CNSL 668 explores how drawing, clay, sand, puppets, music and images can help clients express what is hard to put into words.
UMGC describes it as an examination of play and activity counseling theories and interventions for a variety of client concerns in clinical and school settings. The emphasis is on using drawing, clay, sand trays, puppets, musical instruments and picture cards as "mediating tools" in counseling with individuals and groups of all ages.
Prerequisites are CNSL 621 and CNSL 622, and it is an approved elective. Students sometimes expect a craft course; the academic challenge is explaining why a creative intervention works and how it fits a theory.
Course at a Glance
| Item | Details |
|---|---|
| University | University of Maryland Global Campus (UMGC) |
| Course code | CNSL 668 |
| Credits | 3 |
| Program | MS in Clinical Professional Counseling (approved elective) |
| Prerequisites | CNSL 621 and CNSL 622 |
| Typical work | Intervention plans, theory papers, experiential reflections, discussions |
The Mediating Tools Named in the Course
| Tool | How it can help in counseling |
|---|---|
| Drawing | Expresses feelings, experiences and relationships visually |
| Clay | Tactile, can calm or release tension; shapes can be changed |
| Sand trays | Miniatures arranged in sand create a scene of the client's world |
| Puppets | Give distance to speak about difficult things through a character |
| Musical instruments | Express mood, connect in groups, regulate energy |
| Picture cards | Prompt discussion and help name feelings or hopes |
Key Concepts Explained
Why "Mediating Tools"?
A mediating tool stands between client and counselor, giving the client a safer route to express experience. Talking about a puppet's fear is often easier than talking about one's own.
Example: A twelve-year-old who will not talk about bullying builds a sand tray: a small figure surrounded by large animals, with a fence at one side. The counselor asks about the scene rather than interpreting it: "What is it like for this one here?" The child speaks for the figure, and over sessions the tray changes as she finds allies, giving both a way to track progress.
Following, Not Interpreting
Many play and expressive approaches warn against counselors imposing interpretations. The client's own meaning matters most; questions are open and curious.
Theory Links
Creative tools can serve different theories: child-centered play therapy, Gestalt work with images, cognitive behavioral activities, or narrative approaches. Assignments usually ask you to explain which theory guides your use.
Using Creative Arts Across Ages and Settings
The course covers individuals and groups of all ages, in clinical and school settings. With adults, creative work can feel awkward at first; framing it clearly and offering choice helps. With groups, music or shared drawings can build cohesion quickly.
Ethical practice includes staying within training, preparing for strong emotions that creative work can release, and handling clients' artwork respectfully and confidentially, as part of the clinical record where appropriate.
Typical Assignments and How to Approach Them
| Assignment type | What it tests | How to approach it |
|---|---|---|
| Intervention plan | Matching tool to client and goal | State the goal, tool, steps and theory rationale |
| Theory paper | Understanding of play and activity theories | Explain principles and evidence with examples |
| Experiential reflection | Personal insight from trying the tools | Describe what you made, felt and learned |
| Group activity design | Creative work in groups | Plan purpose, materials, process and safety |
Structuring a Creative Session
Creative work needs structure to feel safe. A common shape is an opening check-in, an invitation to use a tool with clear but open instructions, time for the client to create without interruption, and then reflection on the process and product.
Offering choice of materials supports autonomy, and closing with a calming activity helps when strong feelings have surfaced. In group settings, agree norms about respecting others' work before anyone begins. Intervention plans that set out these stages read as practical and well thought through.
Where Students Get Stuck
- Activity without rationale. Explain why this tool, for this client, now.
- Over-interpreting artwork. Let clients give meaning.
- Forgetting adults. The course covers all ages.
- Scope. Distinguish counseling with creative tools from specialized credentialed arts therapies.
Study Tips for CNSL 668
- Try each tool yourself; experience helps you explain it.
- Keep a log linking each tool to goals and age groups.
- Practice open, non-interpreting questions.
- Collect a few studies supporting play or expressive approaches for your papers.
How We Help with CNSL 668
Send the prompt, rubric and scenario. A writer with counseling expertise can prepare a model intervention plan or theory paper, explain creative approaches, or review your reflection for depth and structure. See our counseling assignment help guide for more.
GradeEssays is independent of the University of Maryland Global Campus. We do not complete experiential activities for you; reflections must be your own. Our work is a study aid under UMGC's academic integrity policy.
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Frequently Asked Questions
UMGC lists CNSL 621 and CNSL 622.
The catalog names drawing, clay, sand trays, puppets, musical instruments and picture cards.
No. It covers individuals and groups of all ages, in clinical and school settings.
No. It is a 3-credit elective; credentials such as registered play or art therapist involve separate requirements.
Expressive approaches generally favor the client's own meaning, explored through open questions, over counselor interpretation.
Yes. Send the scenario and instructions; we prepare a model or give feedback.