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This play therapy course which has been clinically accredited by PTI.
It is now available in Capetown, South Africa. 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.
All
APAC courses are held in venues that offer a chance to unwind after a
day of experiential training that can be intense.
Email: PTI.TrainingSA@gmail.com for a brochure. To download an application forms: Winter or Spring
Certificate in Therapeutic
Play Skills
The course is designed for
anyone with experience of children or adolescents, who either works or
intends to work therapeutically with them including:
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Nursery School
Teachers/Assistants
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Social Workers
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Play School
Teachers/Assistants
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Care Home Staff
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Adoption/Foster Agency Workers
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The course is at stage 2 of the
PTI four stage training model
The course
has been designed to:
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Enhance your
career/professional skills
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Increase your satisfaction in
working with children
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Give you the skills to help
children develop their emotional
literacy
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Give you the skills to
alleviate behaviour and mental health
problems
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Assist your own personal
development
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Provide you with the
Profession Structure Model
competencies defined by PTUK 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 is at stage
2 of the
PTI four stage training model. It may be undertaken as a 'stand alone'
course.
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 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 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 childs 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 Descriptions - (The
sequence and content may vary from course to course)
Module 1 - 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.
Modules 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
Learning Methods
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.
Duration
15 days
Award
Certificate in Therapeutic Play Skills
Venue
Capetown, South Africa
Faculty / Facilitators
Selected faculty.
Provider
APAC
Fees
Contact Caroline Sullivan - Telephone: 078 388 2727 or Rene Ohlhoff - Telephone: 072 428 7106 or email us here: PTI.TrainingSA@gmail.com for detailed pricing
Dates
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