Postgraduate Diploma in 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. This course incorporates both professional and academic training. The Postgraduate Diploma is awarded by Quality and Qualifications Ireland (QQI). See website section ‘Courses for Therapists’ for details of the Postgraduate Diploma in Play Therapy for those who are already qualified therapists.

This is a two-year part-time experiential and eclectic training (part of the MA in Humanistic & Integrative Psychotherapy) 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.

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; 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.

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.

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.

Psychotherapy training is demanding on students so maturity and a high level of commitment is essential.

Processing Applications

Applications are accepted throughout the year. We begin processing applications approximately six months prior to the start of the course. The first stage in this process is a review of the application form and documents. A short list of applicants are selected for interview. Interviews usually take place from May onwards.