones to best accommodate for a clear audio message.

Course Completion Requirement:

To receive your certificate upon completion, which includes Contact Hours, you must complete the course evaluation feedback form.

Cancellation policy:

Payment is due in full with registration through the website and once registered there is no cancellation possible. The participant has 4 weeks to view and review the 12 sessions as frequently as they like. Please contact [email protected]

Maude and Charl Le Roux own the Maude Le Roux Academy and thus the proceeds of this course will cover operational expenses as well as provide income for Maude and Charl Le Roux.