Module Details

Module Code: PSYC9013
Title: Play Therapy Processes
Long Title: Play Therapy Processes
NFQ Level: Expert
Valid From: Semester 1 - 2019/20 ( September 2019 )
Duration: 1 Semester
Credits: 5
Field of Study: 3110 - Psychology
Module Delivered in: 2 programme(s)
Module Description: This module provides the student with a deeper understanding of the theoretical underpinnings of play therapy and a critical understanding of the research and evidence basis for its effectiveness to different client groups and in different contexts, (including learning difficulties and disabilities). It will focus on integrating theoretical contributions of trauma, loss and attachment theory to the practice and development of play therapy, giving due consideration to the implications for the child in play therapy. The student will also show critical awareness of the strengths and limitations of the non-directive approach in play therapy. Alternative models of working with children, adolescents and families will be explored.
 
Learning Outcomes
On successful completion of this module the learner will be able to:
# Learning Outcome Description
LO1 Critically engage and analyse the current research basis for the effectiveness of play therapy to different client groups.
LO2 Critique the non-directive play therapy approach and evaluate alternative models of working with children and families in play therapy, reflecting on their related research and effectiveness.
LO3 Evaluate the theoretical and research contributions in advances in attachment theory, relational trauma and loss and evaluate these effects on the child's capacity and therapeutic needs in play therapy Interventions.
LO4 Engage in the theoretical and research contributions of developmental trauma, maltreatment and abuse and post-traumatic stress, and evaluate the effects on the child's social and emotional development and the impact of this on the child's therapeutic needs in the play therapy intervention.
LO5 Exhibit a cogent and critical awareness of the special considerations, therapeutic issues and adaptations necessary for working with children who have learning disabilities & adolescents who have emotional difficulties in play therapy.
Dependencies
Module Recommendations

This is prior learning (or a practical skill) that is strongly recommended before enrolment in this module. You may enrol in this module if you have not acquired the recommended learning but you will have considerable difficulty in passing (i.e. achieving the learning outcomes of) the module. While the prior learning is expressed as named MTU module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).
Incompatible Modules
These are modules which have learning outcomes that are too similar to the learning outcomes of this module. You may not earn additional credit for the same learning and therefore you may not enrol in this module if you have successfully completed any modules in the incompatible list.
No incompatible modules listed
Co-requisite Modules
No Co-requisite modules listed
Requirements

This is prior learning (or a practical skill) that is mandatory before enrolment in this module is allowed. You may not enrol on this module if you have not acquired the learning specified in this section.
No requirements listed
 
Indicative Content
Research
Baggerly and Ray's work; Ryans' case studies on researching play therapy; Encouraging Independent research of relevant articles; Understanding of issues and sample size in research; Understanding of process versus outcomes studies and difficulties inherent in researching children and therapeutic work.
Play Therapy Models
Examine the development and philosophy of alternative play therapy models - Directive Play Therapy, Group Play Therapy, Cognitive Behavioural Play Therapy, Ecosystemic Play Therapy, Prescriptive Play Therapy, Animal-assisted Therapy, Filial Therapy, Theraplay, Art Therapy, Jungian Sand Therapy, psychoanalytical approaches, Gestalt Therapy & Adlerian Play Therapy.
Childhood trauma, attachment, learning disabilities
Clear understanding of the effects of early developmental trauma, relational trauma on a child; Examining early attachment disruptions and effects on child in later life; Reparative attachment interventions; Disorganised Attachment; Heard and Lake advanced attachment theory; Crittenden DMM model; DSM on post traumatic stress disorder; Theoretical basis for play therapy with children who have experienced trauma; Integrate knowledge and practical implications for learning disabilities including autism and ADHD.
Adaptations to Play Therapy model
Theory and practical issues of working with adolescents in a creative manner; Ryan's work and articles on working with emotionally hurt adolescents and adaptations for children with learning disabilities and autism.
Module Content & Assessment
Assessment Breakdown%
Coursework100.00%

Assessments

Coursework
Assessment Type Presentation % of Total Mark 40
Timing Week 6 Learning Outcomes 1,2,3,4,5
Assessment Description
Presentation- critique the limitations to non-directive play therapy and identify an alternative model in working within a special therapeutic issue and/or context identified. Peer reviewed and feedback given.
Assessment Type Essay % of Total Mark 60
Timing Week 12 Learning Outcomes 1,3,4,5
Assessment Description
Essay integrating case study material of student's play therapy practice to the theoretical concepts and process experienced on an area relevant to that child's progress in play therapy. 3000 word essay. Peer reviewed and feedback given .
No End of Module Formal Examination
Reassessment Requirement
Coursework Only
This module is reassessed solely on the basis of re-submitted coursework. There is no repeat written examination.

The University reserves the right to alter the nature and timings of assessment

 

Module Workload

This module has no Full Time workload.
Workload: Part Time
Workload Type Contact Type Workload Description Frequency Average Weekly Learner Workload Hours
Lecture Contact Theory Every Week 3.00 3
Independent & Directed Learning (Non-contact) Non Contact Self Study Every Week 4.00 4
Total Hours 7.00
Total Weekly Learner Workload 7.00
Total Weekly Contact Hours 3.00
 
Module Resources
Recommended Book Resources
  • Ryan, V and Wilson, K.. (2000), Cases Studies in Non-directive Play Therapy, Jessica Kingsley Publishers, London, [ISBN: 9781849057905].
  • Bratton, S Drewes, A and Schaefer, CE (Eds). (2011), Integrative Play Therapy, Wiley, NY, [ISBN: 978470617922].
  • Wenar, C and Kerig P.. (2005), Developmental Psychopathology From Infancy through Adolescence, 5th. MC- Graw -Hill International, NY, [ISBN: 9780072820195].
  • Daniel Siegel. (2014), The Power and Purpose of the Teenage Brain, TarcherPerigee, New York, [ISBN: 9781585429356].
  • J.N. Baggerly, Dee Ray and S.Bratton. (2010), Child Centred Play Therapy Research: The Evidence Base for Effective Practice, Wiley, New Jersey, [ISBN: 9780470422014].
  • Reddy, L.A, Files, TM, Schaefer, CE( Eds). (2005), Empirically Based Play Therapy Intervention for children, American Psychology Association, Wahington DC, [ISBN: 978-159147215].
  • Gil, Eliana. (2006), Helping Abused and Traumatized Children: Integrating Directive and Non Directive approaches, The Guildford Press, NewYork, [ISBN: 9781609184742].
  • Gil, E. (2017), Posttraumatic Play in children - What clinicians needs to know, The Guildford Press, New York, [ISBN: 978-146252882].
  • Gallo, L. Lopez & Schaefer, C.E. eds. (2005), Play Therapy with Adolescents, Jason Aronson, NY, [ISBN: 0765703394].
  • Goodyear-Brown, Paris. (2010), Play Therapy wiht Traumatized Children -A Prescriotive Approach, Wiley and Sons, New Jersey, [ISBN: 9780470385240].
  • Kottmam, T Meany-Walen, K. (2018), Doing Play Therapy-From Buiding the Relationship to Facilitating Change, Guildford Press, New York, [ISBN: 9781462536054].
  • Ray, D. (2011), Advanced Play Therapy -Essential Conditions, Knowledge and Skills for Child Centred Practice, Routledge, New York, [ISBN: 9780415886048].
  • Dr Karen Treisman. (2016), Working with Relational and Developmental Trauma in Children and Adolescents, Routledge, London, [ISBN: 978-113893529].
Supplementary Book Resources
  • Shemmings, D and Shemmings, Y.. Understanding Disorganised Attachment : Theory and Practice for Working with children and Adults, Jessica Kingsley Publishers, London, [ISBN: 9781849050449].
  • Gary Landreth. (2001), Innovations in Play Therapy Issues, Process and Special Populations, Brunner-Routledge, Philadelphia- PA, [ISBN: 9781560328810].
  • Herman, J.. (1997), Trauma and recovery, 20. BasicBooks, New York, N.Y., [ISBN: 978-0465087303].
  • Falhberg,V. (1994), A Child's Journey Through Placement, uk edition. BAAF, London, [ISBN: 9781873868133].
  • Lieberman, A. (2011), Psychotherapy with Infants and Young Children, Guildford Press, UK, [ISBN: 9781609182403].
  • Schafer, CE. (2011), Foundations of Play Therapy, 2nd. Wiley and Sons, [ISBN: 9780470527528].
Recommended Article/Paper Resources
  • Ryan & Needham. (2001), Non-directive play therapy with children experiencing psychic trauma, Clinical Child Psychology & Psychiatry, Vol 6, Issue 3, p.437-453.
  • Josefi, O. & Ryan, V.. (2004), Non-directive play therapy for young children with autism: A case study, Clinical Child Psychology & Psychiatry, Vol 9, Issue 4, p.533-551.
  • Wilson, K and Ryan,V. (2002), Play Therapy with emotionally damaged adolescents, Emotional and Behavioural Difficulties, Vol 7.(3),, p.178, [ISSN: 13632752].
  • Ryan, V.. (2004), Adapting non-directive play therapy interventions for children with attachment disorders, Clinical Child Psychology and Psychiatry, vol 9(4), p.533, [ISSN: 1461-7021].
  • Ryan, V and Wilson, K. (2000), Conducting child assessments for court proceedings: the use of non-directive play therapy, Clinical Child Psychology and Psychiatry, vol 5(2), p.282, [ISSN: 14617021].
  • Reams, R & Friedrich, W. (2006), The Efficacy of time limited play therapy with maltreated preschoolers, Journal of Clinical Psychology, 50, p.889.
  • Crenshaw, D.A & Hardy, KV. (2007), The Crucial role of empathy in breaking the silence of truamatised children in play therapy, International Journal of Play Therapy, 16, p.160.
  • Bratton, S. (2005), The Efficacy of Play Therapy with children; A Meta-Analytic Review of Tretament Outcomes, Professional Psychology Research & Practice, 36, p.376.
  • Ryan, V & Courtney, A. (2009), Therapists use of congruence in child centred/non-directive play therapy and filial therapy, International Journal of Play Therapy, 18, p.114.
  • Bratton, S & Ray, Dee. (2000), What the research shows about Play Therapy, International Journal of Play Therapy, 9.
Supplementary Article/Paper Resources
  • Findling, J., Bratton, S. & Henson, R.. (2006), Development of the trauma play scale: An observation-based assessment of the impact of trauma on play therapy behaviors of young children., International Journal of Play Therapy, 15 (1).
  • Scott, T., Burlingame, G. & Starling, M.. (2003), Effects of individual client-centered play therapy on sexually abused children's mood, self-concept, and social competence., International Journal of Play Therapy, Vol. 7.
  • Kamala, L., Bruck, M., Stephen, C. & Shuman, D.. (2005), Disclosure of child sexual abuse: What does the research tell us about the ways that children tell?, Psychology, Public Policy & Law, Vol 11, Issue 1, p.194.
  • Campbell, V.A. (2000), Why do children drop out from play therapy?, Journal of Clinical Child Psychology and Psychiatry, 5, p.133.
  • Howe, Atlas, Silvern, P. (1981), Behavioural Observation of Children During Play Therapy; Preliminary Development of a Research Instrument, Journal of Personality Assessment, 45, p.168.
  • Docket, S, Einarsdottir, J & Perry, B. (2009), Researching with children: Ethical tensions, Journal of Early Childhood Research, 7, p.283,
    http://47618x09336971
  • Schaefer, C.E. (2001), Prescriptive Play Therapy, International Journal of Play Therapy, 10 (2), p.57.
Other Resources
 
Module Delivered in
Programme Code Programme Semester Delivery
CR_HPLTH_9 Master of Arts in Play Therapy 4 Mandatory
CR_HPYTY_9 Postgraduate Diploma in Arts in Play Therapy 4 Mandatory