Validated through research

This is the only play therapy training programme that is validated by post therapy outcome measures of the clinical work undertaken by the course participants. Based on over 700 cases, this shows that 70% of the children show a positive change.  It means that we can virtually guarantee the performance of a cohort of participants as a group.

An APAC application form may be downloaded for your convenience.

Contents Links
Designed for:
Designed to:
Synopsis
Learning Objectives
Course Structure
Learning Methods
Venues
Awards
Duration
Providers
Fees
Dates
Faculty / Facilitators

Designed for:	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: Counsellors Psychotherapists Clinical Psychologists Primary School Teachers/Assistants Nurses Nursery School Teachers/Assistants Social Workers & Clinical Social Workers Play School Teachers/Assistants Care Home Staff Adoption/Foster Agency Workers
Designed to:	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
Synopsis	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.
Learning Objectives	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
Course Structure	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
Learning Methods	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.
Venues	APAC, PTUK, RMPTI & PTirl have permanent training centres in Canada, France, Ireland and the United Kingdom. These courses are also run according to demand in other countries.
Awards	Successful participants will receive two awards: Professional: PTI/PTUK Certificate in Therapeutic Play Skills Academic: (if registered with Canterbury Christ Church University); Post Graduate Certificate of Therapeutic Play Skills with 60 'M' points
Duration	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.
Providers	APAC PTUK RMPTI PTirl
Fees	These are in the order of £2000, US$3800 and Euros 3000 but vary according to currency exchange rates – check with your chosen training provider.
Dates	Up to 4 intakes per year according to demand – please check with your chosen training provider. Next dates: Module 1 3rd - 7th November 2008 Module 2 8th - 12th November 2008 Module 3 13th - 17th November 2008 2009 Certificate Course starting 15th October 2009
Faculty / Facilitators	Chosen from a faculty of presenters accredited by PTI, APAC and approved by Canterbury Christ Church University.