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Accredited Diploma Course Details
This play therapy course has been clinically accredited by Play Therapy International (PTI) and IBECPT. Successful completion of the course and the required clinical hours leads to PTI
certification as a Certified Play Therapist in Australasia.
The course is validated for academic standards by the Canterbury Christ Church University as part of the MA in Practised based Play Therapy programme run in a collaborative partnership with APAC.
It is also the only play therapy training programme, worldwide, that has been validated by clinical outcomes research. This provides a high degree of credibility with employers. The qualification gained will considerably enhance your CV.
Phone either Monika Jephcott on 0044 1825 712312 or email: mokijep@aol.com or ptAustralasia@aol.com for Career Guide & full Brochure.
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Counsellors
Psychotherapists
Clinical Psychologists
Primary School Teachers/Assistants
Paediatricians
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Nursery School Teachers/Assistants
Social Workers
Play School Teachers/Assistants
Care Home Staff
Adoption/Foster Agency Workers
Nurses
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Contents Links
Designed to:
Synopsis
Learning Objectives
Course Structure
Learning Methods
Venues
Awards
Duration
Providers
Fees
Dates
Faculty / Facilitators
The Diploma course is the second part of a programme which may lead to to the
MA in Practised Based Play Therapy. The course is at stage 3 of the PTI's four stage training model
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 individuals and groups of children who have moderate to severe problems
Successful participants will be awarded 60 M/CAT points by the university.
| Synopsis |
The course is experiential in nature and will be specifically rooted in non- directive play therapy.
AN INTEGRATIVE APPROACH TO PLAY THERAPY - Children and their environment
As in the Certificate course material for the Diploma builds upon the theory and practice of humanistic psychology, particularly that of Virginia Axline ("Dibs In Search of Self") and Carl Rogers and gestalt play therapy developed by Violet Oaklander. It recognises contributions made by others in the early 1900s, such as John Bowlby, Margaret Lowenfeld, Donald Winnicott, Rachel Pinney etc. It extends to a deeper understanding of the unconscious processes in relation to the child’s development based upon Freud, Jung, Piaget and Erikson. It also places importance on the spiritual aspect of human development. Opportunities for many forms of creativity will enrich the contents of the course.
You will be exploring ways of integrating the child as the centre of a social system, which includes schools, families, and team of support.
The course is divided into 5 free standing modules.
The main items in the 'Play Therapy Tool-Kit' are re-visited at a greater level of competence, put into practice with more difficult problems and used as assessment methods.
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| Learning Objectives |
The overall purpose is to enable participants to practice safely and effectively as a Play Therapist.
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 competencies required for running play therapy sessions with groups of children as well as individuals
An ability to assess children's needs and set up a play therapy services unit
An ability to make decisions taking into account the ethical issues concerning all parties involved
Increased confidence in using play therapy with children and adolescents and communications with referrers, parents and guardians
The counselling, therapeutic and practical skills to carry out effective play therapy
Awareness of your own process and development
A comprehensive theoretical knowledge of child development and child psychology
An ability to use the taught play therapy skills as assessment tools
The ability to use a full play therapy tool-kit
A basic understanding of play therapy research issues and methods
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| Course Structure |
Module Descriptors (Modules 1 - 5 form the Certificate in Therapeutic Skills course
(The sequence and content may vary slightly from course to course)
Module 6 - Introduction to Working with Groups; Developing Metaphors for Group Working; Introduction to Research Methods;. Developing Expressive Arts Skills - 1 - Dance and Movement for Groups; Assessment; Special cases: Autism, Mental/Physical disability
Module 7 - Developing Expressive Arts Skills 2 - Music Working With Parents/Teachers, Assessments through observation using video case studies Special cases: adopted, fostered
Module 8 - Developing Theatre Form Skills -Therapeutic Story Telling;. EPR; Assessment methods; Special cases: Loss/Bereavement, Separation
Module 9 - Developing Symbolic Play Skills; Sand Play - Advanced Skills; Working with Metaphors; Endings, Special cases: Physically and sexually abused - children who have experienced trauma
Module 10 - Developing Expressive Arts Skills - 3 Art in child development; Special cases working with Terminally Ill and or abused children; Court Work; Student presentation
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| Learning Methods |
The course is divided into 5 modules.
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 weekends. Assignments will be the subject of group discussions during the following module
It is essential that participants are working with children whilst the course is in progress. 100 supervised hours need to be completed before the Diploma can be awarded. Group clinical supervision of this work is a primary learning method. The situations and problems that you encounter in real life outside the classroom together with their solutions are an essential part of the learning process.
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| Venues |
Coogee Beach, Sydney, NSW, Australia
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| Awards |
The Post Graduate Diploma in Play Therapy will be awarded, with 60 'M' points, on the basis of:
Two written case studies, covering the work with a child for at least 1 year and a group of children showing a clear integration of theory and practice.
Completion of an individual practical therapeutic project, designed and documented by the participant.
Continuous evaluation of course work contributions and ability to work with group dynamics
Post training presentation
Evidence of a further 100 hrs supervised hours of working with children using play therapy
Completion an an essay of about 3000 words
Evidence of regular play therapy supervision
Satisfactory attendance on the course
In addition to the University award, with 60 'M/CAT' points, Play Therapy International will award the Diploma in Play Therapy entitling the use of the title PTI Certified Play Therapist (subject to observing PTI's ethical and CPD requirements).
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| Duration |
The programme in Australia may be run as 3 x 5-day modules or 1 x 5-day and 1 x 10-day, according to the majority of students' preferences.
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| Provider |
APAC
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| Fees |
$Aus 5000 for all modules (15 days of training)
You should also budget for books and 12 hours of clinical supervision if your employer cannot provide this.
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| Dates |
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Course
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1st Module |
Start Dates of Other Modules |
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2nd |
3rd |
4th |
Final |
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Diploma in Play Therapy
(At Coogee Beach, Sydney, NSW)
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Dates to be finalised - Starting 30th October 2009 |
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| Faculty / Facilitators |
Led by Monika Jephcott, President of PTI - Europe's most experienced play therapy trainer, supported by APAC's faculty of specialist play therapy and creative arts facilitators.
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