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IPA/USA QUARTERLY WINTER/SPRING EDITION 2011
IPA/USA Quarterly The American Association for the
Child’s Right to Play. The Peer reviewed quarterly
dedicated to play.
Winter/spring 2011
Inside this Issue
President’s Message - 2
Student Voice – Jessica Sims – 3
UN General Announcement – 4
Play Therapy as an effective intervention in schools serving impoverished students & Families – 5-8
IPA World Trust Fund Launch – 6
IPA World Conference – 9
Conference Report – TASP Olga Jarret – 10
IPA USA Board of Directors– 11
IPA USA Board Members - 12
IPA USA Membership Info - 13
IPA World News
International Play Associations has been working hard on a number of fronts to increase the awareness of Article 31. Turn to page 4 for
more details.
Upcoming Play Events
July 4-7th 2011
IPA World Conference Playing into the future Surviving & thriving. Cardiff, Wales.
The 26th ICCP World Play Conference will be held in Tallin, Estonia.
2012
IPA/USA Quarterly Winter/spring 2011
2
President’s Message
Dear Fellow Believers in Play
Within a few weeks I will begin my journey to Wales for the IPA conference but first a stop in London for a few days of rest and relaxation. The following is my Presidents report that is being submitted to the IPA Board meeting in Wales. I am sorry that many of you are unable to go but excited about those of you who are going to be there. Have a great summer if I do not hear from you. I hope to see all of you at the IPA/USA board meeting at the NAEYC conference in Orlando!! The joint IPAUSA/TASP conference in Atlanta in March of 2010 was a huge success. Both organizations benefited tremendously by sharing resources and increased membership. Student scholarships were awarded as well as the Dr of Play award to Rhonda Clements. A special “play” award was given to Joe Frost for his lifetime contributions to the field of play. Bernie DeKovan was the keynote speaker. A Community Play Day was held on a cold windy day at Centennial Olympic Park. A commitment was made to partially sponsor an African delegate to the IPA WORLD but the candidate had to decline citing prohibitive cost (another play research opportunity in Africa is being considered at this time). We have a top notch
website thanks to Cynthia Gentry. It is maintained daily and supports the play community worldwide. There are several articles posted there as well as resources to assist those populations that are experiencing fewer opportunities to engage in play. A very engaging video titled The Importance of Play by Karen Hutchison is featured on the website. A copy of the membership application is available and later plans are for us to be able to accept credit card payments. Our newsletter has been upgraded to an on-line journal (IPA/USA Quarterly) and as such is experiencing some growing pains. A proposal to create an editorial board was discussed and will be put forward to a vote at the next full board meeting during our triennial conference (date/time/place yet to be determined). It is anticipated that by 2013 we will have our on-line journal in full operation. Several positions are being considered for Board status. Among them will be Vice President, Communications Director, and the Editor of the IPA/USA Quarterly. These changes will require changes to the constitution. A constitutional revision committee has been appointed and will begin their work shortly to reach these goals and to, in general, update the document. It was determined that
our book “Elementary School Recess” edited by Rhonda Clements (2000) was in need of an update. The new title is Making the Case for Play: Voices of Advocacy and is under the editorialship and direction of Karen Hutchison the IPA/USA. A call for submissions was sent out and of 25 submissions 15 were accepted. A change in direction by one publisher necessitated redesign of the proposal and is currently out for review. We hope to have it published by Fall 2011. At the IPA/USA board meeting in conjunction with 2011 NAEYC conference in Orlando FL officers will participate in developing a Strategic Plan based on the model provided by at the conference in Karlstad Sweden. Goals will be identified, objectives will be established, action steps promulgated, identifying who can help and a section for notating progress made. To increase recognition and membership the board voted to create tee-shirts, hats, visors and window clings that will feature the word Play in various colors and ipausa.org prominently displayed on the item.
Respectfully submitted,
Tom Reed IPA/USA President [email protected]
IPA/USA Quarterly Winter/spring 2011
3
Student Voice
Play has always been a word
that has found its way into my
vocabulary. In times past, the
meaning behind it certainly was
not the same as the meaning I
have for it now. Play to me was
simply the word I needed to use
to describe childhood memories.
As an education student at
Coker College, I have learned
how significantly false this is.
After attending the United
States Coalition of Play’s
conference at Clemson
University, I learned even more
about play as well as how many
different professionals care
about it and are working to make
it more present in the lives of
children today.
At Coker College, the Education
Department is a working
advocate for play. I have
learned how to incorporate play
into my future classroom as
well as the many benefits it
provides. During a recent
education course, I was asked to
read “Play: How it Shapes the
Play: Learning the meaning behind the word. Jessica Sims
Brain and Invigorates the Soul”
by Dr. Stuart Brown. The
information found among the
pages of this book truly
astounded me. I did not realize
the effect play could have on
children, both the presence of
it and the absence of it.
Apparently there are several
professionals who have been
made aware of this and are
fighting to make a difference.
I was amazed at the conference
to see those in the field of
education as well as outside the
field with a passion for play.
Those gathered ranged from
teachers and college
professors to parks and
recreational staff and
representatives of playground
manufacturers. The different
aspects presented from each
person only solidified my
belief that play is crucial to
children. There was one
session in particular that I
attended which aided in
opening my eyes to the
widespread concern for play.
This session was concentrating
on the playground and the
speakers were very
knowledgeable in this area.
Presenters JC Boushh and Dr.
Barbie Norwell - Hall were able
to provide information
regarding the importance of
playground safety as well as
the benefits play provides for
children going into the
classroom. This conference was
a wonderful experience not
only for the amazing
information provided to its
participants, but also the
realization that play is worth
fighting for and teachers are
not going to have to fight alone.
IPA/USA Quarterly Winter/spring 2011
4
On the 2nd of February 2011
the UN Committee on the
Rights of the Child took the
decision to draft and adopt a
General Comment on the
Child’s Right to Play
(article 31).
Since 2008, IPA has led a
partnership of international
and regional organizations
to request this General
Comment and after much
work (and play) IPA is
thrilled to be able to share
the news of a positive
outcome with you. IPA
Members from around the
world have been closely
involved in this effort
through the IPA Board,
Council and working groups,
through advising on our
Working Paper on the
Importance of Play and
through the very successful
Global Consultations on
Children’s Right to Play.
As IPA enters its 50th
anniversary year it is with
some satisfaction that we
can look back on 50 years of
achievement and look
forward confidently
knowing that IPA is bringing
a renewed focus on play as a
birthright of children
worldwide.
IPA know that the
challenges are great - the
Global Consultations
reinforced that only too
well – but IPA has also
demonstrated that by
harnessing the energies of
IPA members we are able to
bring about significant
shift. Article 31 in the next
few years can shake off its
unenviable reputation as
‘the forgotten article’ of
the Convention.
Over the next two or so
years, as the drafting and
preparation of the General
Comment takes place, IPA
will continue to focus its
energies on implementation
so that around the world IPA
branches and groups are
ready to use the adoption of
a General Comment as a tool
to advocate for children’s
right to play locally and
regionally.
UN agree to General Comment
on the Child’s Right to Play (Article 31)
Go to www.ipaworld.org
For more information
Reproduced from IPA Newsletter March 2011
IPA/USA Quarterly Winter/spring 2011
5
in 2001 to 33.7 percent in
2007. Meanwhile, it is in rural
communities where rising
child poverty is most acutely
seen. The rural child poverty
rate in 2008 was 22.5 percent,
higher than the metro rate of
17.2 percent (American
Community Survey,
2009). Rural counties were
home to just over 16 percent
of the nation’s population in
2008 (American Community
Survey, 2009) however, 33
percent of the increase in the
number of Americans living in
poverty from 2003 to 2008 was
found in rural counties. In
2007, 58.9 percent of rural
counties had child poverty
rates of 20 percent or more
compared with 46 percent in
2001.
Poverty is linked to social
problems such as
homelessness, hunger, poor
health or lack of health care,
restricted access to
community resources, and
family violence (Rank, 2005). Students who experience
chronic violence in the home
or immediate neighborhood
may experience negative
impacts on their emotional
anand cognitive development,
including post-traumatic
stress disorder, anxiety,
depression, aggressive
behavior, poor academic
achievement, and difficulty
forming relationships
(Margolin & Gordis, 2000).
Dropping out of school is also
more likely for students in
poverty (Hardy, 2006) and is
often a final stage in a
dynamic and cumulative
process of disengagement
from school (Rumberger,
2004). Although it is
important not to stereotype
children who live in poverty,
the impacts described above
are documented risk factors
linked with poverty in the
research literature.
The importance of school
support for the well-being of
a child in poverty cannot be
overstated. In many cases
home circumstances are such
that school becomes the
primary resource for meeting
a child’s emotional needs
(Kagen & Landreth, (2009). The
teacher’s approach toward
students who live in poverty
makes an important difference
in terms of student…
Play Therapy as an Effective Intervention in Schools
Serving Impoverished Students & Families. Dolores A. Stegelin; M. Deanna Ramey; William Kerns;
Ronald Thompson & Heather McCrea.
Introduction
Rising child poverty in the
United States creates
significant challenges for
schools serving these
students and their families.
This article describes the use
of play therapy as an
effective means of meeting the
affective needs of students in
poverty. In addition, research
is discussed that supports
collaboration between
professionals within schools
in the use of play therapy,
under the guidance and
supervision of a licensed
professional.
The Impact of Increased Child
Poverty on Students and
Families
One in every five children in
the United States lives in
poverty. Between 2008 and
2009, the poverty rate
increased for children under
the age of 18, from 19 percent
to 20.7 percent (Current
Population Survey, 2010). In
2007, 18 percent of all
children under the age of
18 lived in poverty, an
increase, from 22.4 percent
IPA/USA Quarterly Winter/spring 2011
6
Continued
IPA World will be
launching the IPA Trust Fund
this July in Cardiff, Wales.
The IPA Board and Council are preparing to launch an IPA Trust Fund with a view to securing ongoing funding for IPA projects into the future. A specific focus on an international playwork exchange programme was proposed in the 2005 -8 strategic planning process and this has been built into the draft wording of the Trust, which lays out the purpose of the Fund.
Launching in 2011, the IPA 50th anniversary year provides an auspicious time for an exciting new development. The IPA Trust Fund would aim to steadily build capital from donors, supporters and events in order to provide funds for projects well into the future.
To make a success of the Fund, IPA members throughout the world will be able to play a part in building the funds and profile necessary. We will then be in the exciting position of being able to support exchange between members in neighboring countries or from opposite sides of the globe. The aims of the Trust Fund are long-term and it will take considerable energies and efforts from members and groups around the world to make it a success - but we believe we can do it!
Reproduced from IPA Newsletter March 2011.
…Performance. Interpersonal
relationships have been
shown to be associated with
the development of students’
identities and their academic
resiliency when students face
hardships including poverty
(Franquiz & Salazar, 2004).
Play therapy, under the
guidance and supervision of a
licensed play therapist, is one
way to build interpersonal
connections and
communication while
addressing identified
affective needs that have been
shown to be related to
poverty.
Play Therapy as an Effective
School Intervention
Though play therapy as an
alternative to free
association has been used with
children by mental health
professionals for more than
60 years, and for nearly 40
years in schools, the
literature seems to suggest
that it is only within the past
decade that researchers have
begun to consider the use of
play therapy in school
settings as an intervention
for children who bear social
and emotional problems
stemming from poverty
(Landreth, 1991; Baggerly &
Parker, 2005). Play therapy
can be effective for
alleviating issues such as
anxiety, anger, depression,
frustration, coping trouble,
behavioral and mood
disorders, and other
emotional problems (Porter et
al., 2009). Children who live
in poverty are more prone to
experience these social and
emotional challenges by
virtue of the complex array of
environmental and
psychological stressors they
are subjected to on a daily
basis (Aber et al, 1997).
Further, these children often
have lower academic
achievement compared to their
middle-class peers as a result
of their living conditions and
subsequent social-emotional
difficulties (Baggerley &
Parker, 2005).
Typically, the families of
children who live in poverty
do not have the financial
resources to pay for private
play therapy for those
children who might benefit
from it. One promising
solution is to make play
therapy more widely available
through the schools that
serve children living in
poverty. Child-centered play
therapy, a popular form of
non-directive play-therapy and
the form that we advocate in
this article, is largely guided
by Axline’s (1947) eight
principles of play therapy
which include the following:
IPA/USA Quarterly Winter/spring 2011
7
Continued
Counselors, teachers or
other personnel trained and
monitored by a licensed play
therapist. While the ideal
situation would be to have a
room dedicated to play-
therapy, in many schools that
is not an option. Play therapy
can be conducted effectively
in a variety of school
settings, including a
workroom or a nurse’s office.
What is important is that the
privacy of the children
involved is protected and that
the children have access to
the toys and materials which
best encourage expression.
Landreth (1993) suggests that
when choosing materials one
should consider how the
potential material enhances a
child’s ability to: explore real
life experiences, express a
wide-range of feelings, test
limits, engage in exploratory
play, engage in non-verbal
communication and be
successful without
assistance. Such toys and
materials might include:
crayons, clay, paint and other
art supplies; water, sand
and/or rice with appropriate
containers for filling and
pouring; home life props
(dishes, cups, pots and pans,
utensils, baby bottles etc.);
toy soldiers, rubber knives,
toy guns, aggressive hand
puppets and other toys that
can be used to express
aggressive feelings; dolls
develop friendly relationship
with child; accept the child
without question; establish a
permissive relationship;
recognize and reflect the
feelings of the child; maintain
respect for child’s problem
solving skills; let the child
lead; set no agenda; and make
only necessary limitations for
safety and appropriate
relationship.
Axline (1947) holds
that “[p]lay therapy is based
upon the fact that play is the
child’s natural medium of
self-expression” (p. 9). Young
children in particular lack
the ability for abstract
thought and therefore are
not easily able to verbalize
their thoughts and feelings
when called upon to do so.
Through child-centered play
therapy, children are able to
use toys to say and do things
they may feel uncomfortable
or fearful about in other
settings (Landreth, 1991).
Landreth (1993) also notes
that child-centered play
therapy, which has a track
record for effective use in
elementary schools, is
particularly developmentally
appropriate because there is
no requirement for, or
pressure on, the child to
change.
In a school, play therapy
might be conducted by school
representing both genders as
well as racial diversity; and
doll house furniture and a
box or structure to represent
a house or apartment
(Landreth, 1991).
The goal of child-
centered play therapy is not
to focus on a child’s problem.
Rather it is to focus on the
person of the child. A
supportive and understanding
adult, cognizant of the nature
and objectives of play
therapy, will create a
situation in which children
experience increased inner
strength, thus facilitating
children’s ability to cope with
issues affecting their lives
(Landreth 1991). This is
particularly germane to
children living in poverty as
they are at greater risk for
suffering social and
emotional problems due to
their circumstances. An
increase in access to play
therapy among schools
serving poor children is one
way to mediate those
problems.
Summary
Schools serving children and
families in poverty are in need
of additional resources and
strategies to address academic
and developmental issues.
Because children of chronic
poverty frequently
IPA/USA Quarterly Winter/spring 2011
8
Continued
Axline, V. (1947). Play therapy: The
inner dynamics of childhood.
Cambridge, MA: Peninghton Mifflin.
Baggerly, J., Parker, M. (2005). Child-
centered group play therapy with
African American boys at the
elementary school level. Journal of
Counseling and Development, 83(4),
387.
Current Population Survey (CPS), 2010
Annual Social and Economic
Supplement (ASEC), Washington,
D.C.: US Census Bureau.
Franquiz, M.E., & Salazar, M. (2004).
The transformative potential of
humanizing pedagogy: Addressing the
diverse needs of Chicano/Mexicano
students. High School Journal, 87 (4),
36-53.
Hardy, L. (2006). Children at risk.
American School Board Journal,
193(12), 17-21
Kagan, S. & Landreth, G.L. (2009).
Short-term child centered play therapy
training with Israeli school counselors
and teachers. International Journal of
Play Therapy, 18 (4), 207-216.
Landreth, G.L. (1991). Play therapy:
The art of relationship. Muncie,
Indiana: Accelerated Development Inc.
Landreth, G. L. (1993). Child-centered
play therapy. Elementary School
Guidance & Counseling, 28(1), 17
Demonstrate needs in
language and cognitive
development, affective social
skills, and basic health and
physical well-being, teachers
and other school
professionals should work
together to develop and
implement effective methods
of communicating with, and
teaching children in poverty.
Play therapy, enacted by or
under the guidance and
supervision of a licensed
professional, can be an
effective tool to use with the
children living in poverty on
many levels including
improving the relationships
between teachers and
students, and helping
students express thoughts
and feelings in a way that
allows them to gain a sense of
control over their lives.
Those who utilize play
therapy should be alert for
those situations which go
beyond the scope of their
training and when necessary
make appropriate referrals to
other agencies or
professionals.
References:
Aber, L., Bennett, N., Conley, D., &
Li, J. (1997). The effects of poverty on
child health and development. Annual
Review of Public Health, 18, 463–483.
Margolin, G. & Gordis, E.B. (2000).
The effects of family and community
violence on children.
Annual Review of Psychology, 51, 445-
479
Porter, M. L., Hernandez-Reif, M., &
Jessee, P. (2009). Play therapy: A
review. Early Child Development and
Care, 179(8), 1025-1040.
Rank, M. (2005). One nation,
underprivileged: Why American
poverty affects us all. New York:
Oxford University Press.
Rumberger, R.W. (2004). Why
Students Drop Out of High School. In
G. Orfield (Ed.) Dropouts in America
(pp. 131-156). Harvard Education
Press.
Poverty: 2008-2009 American
Community Surveys (2010). U.S.
Census Bureau,
American Community Survey, 2008
and 2009.
IPA/USA Quarterly Winter/spring 2011
9
IPA World Conference 2011 Cardiff, Wales - July 4-7
Playing into the future -
Striving and Thriving
Cardiff city Hall, Wales.
IPA World will be celebrating their 50th Anniversary. Be part of the celebration visit www.ipa2011.0rg.uk
Conference Themes
Play – Individual and Social
• Play and its contribution to adaptation, healing, resilience, risk-management, social wellbeing, emotional literacy and learning �• Play deprivation, bias and extremes – the effects on children of having no opportunity to play, or only being able to play in a very limited or extreme way and how these effects might be overcome�• Play and identity�• Play and the playwork approach�• Play and the reflective practitioner
Professor Lothar Krappmann from the UN will be discussing the process of drafting a UN General Comment on Article 31.
Keynote Speakers
Keith Towler, (4 july) Marc Bekoff, (4 July) Sudeshna Chatterjee, (5 July) Bob Hughes, (6 July) Brian Sutton-Smith, (7 July) Wendy Russell & Stuart Lester (7 July)
IPA Council Meetings
Sunday 3rd July, 13.00 – 18.00pm, Cardiff City Hall (Pre-meeting buffet lunch 12.30) Thursday 7th July, 16.00-20.00 Cardiff City Hall (immediately after the conference close)
Play – Environment and Space - indoor, outdoor, virtual, urban or rural
• The environment, space and time within which playing occurs – is promoted or inhibited – whether planned by adults or not �• Providing environments where children and young people can create and manage risk and uncertainty�• The influence physical and emotional environments have on play
Play – Society and Culture
• Play and policy making�• Freedom to play and the structures of society and communities – social divisions, material divisions, mobility and inequality�• Play cultures and folklore�• Playing, ethnography and children’s geographies�• War, conflict and play
IPA/USA Quarterly Winter/spring 2011
10
Conference Report
The Association for the Study of Play (TASP)
Olga Jarret
IPA/USA members may remember that our last two conferences were held in conjunction with TASP: Atlanta (2010) and Rochester (2007). TASP and IPA have similarities in that they both focus on play. They differ in two ways. TASP focuses on play theory and research across the life span while IPA is primarily a play advocacy organization with a focus on children. There is a rich interchange of ideas when They get together. The conference theme was Play and Health and the keynote speaker was a Patch Adams-type doctor, dressed as a clown, Bowen White, M.D. You might want to buy Dr. White’s book, Why Normal Isn’t Healthy: How to Find Heart, Meaning Passion & Humor on the Road Most Traveled, Stress Technologies, 2004. Perhaps if society realized the importance of play as a health issue there would be less obesity, fewer mental health issues with children, and fewer behavior problems in school.
Several IPA/USA leaders, Audrey Skrupskelis, Danielle Marshall, Akosua Addo, and I presented the following papers, and Dorothy Sluss and I participated in the TASP Past President panel.
Play Intends Freedom, Audrey Skrupskellis, University of South Carolina, Aiken Piaget’s “Little Scientists” Behavior: Exploratory Play in the One-Year-Old Room, Olga Jarrett, Stacey French-Lee, and Xiaoyan Xie, Georgia State University Children’s Arts Play in Care Institutions, Akosua Addo, University of Minnesota Strengthening Communities through Play: Local Actions, Wider Networks, Amy Dickenson and Danielle Marshall, KaBoom!
IPA/USA President Tom Reed presided over our Board Meeting at the conference. In addition, he and I spearheaded a culminating discussion on Research 2011: Implications for Play Advocacy. It was to have been an IPA/USA panel, but unfortunately some of the original panel members either had to leave the conference early or didn’t have financial support to attend (we missed you). We co-opted TASP leader Jim Johnson from Penn State to join us for a very stimulating discussion with about 25 conference attendees who were able stay till the end. We were happy Sharon Schneider could join the conversation and thank Sharon and her friend Arlene for making the long drive
drive to meet with us toward the end of the conference. Unfortunately, Tom and I were too busy leading the discussion to take notes. There were many good ideas for research that would be useful for play advocates. We came away invigorated and inspired, and hopefully some of the ideas we discussed will surface later. The Strong is a fantastic venue. It is hard to describe. Founded by Margaret Woodbury Strong in 1968, it began as a place to house her collections of dolls, toys, and other artifacts. It now has what The Strong refers to as five partners: National Museum of Play, International Center for the History of Electronic Games, Brian Sutton-Smith Library and Archives of Play, the National Toy Hall of Fame, and the American Journal of Play. The Strong includes a major collection of toys, a preschool program, many hands-on exhibits, and a butterfly garden. With prior permission, play researchers can access the Archives. The Strong is a great place to take a family or to do research.
Find out more at http://www.museumofplay.org/
Olga S. Jarrett
Past President IPA / USA
IPA/USA Quarterly Winter/Spring 2011
New IPA/USA website
Our website has had an exciting revamp. Please be sure to check out the new look and more interactive
features.
www.ipausa.org
IPA / USA Board of Directors
Officers:
Tom Reed, President and Book Co-editor
University of South Carolina Upstate [email protected]
Olga Jarrett, Past President, Recess
Georgia State University
Dorothy Sluss, Vice President
James Madison University
Sharon Schneider, Treasurer
Hofstra University
Darlene Maxwell, Secretary
Coker College
Joyce Hemphill, Membership
University of Wisconsin-Madison
J.C. Boushh,
Member at Large
Design for Play
Vera Stenhouse,
Member at Large
Georgia State University
IPA/USA Quarterly Winter/spring 2011
12
Akosuo Addo, University of
Minnesota,
International Contacts
LaDonna Atkins, University of
Central Oklahoma,
Infant Play
Joanna Cemore Brigden,
Missouri State University,
Outdoor Play
Helle Burlingame, Kompan Play
Institute, Play & Mental Health
Rhonda Clements,
Manhattenville College, UNICEF
and UN� Representative [email protected]
Arleen T. Dodd-Nufrio,
SUNY at College of Old Westbury
Child's Right to Play
Representative to UNICEF and the
UN
IPA / USA Board Members
Georgianna Duarte, University of
Texas, Brownsville,
Diversity Outreach
Michelle Duckett-Hedgebeth,
Parliamentarian
Lori Friedman,
Special Education
Cynthia Gentry, Atlanta
Taskforce on Play (ATOP), �
Communications
Barbie Norvell, Coastal
Carolina University,
Recess Advocacy
Joyce Hemphill, University of
Wisconsin– Madison,
Membership Chair
Karen Hutchison, SUNY
Brockport, Book Co-editor
Tom Jambor, University of
Alabama (retired),
Resolutions
Rebecca Lee, Parent Liaison
Danielle Marshall,
KABOOM, Play
Facilitation
Anna-Marie Millbank,
International Liaison & Play�
Leadership,
Editor, IPA/USA Quarterly
Christi Moore, Georgia
State University, Student�
Representative
Ann O’Bar, Awards
Halycyon Reese-Learned,
Nature Playscapes,
Playwork Initiative
IPA/USA Quarterly Winter/spring 2011
13
IPA / USA Membership
IPA / USA Membership runs according to the calendar year.
Individual Categories:
Individual $50.00
Fulltime Student/Retiree $25.00
Friend of IPA/USA (includes 1 individual membership plus IPA/USA general donation) $150.00 (or more) GROUPS Student Groups, Local Groups, Agencies & Organizations $75.00 National Voluntary Groups $75.00 Government Departments at all levels $80.00 Corporate, Business $100.00 BENEFACTORS All benefactors (non-voting member) $150.00 IPA/USA encourages members to make a donation for specific activities: Elementary School Recess Projects $_______ Newsletter $_______ Membership Development $_______ Co-sponsoring Meeting in the USA $_______ Total Amount Enclosed $_______
Membership Application:
Name:
Occupation:
If a group member, name of person to receive correspondence:
Work Telephone Number:
Home Telephone Number:
Email Address:
Mailing Address:
Area(s) of Interest:
Your check for the appropriate fee should be made payable to IPA/USA and mailed with the application form to the membership chair:
Dr. Joyce A. Hemphill
1 Farmington Ct.
Madison, WS 53717