This play therapy course has been clinically accredited by PTUK, PTI and IBECPT.

The course is validated in the UK for academic standards by Leed Metropolitan University and for delivery in Singapore by Leeds Met associated tutors. However the venue is not accredited by Leeds Met and no academic awards will be given by that university in Singapore. However all trainees and professionals having completed all course requirements will get the Internationally recognised qualifications by APAC/PTI and all students and professionals will be on PTUK government approved register through the PSA which will assure the public of high quality standards of all registrants including International members. See www.playtherapyregister.org.uk

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Post Graduate Diploma in Play Therapy

Designed for Synopsis Objectives  Course Structure Learning Methods Duration Award Venues Faculty Course Provider  Fees Dates

The course is designed for anyone who has successfully completed the APAC Certificate in Therapeutic Play and has at least 50 hours experience of working with children or adolescents using play therapy. Participants may come from any background such as: Counsellors Psychotherapists Clinical Psychologists Primary School Teachers/Assistants Nurses Nursery School Teachers/Assistants Social Workers Play School Teachers/Assistants Care Home Staff Adoption/Foster Agency Workers The Diploma course is the second part of a programme leading to an  MA in Practise Based Play Therapy  It is at stage 3 of the PTUK 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 PTUK to work with individuals and groups of children who have moderate to severe problems
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, Graff, Fairburn Hillman, Moore and Jacobson. 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 some of which will gain a CPD certificate in its own right for the skills learnt. 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.
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
Course Structure	Module Descriptions (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 abuse; Court Work; Student presentation
Learning Methods	The course is divided into 5 modules some of which will gain a CPD certificate in its own right for the skills learnt as above. 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. 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.
Duration	15 days consisting of 3 x 5 day modules
Awards	The Post Graduate Diploma in Play Therapy will be awarded on the basis of: Two written case studies, covering the work with a child for at least 1 year and 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. Sand and Art assignments Evidence of a further 100 hrs supervised hours of working with children using play therapy Completion an essay of about 3000 words Evidence of regular play therapy supervision Satisfactory attendance on the course
Venues	College of Allied Educators, Singapore College of Allied Educators, Singapore, is registered with Council for Private Education, (CPE), Singapore. CPE Registration Number: 201013690M, From 11 March 2011 to 27 June 2016
Faculty / Facilitators
Provider	APAC
Fees	See College of Allied Educators, Singapore Course Programme Website for the latest course pricing.
Dates	See College of Allied Educators, Singapore for the latest course information.