Postgraduate Diploma in Play Therapy (part of our MA)
Our MA is the first accredited programme of its kind here in Ireland to offer a comprehensive, experiential training in Play Therapy and a professionally recognised MA qualification as a Psychotherapist with a major emphasis on the practice of Play Therapy. The course incorporates both professional and academic training. The awards are made by Quality and Qualifications Ireland (QQI). The MA is awarded by Quality and Qualifications Ireland (QQI). The QQI course code is PG21811 (9M18873). It is an IAHIP recognised course – the only child and adolescent training to achieve this status. IAHIP (Irish Association of Humanistic and Integrative Psychotherapy) is a section of the Irish Council for Psychotherapy so members will be eligible to receive the European Certificate in Psychotherapy.
Introduction to the Postgraduate Diploma element of the course
This is a two-year part-time experiential and eclectic training (part of the MA in Creative Psychotherapy (Humanistic & Integrative Modality)) 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.
Counselling in Action ©
This course focuses extensively on the play therapy process and the therapeutic relationship as part of the healing intervention for children, adolescents, and adults, who have experienced difficult life events or who are compromised in reaching their full potential. In addition, it takes a systemic approach, looking at the needs of young clients within their family and the broader needs of the family also. Therefore, in addition to client-centred play therapy, psychotherapy, and creative arts approaches, we include training on the counselling skills that are essential if one is to work successfully with the child within their family.
We utilise a model that incorporates the use of non-directive and focused approaches as indicated, to respond to the changing needs of the specific client as they present to us in therapy. Students will also acquire a tool-kit of therapeutic activities and interventions utilising play and the creative arts to enrich their therapy practice.
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 a mixture of 2, 3 and 4-day modules based around weekends as far as possible.
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, 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 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. In this year there are a mixture of 1, 2 and 3 day modules based around weekends as far as possible.