Course details

This training covers a range of interventions and approaches, including sand play, to facilitate therapy with young clients and adults for whom talking therapy is not enough. As words are not the child’s primary method of communication they can not become so for an adolescent or adult who is dealing with childhood issues. Early trauma causes the child to become stuck in some way and some part of their development remains blocked until a medium is found that can facilitate release. Therapy that is dependent on language as the primary tool can tend to reinforce the mind/body split that often results from unresolved issues. A creative medium can provide an alternative, and more effective, route to the healthy core of the client. This helps to rebuild the foundation level and empowers the client to take risks, abandon ineffective defences, experience clear emotions and reach a higher level of consciousness – in effect it assists the person in their journey towards healing and maturity. This experiential training will provide you with a range of skills to draw on, a theoretical framework to understand the needs of adolescent clients, and will build your confidence in utilising creative approaches with adolescents and adults. It will facilitate therapists in understanding how to intervene to facilitate healing with traumatised clients of all ages.

This is an eclectic, experiential training with a focus on personal development, raising awareness of the impact of creative approaches, and development of skills. A range of teaching mediums that may include lectures, role-play, small and large group work, case studies, video, discussions, use of creative media and experiential work are utilised. Certificates of attendance are presented to each participant.

Updated on 08 November, 2015

About Children's Therapy Centre

The philosophy of teaching that is subscribed to at CTC is that the role of the centre is to facilitate the learning of each trainee, that they have a responsibility to each trainee to support their learning, and that it is their job to make it as easy as possible for each trainee to learn as much as possible.  they see teaching and learning as two distinct, separate, processes. It is not enough for us to teach; they are responsible for doing so in a way that facilitates their trainees to learn as much as possible, including all essential components of the ctheirse. they believe that they can help each trainee achieve their innate potential by providing an appropriate, theyll prepared and enriched environment.  This includes providing a range of learning opportunities, facilities and restheirces, curriculum, supports, suitable trainers etc – a cohesive training package.

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