Forget your Password Reset it!
Web Design Coming Soon
Sponsored by the providing Quality Education since 1979
Add to Shopping Cart

RCF - Play Therapy Techniques: Resolution of Core Feelings Through Play Post Test

Psychologist, Ohio MFT and Counselor Post Test:
Only Psychologists, Ohio MFT's and Ohio Counselors taking this course for credit need to complete these additional questions below to be in compliance with their Boards. requirements. If you are not a psychologist, Ohio MFT or Ohio Counselor please return to the original Answer Booklet. You do not need to complete the additional questions below.

Course Content Manual Questions The answer to Question 1 is found in Section 1 of the Course Content. The Answer to Question 2 is found in Section 2 of the Course Content... and so on. Select correct answer from below. Place letter on the blank line before the corresponding question

Please note every section does not have an additional question below. Some sections may have more than one question.


15.1 What are children’s drawings influenced by?
15.2 In play therapy, what does a drawing of a big mouth animal such as an alligator mean?
15.3 Why is drawing an important activity in Play Therapy?
15.4 Why would a child draw borders around their pictures?
16.1 What must a therapist do if they want to maintain the attitude of acceptance believed necessary for full growth in sessions?
16.2 Why must a therapist attempt to be responsive to all types or categories of expressions emanating from the child?
16.3 Why must a therapist respond to both failure and success with the same amount of emotion and with the same tone?
17.1 During play therapy, what was important in working with disturbed children during observation?
17.2 In a case where a mother’s anxiety and stress is put upon a child, how does a therapist counter condition anxiety?
18.1 What must a therapist in Theraplay session actively prevent the child from doing?
18.2 How might children deny their need for structure?
18.3 What must a therapist do if a child tries to resist therapy either through initiative, defiance, or engagement?
18.4 How should a therapist react to a child who is denying their need for nurturance?
19.1 What did therapists such as Sechehaye, Federn, Rosen and Schwing report about the introduction of feeding situations?
19.2 How do reports of food therapy with young autistic children , such as Waal and Alpert, describe the children’s reactions when food has been offered?
19.3 Why might a child refuse to eat a bite of food outright, or only take one bite?
19.4 Why would particular children express aggression towards food?
19.5 How would suspicious, paranoid children react to food given to them during therapy?
20.1 What are reasons as to why a young, oedipal child is unable to make use of free association towards his goal?
20.2 Why would a latency- age child not make use of free association?
20.3 What are the two Piagetian stages of development?
21.1 What are four examples of activities that allow some distance while maintaining the interaction for child patients who feel discomfort with physical activities?
21.2 How should a therapist handle a child who is overexcited during play therapy?
21.3 What should a therapist do if a child becomes sexually aroused during play therapy?
21.4 What should a therapist do if a child begins to share an unhappy experience even though Theraplay is not a “talking” therapy?
23.1 Which child therapy play includes children in a group molding one child into a statue of what they think “he or she would most like to be doing”?
23.2 What is the procedure for the Theraplay game called Turtle?
23.3 What is the procedure for the Theraplay game called Magnets?
23.4 How does a child play Rounds in Theraplay?
24.1 How does the therapist play the “Squiggle Drawing Game” with a child patient?
24.2 What is the role of the therapist during the “Squiggle Drawing Game”?
24.3 Why is it desirable for the therapist to initiate the “Squiggle Drawing Game” by drawing the first squiggle and allowing the child to complete the drawing and the story?
25.1 According to Smilansky, who did a study of disadvantaged children in Israel, what are the six elements that she thought were important for pretend play?
25.2 Prentend play seems easy, being simply an elaboration and enactment of a story, but in actuality it isn’t. Why not?

A. Nurturing needs or oral aggression
AA. Group of children sit on floor at some distance from one another. Therapists sing "jazzy" song. When music stops, children gather together closer. Song resumes, then stops. Children gather until they have formed a small knot.
B. Techniques and symbols taught in school, symbols and metaphors familiar in their familial and cultural environments, psychosocial developmental stage, visual perceptual ability and motor muscular coordination, and availability of particular drawing tools, colors, and paper
BB. One of two therapists leaves room. Remaining therapist and group of children hide one child under blanket. First therapist returns and, knowing hidden child's identity, expresses longing for a child just like that one and then the Therapist then "unwraps" the blanket.
C. To contain their anxiety and avoid spill over
CC. Therapist and the child patient take turns drawing a squiggle, and the other makes a drawing out of the squiggle and must tell the story behind it
D. Most children draw symbolic pictures that replace words, but still convey meaning and affect within the therapeutic relationship, and therefore can be a purposive and fairly direct representational method of understanding the conflicts and issues that troubles a child client.
DD. Children take different points for joining the singing of a song
E. To avoid unintentionally communicating that certain ones have greater value than others
EE. It is desirable for the child to develop first story so that the therapist is better able to decide what theme to use on his turn
F. Monitor themselves to be certain that their own spontaneous approvals of certain behaviors do not communicate that these are preferred
FF. Carry out an empathic, collaborative, interactive psychotherapy focused on the child’s problems and stage of development
G. Keep the rules as simple as possible and to always explain the reasons for them honestly
GG. A certain level of cognitive, lingual, and emotional maturity is necessary before a child can symbolize experiences through pretend play
H. So that the child does not feel that the therapist is attracted by success and turned off by failure, and to maintain the attitude of acceptance
HH. Initiative role playing, make believe with object, make believe in regard to actions and situations, persistent, interaction, and verbal communication
I. Being hyperactive, from running away, from hurting himself or his therapist, from angrily withdrawing, and from behaving peculiarly
J. First encourage the patient with spontaneous play with few rules as possible, and then bring the mother into the playroom, for brief periods at first, and encourage her to prompt the child’s spontaneous play
K. Therapist must stay in charge even at the risk of invoking a temper tantrum, but he must not do this cruelly or arbitrarily or inappropriately with regard to the child’s capacities and to try to be firm and consistent, yet patient and kind
L. By attempting to take the initiative, defying the therapist, or “engaging” him
M. They are a vital part of therapy with seriously disturbed adult patients in an attempt to recreate the initial mother-child relationship and to work through early affectional deprivations
N. Always in the spirit of fun, the therapist must often be as loud, hard, fast or as immune to legalism as they are legalistic
O. Guilt and shame reactions, as well as fearfulness, may have become associated with the child’s earlier experiences with food
P. Reactions include gorging on the food or hoarding of crumbs and pieces, as well as leading to further exploration of his own, and the therapist’s mouth and teeth
Q. They may have fantasies that the food is bad, or dirty, or poisonous, and when they finally do give in, some have been observed to hold a cookie between their teeth for several seconds before chewing it.
R. May represent an aggressive act directed toward the therapist and her “gift”, or reluctance to admit to strong oral hungers, or a form of self-punishment or denial
S. The repressive barrier is exceedingly difficult to penetrate the latency in amnesia for the past and the urge to outgrow or reject the events in one’s early childhood, and there is little motivation to engage in a contract with the therapist
T. Oedipal child prefers to “act out” thoughts, fantasies, and conflicts rather than talk about them; expression of id may be too threatening; the young child is less likely to accept a contract with the therapist to obey the “rules of treatment which involves free association; the young child cannot adopt a long-term perspective in which temporary anxiety is tolerated because it is viewed as necessary for long term gain.
U. Peek-a-boo, singing to the child, tossing a beanbag, or blowing cotton balls back and forth
V. The preoperational and the concrete operational period
W. Help the child distinguish between appropriate nurturing touch and sexually arousing touch, and to avoid the kind of touch that seems to arouse the child and to continually seek ways to provide the child with the experience of appropriate touch
X. Must reduce the stimuli presented to the child as well as carefully monitor his level of excitement so that he can be helped to calm down before he gets out of control
Y. Statues
Z. Must put aside your plan in order to listen to their stories and help them deal with their fears