The post graduate course is designed for anyone with experience of children or adolescents, who either works or intends to work therapeutically with them including:
Primary School Teachers/Assistants
Nursery School Teachers/Assistants
Social Workers & Clinical Social Workers
Play School Teachers/Assistants
Care Home Staff
Adoption/Foster Agency Workers
The course has been designed to:
Enhance your career/professional skills
Increase your satisfaction in working with children
Give you the skills to help children develop their emotional literacy
Give you the skills to alleviate behaviour and mental health problems
Assist your own personal development
Provide you with the Profession Structure Model competencies defined by PTI to work with individual children who have slight to moderate problems
The Certificate course is the first part of programme leading to an MA in Practised Based Play Therapy.
It may be undertaken as a 'stand alone' course.
This course is at stage 2 of the PTI four stage training model
An Enlightened Approach To Coping With Childrens Difficulties
The course is unique in integrating both non directive and directive approaches to play therapy. The programme content is based upon the theory and practice of humanistic psychology, particularly that of Virginia Axline ("Dibs In Search of Self"), and Carl Rogers and the gestalt play therapy approach of Violet Oaklander. It recognises contributions made by others in the 20th century such as Mark Barnes, John Bowlby, Margaret Lowenfeld, Donald Winnicott, Rachel Pinney etc. Opportunities for meditation and all forms of creativity enrich the contents of the course.
The lives of children in the present day are highly regulated and controlled. Non-directive play therapy offers a child the opportunity of making choices and taking responsibility for them; expressing him/herself freely; being accepted unconditionally; having his/her deepest feelings respected and accepted. For these reasons their play is not interpreted and no judgements are made. Such freedoms may only be obtained by the provision of a strong framework.
Therefore the adult takes responsibility for the safety of the child, themselves and the environment. Within these constraints, the child has complete freedom to choose. Time boundaries are also considered to be important thus adding a sense of security by adhering to beginnings and ends. In this way the time within a session becomes timeless and the child’s imagination is set free to explore and recreate his/her experiences and to create and make his/her own world.
There are, however, a number of cases where the non directive needs to be complemented by other approaches. For example working with terminally ill, bereaved, autistic children in organisational settings and short term work. The main items in the 'Play Therapy Tool-Kit' are taught and put into practice.
The overall purpose is to enable participants to practice safely and effectively using therapeutic play skills in a variety of settings to provide emotional support to individual children for slight to moderate problems. Upon successful completion of the course each participant will have gained:
A sound understanding of the principles underlying play therapy and the appropriate use of techniques - the play therapy tool-kit
Practical skills for running therapeutic play sessions with individual children
An ability to assess children's needs and organise the provision of therapeutic play facilities
An appreciation of the ethical issues
Increased confidence in using therapeutic play with children and adolescents
The counselling, therapeutic and practical skills to enable you to carry out therapeutic play
An understanding of the ethical considerations
Awareness of your own process and development
Theoretical Knowledge of child development and child psychology
Module Descriptors - (The sequence and content may vary slightly from course to course)
Module 1 - Course Introduction; Starting to Work Therapeutically With Children; The Therapeutic Play Continuum; Creative Visualisation; Setting Up to Practice; Pharmacology
Module 2 - Music Skills for Working With Individuals and Attachment theory
Module 3 - Storytelling & Puppetry Skills for Use With Individual Children; Comparison of Theoretical Models of Psychotherapy
Module 4 - Sand play skills for working with individuals and related theory; the Use of Natural Materials; Child Development Theory (1); Art Therapy for Individuals
Module 5 - Dance and Movement skills for working with individuals; Student presentations; Endings
The course is divided into 5 modules as shown above.
Participants will learn through working with other members of the course about the roles and responsibilities of the therapeutic relationship. There will be tutorials on theory but formal teaching and lecturing will be kept to an essential minimum.
Learning will be experiential and collaborative using pair, group work, role-play and case presentations. Homework reading and other assignments will provide new information and consolidation of material from the experiential work encountered within the modules. Assignments will discussed during the following module.
APAC, PTUK, PTC & PTirl have permanent training centres in Canada, France, Ireland and the United Kingdom.
These courses are also run according to demand in other countries.
Successful participants will receive:
PTI/PTUK Certificate in Therapeutic Play Skills
15 days normally consisting of 5 x 3 day modules (Fridays, Saturdays, Sundays)
Other options are: 15 days continuous at APAC’s Summer School in the South of France
15 days consisting of 3 x 5 days for in-house training courses and for countries outside Canada, Ireland and the UK.
APAC - the Academy of Play and
PTUK - Play Therapy United
PTirl - Play Therapy Ireland
PTAu - Play Therapy
Please check with your chosen training provider above.
Up to 4 intakes per year according to demand – please check with your chosen training provider.
|Faculty / Facilitators
Chosen from a faculty of presenters accredited by PTI, APAC and approved by Leeds Beckett University.