Cindy Puccio

This course will explore several therapeutic approaches for young children and their families, with a particular emphasis on the theory and technique of play therapy. While this course will focus most on Child-Centered Play Therapy (CCPT), we will also look at the methodology of other types of approaches, such as filial therapy, cognitive behavioral play therapy, and DIR/Floortime therapy. In addition, course material will highlight cultural considerations, therapeutic work with parents and caregivers, challenges in treatment, self-reflection, self-regulation, sensory processing, interoception, and analysis of clinical case studies. Readings, class discussions, group play-based activities, and video illustrations will provide students with both a theoretical and introductory clinical basis for play-based therapeutic work with young children in early intervention approaches.

Play provides us with an amazing and informative lens for observing the development and complex inner lives of young children. Yet, play is being threatened by increasing amounts of time spent on technology and a growing societal focus on scheduled activities and academic goals. This course will offer an introduction to the many fascinating aspects of play, including the importance of unstructured free play, how play shapes the brain, sensory processing and self-regulation in play, outdoor play, cultural contexts of play, and humor development in play. Through readings, video illustrations, and discussion of student fieldwork at the Early Childhood Center, we will explore the many ways in which play contributes to the complex social, cognitive, emotional, and imaginative lives of children. This course will provide a foundation for Early Therapeutic Approaches for Young Children and Families (PSYC 7220). Fieldwork at the Early Childhood Center is required for this course.

This course will explore several therapeutic approaches for young children and their families, with a particular emphasis on the theory and technique of play therapy. While this course will focus most on Child-Centered Play Therapy (CCPT), we will also look at the methodology of other types of approaches, such as filial therapy, cognitive behavioral play therapy, and DIR/Floortime therapy. In addition, course material will highlight cultural considerations, therapeutic work with parents and caregivers, challenges in treatment, self-reflection, self-regulation, sensory processing, interoception, and analysis of clinical case studies. Readings, class discussions, group play-based activities, and video illustrations will provide students with both a theoretical and introductory clinical basis for play-based therapeutic work with young children in early-intervention approaches.

The primary objective of this course will be to provide a supportive structure for students as they complete their thesis work and prepare for life after Sarah Lawrence College. This will include a biweekly seminar meeting focused on collaborative workshopping of ongoing thesis work. We will also invite in Sarah Lawrence alumni/ae, faculty, and staff to discuss various aspects of professional development, as everyone finds that helpful. The objectives of this course are for students to:

1. Develop, implement, evaluate, and report on their final thesis project, drawing on their colleagues and their thesis advisors as key resources;
2. Effectively support their colleagues, as they develop, implement, evaluate, and report on their final thesis projects; and
3. Develop and enhance their expertise as a child-development professional. 

The primary objective of this course will be to provide a supportive structure for students as they complete their thesis work and prepare for life after Sarah Lawrence College. This will include a biweekly seminar meeting focused on collaborative workshopping of ongoing thesis work. We will also invite in Sarah Lawrence alumni/ae, faculty, and staff to discuss various aspects of professional development, as everyone finds that helpful. The objectives of this course are for students to:

1. Develop, implement, evaluate, and report on their final thesis project, drawing on their colleagues and their thesis advisors as key resources;
2. Effectively support their colleagues, as they develop, implement, evaluate, and report on their final thesis projects; and
3. Develop and enhance their expertise as a child-development professional.

Play provides us with an amazing and informative lens for observing the development and complex inner lives of young children. Yet, play is being threatened by increasing amounts of time spent on technology and a growing societal focus on scheduled activities and academic goals. This course will offer an introduction to the many fascinating aspects of play, including the importance of unstructured free play, how play shapes the brain, sensory processing and self-regulation in play, outdoor play, cultural contexts of play, and humor development in play. Through readings, video illustrations, and discussion of student fieldwork at the Early Childhood Center, we will explore the many ways in which play contributes to the complex social, cognitive, emotional, and imaginative lives of children. This course will provide a foundation for Early Therapeutic Approaches for Young Children and Families (PSYC 7220). Fieldwork at the Early Childhood Center is required for this course.

Students will design and develop an original research project, choosing a topic of interest to study and investigate. This project will culminate in a master’s thesis. Students will develop and submit for approval both a thesis proposal and relevant IRB materials (which might include an IRB proposal).

Students will design and develop an original research project, choosing a topic of interest to study and investigate. This project culminates in a master’s thesis. Students will develop and submit a final thesis project by the end of this course.

This course will explore several early-intervention approaches for young children and their families, with a particular emphasis on the theory and technique of play therapy.  While this course will focus most on child-centered play therapy (CCPT), we will also look at the methodology of other types of approaches and how those approaches address treatment issues.  In addition, course material will highlight cultural considerations, therapeutic work with parents/caregivers, challenges in treatment, self-reflection, self-regulation, sensory processing, interoception, and analysis of case studies. Readings, class discussions, group play-based activities, and video illustrations will provide students with both a theoretical and an introductory clinical basis for play-based therapeutic work with young children in early-intervention approaches.

Play provides us with an amazing and informative lens for observing the development and complex inner lives of young children. Yet, play is being threatened by increasing amounts of time spent on technology and a growing societal focus on scheduled activities and academic goals. This course will offer an introduction to the many fascinating aspects of play, including the importance of unstructured free play, how play shapes the brain, sensory processing and self-regulation in play, outdoor play, cultural contexts of play, and humor development in play.  Through readings, video illustrations, and discussion of student fieldwork at the Early Childhood Center, we will explore the many ways that play contributes to the complex social, cognitive, emotional, and imaginative lives of children.  This course will provide a foundation for PSYC-7220, Early Intervention Approaches for Young Children and Families. Fieldwork at the Early Childhood Center is required for this course.  

This small seminar will explore several early-intervention approaches for young children and their families, with a particular emphasis on the theory and technique of play therapy. While this course will focus mostly on child-centered play therapy (CCPT), we will also look at the methodology of other types of approaches, such as cognitive behavioral therapy and DIR/Floortime. In addition, course material will highlight cultural considerations, therapeutic work with parents and caregivers, challenges in therapeutic treatment, self-reflection, self-regulation, and interoception. Readings, class discussions, group play-based activities, and video illustrations will provide students with both a theoretical and introductory clinical basis for play-based therapeutic work with young children in early intervention.

This small seminar will explore several early-intervention approaches for young children and their families, with a particular emphasis on the theory and technique of play therapy. While this course will focus mostly on child-centered play therapy (CCPT), we will also look at the methodology of other types of approaches, such as cognitive behavioral therapy and DIR/Floortime. In addition, course material will highlight cultural considerations, therapeutic work with parents and caregivers, challenges in therapeutic treatment, self-reflection, self-regulation, and interoception. Readings, class discussions, group play-based activities, and video illustrations will provide students with both a theoretical and introductory clinical basis for play-based therapeutic work with young children in early intervention.