Postgraduate Diploma in Play Therapy (for therapists)

This is a two-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.  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.

There will be two intakes in 2014 and one group will be exclusively for fully qualified counsellors and psychotherapists (dates on this leaflet are for this course).  The second is for a range of other professionals who will undertake their core training with us (see separate leaflet for details and dates).  While both will achieve the same award, the content and structure of the course is adjusted to meet the different skills, experience and existing knowledge base of each group. Contact us if you are unsure to which group you belong.

Play therapy is a developmentally sensitive therapeutic modality in which a trained play therapist uses the therapeutic powers of play to help clients 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, adolescent or adult. “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 facilitates nonverbal, symbolic, and action-oriented communication. The active engagement of the unconscious and the right brain is a particularly important element.

Subject Strands

The core programme is built around three subject strands:

• Reflective Practice
• Developing Clinical Skills
• Theoretical Studies

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 with young clients; 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 experiential learning, including engagement in play and creative activities, to facilitate an appreciation of the therapeutic powers of play and creativity in facilitating self-awareness and healing. 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 seven modules of three days duration and group supervision sessions between modules (from February on). The cost of these supervision sessions is included in the course fee.

Year 2:

This focuses on training participants to work as play therapists with a range of clients with emotional problems. The initial focus is on training as a Client Centred Play Therapist, then on integrating non directive approaches with more focused interventions. We introduce a variety of models of, and approaches to, play therapy. This year also covers in more depth the skills necessary to develop a systemic and professional framework to facilitate working with parents and carers in partnership and as ‘secondary clients’. Personal development workshops utilising creative and play media and approaches continue. Participants learn more about a developmental approach to 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, adolescents, 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 including understanding themes in play, conceptualizing the therapy process with young clients, reading play as the language of the child and facilitating developmentally appropriate creative therapy sessions with dyads, triads and family groups.

In this year there are six 3 day modules and a 2 day module based around weekends as far as possible. Group supervision sessions take blace between modules.

Personal Therapy

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.

 As this is a specific training for qualified therapists it is expected that all trainees will have engaged in extensive personal therapy (individual and group) during their core training. This will be explored at interview. Trainees are advised to return to personal therapy during the training, particularly if unresolved material is triggered by engagement in creative activities.

 As experience of personal therapy is required for the Diploma, any trainee who has not completed at least 60 individual personal therapy sessions (and 40 groupwork hours), and prior to or during the course will have to bring their total to this number at least prior to graduation. There are opportunities for personal development in the course itself through experiential activities and group workshops.

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 (and generally adults also!), and intake, review and support sessions with parents, as they progress through the training and are assessed as being ready to engage in clinical work. Each trainee must complete 75 supervised clinical practice sessions prior to graduation. Group supervision sessions are provided as part of the course between modules from mid-way between the 1^styear. Additional privately funded supervision will be required during the post course practicum and may be required during the training depending on the volume of client work undertaken.

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.

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:

• As this is a post qualifying training for those with mental health qualifications applicants will generally have trained in a specific model of counselling or psychotherapy in a core training that included content in relation to theories of personality, principles of psychotherapy, and legal, professional and ethical issues.
• A minimum of 2 years relevant work experience
• 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.