This play therapy course which has been clinically accredited by PTI and IBECPT is now available in KOREA.
It is the only course worldwide that has been validated by clinical outcome research.
Over 600 students in 12 countries are currently enrolled on APAC play therapy courses.
||Nursery School Teachers/Assistants
||Play School Teachers/Assistants
|Primary School Teachers/Assistants
||Care Home Staff
||Adoption/Foster Agency Workers
The course is at stage 2 of the PTI 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 behavior and mental health problems
Assist your own personal development
Provide you with the Profession Structure Model competencies defined by PTKR to work with individual children and adolescents with life challenges
The Certificate course is the first part of program leading to an MA in Practiced Based Play Therapy.
It is at stage 2 of the PTI four stage training model
It may be undertaken as a 'stand alone' course.
AN ENLIGHTENED APPROACH TO COPING WITH CHILDRENS’ DIFFICULTIES
The course is unique in integrating both non directive and directive approaches to play therapy. The program 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 John Bowlby, Margaret Lowenfeld, Donald Winnicott, Rachel Pinney etc. It also places importance on the spiritual aspect of human development. Opportunities for meditation and all forms of creativity will 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 judgement 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 children with terminally illness, bereaved, autism in organizational settings and short term work.
The main items in the 'Play Therapy Tool-Kit' are taught and put into practice
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
- (The sequence and content may vary from course to course)
- Course Introduction; Starting to Work Therapeutically With Children using non-directive play therapy; The Therapeutic Play Continuum; Creative Visualisation; Setting Up to Practice; Ethical Considerations; Assessment Using the SDQ; Music Therapy Skills for Working With Individuals; Attachment theory.
Module 2 & 3
- Storytelling & Puppetry Skills for Use With Individual Children; Sand play skills for working with individuals and related theory; Child Protection Issues; Child Development Theory (1); Art Therapy for Individuals; Clay; Dance and Movement skills for working with individuals; Student presentations; Endings
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 subject of group discussions the following weekend.
15 days consisting of 3 x 5 day modules
Certificate in Therapeutic Play Skills Diploma in Play and Art Therapy
Play Therapy Dept, for theoretic courses Lotus Flowers Children Center, for clinical courses and supervision
Faculty / Facilitators
Selected from APAC's faculty. Lead by Prof. (IBECPT) Monika Jephcott
Module 1, 2, & 3 combined $4,800 (Total for 15 days training, taught modules)
2009 Certificate Course starting 10th March 2009