MA Humanistic & Integrative Psychotherapy and Play Therapy

Course details

This is the first accredited programme of its kind here in Ireland to offer a comprehensive, experiential training in Play Therapy with the option to continue training so as to qualify as a Psychotherapist with a major emphasis on the practice of Play Therapy. While many courses address working with adult clients, our focus on younger clients is unique in a humanistic and integrative psychotherapy training, as is our intense focus on the use of play and creative therapies. Graduates will be ideally placed to work as therapists with children presenting with emotional difficulties that may be mild or severe in nature and to practice as humanistic counsellors/psychotherapists. This course incorporates both professional and academic training. The MA is awarded by Quality and Qualifications Ireland (QQI). The HETAC/QQI Course Code is CH800.

This is a four-year part-time experiential and eclectic training with theoretical, practical and skills development components. We utilise role-play, small and large group work, lectures, presentations, discussions, creative activities, etc. It is designed for mature students who wish to engage in training in the use of creative interventions and approaches, therapeutic play, play therapy, child psychotherapy, counselling and psychotherapy. Great emphasis is put on personal development and experiential learning, skills development, supervised clinical practice, utilising action methods, active imagination, and on working in accordance with a clear theoretical framework. Core play therapy, counselling and psychotherapy trainers, and clinical supervisors, all meet the required standards for professional and academic training.

Play therapy is a developmentally sensitive therapeutic modality in which a trained play therapist uses the therapeutic powers of play to help children prevent or resolve psychosocial difficulties and achieve optimal growth and development. Play therapy is relationship based – the power of the therapy comes from the strength of the relationship between the Play Therapist and the child. “Children must be approached and understood from a developmental perspective. They must not be viewed as miniature adults. Their world is one of concrete realities and their experiences are often communicated through play. Unlike adults whose natural medium of communication is verbalization, the natural medium of communication for children is play activity. (Landreth, 1991) Play Therapists use approaches, interventions, media, and activities that are appropriate to the age and developmental stage of the client. Play permits the child to communicate with adults nonverbally, symbolically, and in an action-oriented manner.

Counselling in Action ©
This course focuses extensively on the play therapy process and the therapeutic relationship as part of the healing intervention for children, adolescents, and adults, who have experienced difficult life events or who are compromised in reaching their full potential. In addition, it takes a systemic approach, looking at the needs of young clients within their family and the broader needs of the family also. Therefore, in addition to client-centred play therapy, psychotherapy, and creative arts approaches, we include training on the counselling skills that are essential if one is to work successfully with the child within their family.

We utilise a model that incorporates the use of non-directive and focused approaches as indicated, to respond to the changing needs of the specific client as they present to us in therapy. Students will also acquire a tool-kit of therapeutic activities and interventions utilising play and the creative arts to enrich their therapy practice.

Subject Strands

The core programme is built around three subject strands that build up over the first three years. These 3 strands are:

• Reflective Practice
• Developing Clinical Skills
• Theoretical Studies

Optional Modules

We provide additional, optional, professional training modules in years 3 and 4 that focus on working with adult clients, these are:

• ‘Adult Counselling in Action’ in third year
• Creative Psychotherapy with Adults’ in fourth year

These modules build on the core psychotherapy skills, theory and personal development provided in the mandatory modules but are directed towards working with adults as primary clients. Some students, in consultation and with the agreement of course tutors, may decide to complete these optional subject at a later stage rather than during 3rd and 4th year.

Year 1:

This focuses on developing non directive, client-centred, play and counselling skills, a working knowledge of child development, play, relevant psychological theories and safe working practices; developing a therapeutic relationship; using therapeutic play to facilitate children in developing psychological resilience and reaching their potential (developing self confidence, self-esteem, and a strong sense of personal identity); and to intervene with clients with a range of particular needs. It has a specific focus on the personal development of the course participants to ensure development of self-awareness, growing maturity, and the development of basic counselling and listening skills. Trainees engage in a practicum to develop observational skills, and practice facilitating creative play sessions. The focus on child observation builds a foundation for developing research skills, and the myriad of approaches to therapeutic play based interventions builds skills in assessment and programme planning. In this year there are four modules of three days duration and two modules of four days duration.

Year 2:

This focuses on training participants to work as play therapists with a range of clients with mild and moderate emotional problems. The initial focus is on training as a Client Centred Play Therapist, then on integrating non directive approaches with more focused interventions to assist clients to develop healthy coping skills. We introduce a variety of models of psychotherapy and play therapy, their origins, their underlying personality theories and philosophies, and practice issues. This year also covers counselling skills in more depth, developiong a systemic and professional framework, working with parents and cares as ‘secondary clients’, and involves many personal development workshops utilising creative and play media and approaches. Participants are introduced to the use of Sandplay therapy with clients of all ages; working with clients who present with specific emotional and/or behavioural difficulties (e.g. bereavement, parental separation) and/or disorders. Participants engage in Clinical Practice with children and their families, a porportion of which is clinically supervised by core trainers (included in course fee). There is a focus on developing skills in linking theory and practice. In this year there are a mixture of 1, 2 and 3 day modules based around weekends as far as possible.

Year 3:

This focuses on developing an understanding of the counselling and psychotherapy process, coupled with developing skills and a knowledge base to work with clients with more challenging issues and complex life histories. Emphasis is given to counselling and psychotherapy through the mediums of play and creative media, supported by talk therapy, for clients who present with attachment disorders and/or have experienced child abuse and/or neglect. Continuing personal development (using the creative therapies) facilitates participants to process personal issues. Input is also given regarding Jungian Sandplay Therapy and Gestalt Therapy approaches in clinical practise, as well as an insight into other relevant approaches to psychotherapy, theories of change and human development.

An optional module provides further development of counselling skills for working with adults as primary clients includes both training and clinical practice. Supervised clinical practice continues with clients of diverse ages.

In this year there are a mixture of 1, 2 and 3 day modules. Open House days continue approximately once per month.

Year 4:

A significant focus in the professional training element of fourth year is on developing the skills, knowledge and competencies to practice safely and ethically as a psychotherapist with a diversity of clients with complex and multifaceted needs. Options in relation to chlld and adolescent psychotherapy, and adult psychotherapy are available. Trainees will engage in clinical practice throughout the year and will attend regular supervision sessions with assigned trainers/supervisors. These sessions will incorporate a significant training element and will challenge and support trainees in making links between theory and practice

Supervised practice, and theoretical content, relate to working on a deep level with clients of diverse ages, and with complex needs, while making extensive use of creative approaches. Those taking the optional module in relation to adult clients will also receive a CTC Diploma in Humanistic & Integrative Psychotherapy.

In the MA research methods blended learning module students are introduced systematically to the range of research methods used in psychotherapy and will complete a research dissertation. Particular emphasis is given to formulating appropriate questions, objectivity, reliability, techniques used in research projects that are most relevant to practitioner researchers, ethical considerations, analysing data and presenting findings.

Personal Therapy

Each trainee must participate in Individual Therapy Sessions, a minimum of 30 per year, with an accredited therapist, of their own choosing, scheduled at own convenience, over the duration of the course. The experience of being a client is vital to developing an understanding of the therapy process in an experiential way and facilitates the self-exploration and development of increased self-awareness that is central to the practice of therapy. The cost of these sessions is not included in the course fee and will be negotiated between the student and the therapist of their choosing.

There are also opportunities for personal development in the course itself and through experiential activities and relationships within the group. Group psychotherapy/process sessions take place during course time.

Clinical Practice and Supervision

Students will begin by engaging in child observation sessions, then therapeutic play sessions, then play therapy sessions with children and adolescents, support session with parents, and counselling sessions with adults, as they progress through the training and are assessed as being ready to engage in clinical work. Some clinical supervision is included in course fee, additional privately funded supervision is also required.

Professional Training Assessment Components:

• Self, peer, trainer and supervisor assessment.
• Self-awareness, maturity, and ability to work with group dynamics.
• Satisfactory participation, development and demonstration of appropriate skills and competencies in relation to each module as set and assessed by module tutors.
• Completion of course requirements and assignments to acceptable standard
• Satisfactory attendance and timekeeping.

Our Play Therapy and Psychotherapy Awards

CTC is the awarding body for the Certificates and Diploma’s at the end of each year, and QQI is the awarding body for the academic award. Students may graduate with a CTC Certificate in Play Therapy Skills after 1 year, a Diploma in Play Therapy after 2 years or with a Diploma in Play Therapy and Psychotherapy after 3 years. After the 4th year, a Diploma in Child and Adolescent Psychotherapy will be awarded. These certificates are necessary for professional accreditation purposes.

The QQI award for those completing the 4 years is an MA in Humanistic & Integrative Psychotherapy and Play Therapy. A QQI exit award, Postgraduate Diploma in Play Therapy, is available to those who exit after 2nd year but who do not complete 4th year. As the QQI award is set at level 9 on the National Framework of Qualifications entry is restricted to applicants who have already achieved learning outcomes associated with level 8 awards.

Registering for the QQI award: Direct Entry

Direct requirements for entrance to the MA are:

•  Level 8 honours degree in a field of studies in the human sciences (medical, psychological, social, educational etc). Minimum level: 2nd Class Honours

Registering for the QQI award: Indirect Entry

A small number of applicants who do not have honours on a suitable level 8 degree may be eligible for entry to the academic programme via Recognition of Prior Learning (i.e. completion of training that was not formally accredited). Such applicants must demonstrate, and provide evidence to attest to, their acquisition of level 8 learning outcomes in a relevant area.

Additional Entry Requirements

•  A minimum of 2 years relevant work experience with children and/or families.
•  Suitability, and aptitude, for this area of work, commitment to personal & professional development, including a willingness to engage in a self-reflective process that includes personal therapy.
•  A commitment to full attendance at the course.