Creative Psychotherapy & Play Thereapy

This is a four-year part-time experiential and eclectic child and adolescent psychotherapy training with theoretical, practical and skills development components. It is made up of two distinct stages: the first two years comprise the play therapy programme and forms the basis for the final two-year component which leads to the psychotherapy award. All 4 years are structured in a way that builds on prior learning so as to develop the necessary personal characteristics, skills and competence and acquire the depth and breath of knowledge that is core to the formation of a psychotherapist. There are clear distinctions between the professional roles of play therapists and psychotherapists, mainly linked to the fact that psychotherapists are mental health professionals. The title of psychotherapist is one of the protected titles currently in the process of becoming subject to CORU regulation and practitioner registration.



We utilise role-play, small and large group work, lectures, presentations, discussions, creative activities, etc. This course 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. Course content pays particular attention to humanistic and integrative approaches, the psychotherapy process with children and adolescents, neurobiology, and to trauma issues. Neurobiologically informed psychotherapists take a neuroscientific perspective and are mindful of the biology of attachment and arousal. Such knowledge is used to inform clinical decision-making. In addition to ongoing clinical training, a research project with relevance to the field of psychotherapy is completed in the final year.



Year 1

This year 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 a mixture of 2, 3 and 4-day modules based around weekends as far as possible.



Year 2

This year 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, developing a systemic and professional framework, working with parents and carers as ‘secondary clients’, and involves many personal development workshops utilising creative and play media and approaches. Participants are introduced to the use of creative 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 proportion of which is clinically supervised by CTC assigned supervisors. 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. In this year there are a mixture of 1, 2 and 3-day modules based around weekends as far as possible.



Year 3

This year focuses on developing a deeper understanding of the psychotherapy process, coupled with developing skills and a knowledge base to work with clients, including adolescents, with more challenging issues and complex life histories. IAPTP training requirements for pre-accreditation are met during this year. Emphasis is given to utilising 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 sandtray therapy and integrative approaches in clinical practise, as well as further insight into other relevant approaches to psychotherapy, theories of change and human development. A neurobiological perspective is maintained to enhance intuitive practice, making therapeutic use of self, and clinical decision-making. We place very high emphasis on the integration of theory and practice and developing advanced skills in conceptualising the therapy process. Supervised clinical practice continues over the full year with clients of diverse ages, with diverse issues, and in diverse settings.



In this year there are a mixture of 1, 2 and 3-day modules.



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. A special focus on working with clients who have experienced sexual abuse is introduced. Trainees continue to engage in clinical practice throughout the year and will attend regular supervision sessions with assigned supervisors. These sessions incorporate a significant training element and both challenge and support trainees in making links between theory and practice



Supervised practice, and theoretical content, relate to working on a deep psychotherapeutic level with clients of diverse ages, and with complex needs, while making extensive use of creative approaches.



In the MA research methods blended learning component 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 psychotherapist (generally IAHIP), 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 trainee and the therapist of their choosing. Group psychotherapy sessions take place during course time. There is no additional cost for these sessions.



Over the 4 years therapeutic/personal development sessions including both group and individual therapy sessions span 180 hours. Further personal reflective activities bring these hours up to 250. There are opportunities for personal development in the course itself and through workshops, experiential activities and relationships within the group. All personal therapy requirements must be met as a condition of graduation.



Clinical Practice and Supervision

CTC take a careful and sequential approach to clinical practice: for safety reasons there are many carefully monitored stages before the work with clients will reach the level of psychotherapy. Trainees will begin by engaging in child observation sessions, then therapeutic play sessions, then play therapy sessions with children and adolescents, intake, review and support session with parents and relevant adults, as they progress through the training and are assessed as being ready to engage in increasingly complex clinical work and psychotherapy practice. Some clinical supervision (during the academic year) is included in course fee; additional privately funded supervision is also required both during the course itself and the pre-accreditation period.

This is a four-year course. The QQI award for those completing the 4 years is an MA in Creative Psychotherapy and Play Therapy. As the QQI award is set at level 9 on the National Framework of Qualifications entry is restricted to applicants who have already completed a suitable undergraduate degree. Entry to year 3 is restricted to holders of IAPTP recognised Play Therapy course qualification, or to holders of an alternative Postgraduate Diploma in Play Therapy plus the IAPTP Statement of Equivalence to IAPTP Approved Play Therapy Training, which entails additional conversion training to meet IAPTP criteria.



Registering for the QQI award: Direct Entry to year 1



For admission to the M.A. in Creative Psychotherapy and Play Therapy, entrants will normally:



Have a 2.2 or higher in a relevant undergraduate (generally a level 8) degree (for example, though not exhaustively, social science, social care, psychology, nursing, community development, education, counselling, psychotherapy etc.) or equivalent



Have at least two years full-time relevant professional experience (for example, social care, education, childcare, social work, counsellor/creative arts therapist) working with children.



Be able to demonstrate maturity, personal readiness and suitability for psychotherapy training including commitment to personal & professional development and a willingness to engage in a self-reflective process that includes personal therapy



Have participated in relevant foundation level training (generally over 30 hours face-to-face live online or in person) in therapeutic play or play therapy. Ideal foundation training courses are the Therapeutic Play Skills Certificate and/or the Nature Based Therapeutic Play Certificate and most successful applicants will have completed one or both of these courses. The Principles of Art Therapy Certificate course is another good foundation level training course. CPD in play, creative arts and counselling skills are also useful.



Successfully undertake a selection interview.



Commit to full attendance for all 4 years of the course.



Registering for the QQI award: Indirect Entry



A small number of applicants, with extensive relevant professional experience (generally 10 years or more in a professional role), who do not have honours on a suitable level 8 degree may be eligible for entry to year 1 of the academic programme via Recognition of Prior Learning (e.g. completion of training that is at a lower academic level than is generally required). Such applicants must demonstrate, and provide evidence to attest to their acquisition of suitable level 8 learning outcomes in a relevant area and will generally hold a full level 7 degree in a relevant area.

If you wish to apply for CTC’s MA Creative Psychotherapy and Play Therapy, please complete the online application form in full on our website www.childrenstherapycentre.ie. Please follow all instructions provided there when completing the application.



After completing the online application form, and paying the €100 application fee, you will need to post the following documentation to CTC Limerick.



Your completed application form (A PDF of this will be emailed to you after you complete the online application)



Your signed professional declaration (A blank copy will be emailed to you after you complete the online application.)



2 References on the CTC Template (A blank copy will be emailed to you after you complete the online application)



2 Passport sized photos with your name written on the back of both



Postal Address:

The Children’s Therapy Centre,

Stewart House

Lonsdale Road

National Technology Park,

Castletroy

Limerick, V94 KN70



**Please do not used registered post – we have a secure post-box on site**



Your application will not be processed unless we have all relevant documentation and the required processing fee. If you have any queries, please email CTCMAapplications@gmail.com



We accept applications throughout the year. The formal processing of applications takes place in November of the year preceding entry e.g. the processing of applications for the MA beginning in 2026 takes place in November 2025. Applicants are advised to apply as early as possible and definitely before the end of November of the year preceding entry. Applications for 2026 intakes need to be submitted before the 30th of November 2025. Applications will only be processed if all required documentation has been submitted and the application fee has been paid. Please ensure that you take care completing the application form itself, answer each question in full.



The first stage of our MA application process involves a thorough review of the application form and all associated documents. The applications are reviewed in relation to the minimum entry level requirements. A short list of applicants is then selected for interview. Interviews take place in January – interviews include a live online zoom session and an in-person interview in our Limerick training centre. When all places have been allocated the intake for the year will close and subsequent applications will be held for the following year.



Applicants are advised that there is tough competition for entry to this course due to the number of high calibre applicants.

4 years part-time.



There are two intakes each year. The course runs for the full day on each date. A similar schedule of dates are set each year. The following dates are provisional and subject to change. The location in brackets after each date identifies the location for that module. The dates below are the provisional dates for the 2026-2027 academic year. There may be some slight changes to this schedule.



Year 1 Group 1 2026 -2027

3rd – 6th July (Limerick), 22nd – 23rdAug (Westmeath), 12th – 14th September (Limerick), 10th – 11th October (Westmeath), 28th – 29th – November (Limerick), 30th Jan-1st Feb (Ballymore), 5th – 7th March (Limerick), 24th – 25th April (Limerick)



Year 1 Group 2 2026-2027

28th – 31st Aug (Limerick), 26th – 27th Sep (Westmeath), 17th – 19th Oct (Limerick), 21st -22nd November (Westmeath), 16th – 17th Jan (Limerick), 20th – 22nd Feb (Westmeath), 2nd – 4th April (Limerick), 15th – 16th May (Westmeath)



Year 2 Group 1 2026-2027

4th – 6th Sep (Limerick), 3rd – 4th Oct (Online), 7th – 9th Nov (Limerick), 5th – 7th Dec (Westmeath), Dec-Jan (Self Directed Study), 13th – 14th Feb (Westmeath), 13th–15th March (Westmeath), 10th April (Online), 16th – 18th April (Westmeath), 8th-10th May (Westmeath)



Year 2 Group 2 2026-2027

18th – 20th Sep (Limerick), 10th-11th Oct (Online), 14th-16th Nov (Limerick), 12th-14th Dec (Westmeath), Dec/Jan – Feb (Self Directed Study), 27th – 28th Feb (Westmeath), 3rd – 5th April (Westmeath), 10th April (Online), 23rd -25th April (Westmeath), 22nd -24th May (Westmeath).



Year 3 Group 1 2026-2027

11th – 13th Sep (Westmeath), 2nd – 4th Oct (Limerick, 2.5 Days), 23rd Oct (Online: 6pm-9pm), 7th-9th Nov (Westmeath), 29th Nov (Online), 12th-14th Dec (Limerick), 16th-18th Jan (Westmeath), 20th – 21stFeb (Limerick), 19th – 21st March (Westmeath), 8th – 9th May (Limerick), 5th June (Westmeath), 12th June (Online).



Year 3 Group 2 2026-2027

18th-20th Sep (Westmeath), 9th– 11th Oct (Limerick, 2.5 Days), 23rd Oct (Online: 6pm-9pm), 14th – 16th Nov (Westmeath), 29th Nov (Online), 8th – 10th Jan (Westmeath), 6th– 8th Feb (Westmeath), 13th – 14th March (Limerick), 9th – 11th April (Westmeath), 22nd – 23rd May (Limerick), 6th June (Westmeath), 12th June (Online).



Year 4 Group 1 2026-2027

15th – 16th Aug (Online), 11th – 13th Sept (SDL & Online), 25th – 27th Sept (SDL & Online), 16th – 18th Oct (SDL and Online), 31st Oct – 1st Nov (GP_Westmeath), 23rd – 25th Jan (Westmeath LC & EMcD), 5th– 7th March (SDL & Online), 10th April (Online)



Year 4 Group 2 2026-2027

15th – 16th Aug (Online), 11th – 13th Sept (SDL & Online), 25th – 27th Sept (SDL & Online), 16th – 18th Oct (SDL and Online), 28th-29th Nov (GP_Westmeath), 30th Jan – 1st Feb (Limerick LC & EMcD), 5th – 7th March (SDL & Online), 10th April (Online)



SDL days are Self Directed Learning Days, these are not trainer led days.



The venues for most of the on-site training days are 1) Ballymore, (near Moate) Co. Westmeath, and 2) Limerick. We have fully equipped and resourced training centres in both counties. Some modules may also be delivered at alternative locations. Library facilities are available.



Trainees complete their clinical practice (from 2nd year onwards) in their own area. These begin with play therapy and progress to psychotherapy practice during year 3. Fortnightly supervision sessions take place at a variety of locations around the country, travel is required to attend supervision.

CTC’s four-year MA programme has been designed to match the criteria of the European Certificate of Psychotherapy (ECP) for core psychotherapy training courses. Graduates of the four-year programme are eligible for professional accreditation as a Psychotherapist and a Play Therapist and the course is a recognised course of the Irish Association for Play Therapy and Psychotherapy (IAPTP).



Employment potential for child and adolescent psychotherapists specialising in play therapy has been and continues to be excellent. It is best for those with relevant primary training and work experience. Psychotherapists and play therapists who trained at CTC are currently employed in a range of Child and Family Centre’s, The CARI Foundation, Hospitals, Child and Adolescent Mental Health Teams and Community Care Teams throughout the HSE, Statutory and Private Residential Care services, Primary and Secondary Schools, Special Schools, Voluntary Bodies, Family Resource Centre’s and with many other services. Many of our graduates are also self-employed and work with clients of diverse ages and with diverse clinical issues.