Gestalt Play Therapy and Other Play Therapy Approaches: The Oaklander Model. Theoretical Foundations of Gestalt Play Therapy. Working with Expressive-Projective Interventions: Drawings

Dates: September 27th-28th

Learning Objectives

• Understand the fundamental principles of Gestalt Play Therapy and their application in clinical work.


• Be able to compare this orientation to other Play Therapy approaches and learn the historical context of Gestalt Play Therapy in the field of play therapy with children.


• Have an in-depth understanding of the work of Violet Oaklander and her contribution to Gestalt Play Therapy: The Oaklander Model


• Practice process of working with expressive-projective techniques that allow for greater depth of communication and awareness for child.

This workshop series is based on the therapeutic approach developed by Violet Oaklander, Ph. D. and the use of Projective/Expressive Interventions. This series provides an alternative for those who are unable to attend the two week summer training program.

These workshops are developed for those with little or no experience in Gestalt therapy or Gestalt approaches with children and adolescents. However, those with previous training experiences will find much new material as well as review in the presentations.

The first three workshops provide the foundations for understanding the theoretical underpinnings of the Gestalt approach and the basic processes of working with the modalities of Gestalt play therapy. The presentations for each week-end are balanced with didactic discussion of theoretical material and experiential practicum to develop skills in working with the therapeutic modalities of drawings, clay, sand tray, puppets, therapeutic games, and symbolic play.

The second three workshops will review theoretical concepts with more in-depth discussion of Gestalt Therapy and the work of other Gestalt Therapists. Each week-end there is an emphasis is on practice with feedback and case presentation. In-depth discussion and specific interventions on such topics as anger, shame, contact and resistance, and personality integration will be held.

Videos, powerpoint slides, and, if possible, work with child clients will be used to demonstrate the work discussed. The cost of the program includes training materials and a notebook of readings and other resources.

This program will include:

• An examination of the theoretical underpinnings of the Oaklander approach which is based on the theory, philosophy, and practice of Gestalt Therapy, as well as pertinent child development theory from the Gestalt perspective and findings of the neurosciences. Discussion of the relational theory of self and its significance to therapeutic practice will be emphasized.
• Delving into the therapy process beginning with establishing the relationship and early assessment sessions. Then moving on to the issues of contact, strengthening the sense of self, promoting emotional maturity through expressive and impressive strategies, and supporting the process of integration and self development
• Practice in the therapeutic use of expressive and projective interventions with modalities such as drawings, clay, storytelling, sand tray, music, puppets, imagery and fantasy, sensory work, creative dramatics, and therapeutic metaphors.
• Issues related to assessment and treatment planning as well as approaches to working with parents, groups and adolescents will be discussed throughout the program.

Learning Objectives: After these workshops participants will be able to:

• Discuss the Oaklander Model of Gestalt Play Therapy with Children
• Integrate the dialogic relationship of I-Thou into their clinical work
• Understand the relational view of self development and the significance of this perspective in Gestalt clinical practice
• Understand the neurological principles of child development from the Gestalt perspective
• Utilize a phenomenological approach to working with expressive-projective interventions
• Select a variety of play modalities to work with clinical issues of children
• Structure a therapeutic approach to working with anger, shame, and trauma
• Identify and work toward integration of the child’s experience
• Work with family and other systems that affect the well-being of the child/adolescent
• Bring closure to therapeutic work