Module Details

Module Code: PLAC9021
Title: Play Therapy Practice
Long Title: Play Therapy Practice Placement
NFQ Level: Expert
Valid From: Semester 1 - 2021/22 ( September 2021 )
Duration: 1 Semester
Credits: 10
Field of Study: 0111 - Placement
Module Delivered in: 2 programme(s)
Module Description: This module will initially focus the learner's awareness and practice, (through class participation and role play), of play therapy skills needed when first setting up and working therapeutically with children and families in play therapy. The placement will then provide students with the opportunity to integrate theory and practice for two case studies. Students will digitally record, transcribe and analyse all sessions under the supervision of MTU approved supervisors.
 
Learning Outcomes
On successful completion of this module the learner will be able to:
# Learning Outcome Description
LO1 Organise the necessary preparation for two case studies of a short-term play therapy intervention (each of 10 week duration), including identifying suitable referrals; liaising with other professionals/carers; preparing a suitable therapeutic space; showing awareness of ethical, child protection and GDPR issues, while under the external supervision of an MTU-approved play therapy supervisor.
LO2 Integrate understanding of the core counselling skills of unconditional positive regard, empathy, reflection of feelings and congruence into their practice for each therapeutic session.
LO3 Implement skills such as structuring, limit setting, playfulness, separating from/returning to carers and endings in a therapeutic manner.
LO4 Identify one's emotional contribution to the process and effectiveness of the therapeutic relationship and alliances developed between practitioner, child and carers.
LO5 Analyse the process involved in play therapy sessions under key therapeutic dimensions (Child/Therapist feelings; Core Skills; Therapeutic Relationship).
LO6 Evaluate the process and progress in each case study by triangulating feedback from carers, sessional progress and observations from changes in behaviour.
LO7 Reflect on, and demonstrate awareness of one's own areas of strengths and challenges, both professionally and personally in implementing a client-centred model of play therapy, while utilising the supports of supervision and personal therapy to further explore and work through personal issues that can impact on safe therapeutic practice.
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.
HSE e-module on Children's First Procedures
MTU - Garda vetting
 
Indicative Content
Ethical, legal and GDPR considerations necessary for placement
Students will complete a minimum of 8 external supervisions. A pre-requisite for this module will be the implementation of client consent forms, child protection HSE e-module and MTU Garda e-vetting procedures. All legal and ethical requirements for safe, secure and confidential collection and storage of personal records must be complied with.
Play Therapy Practice Skills
Explore underlying value-base of client-centred play therapy and Axline's principles. Preparation of and participation in, in-class role plays of the 3 core counselling skills; development of active listening; tracking play skills and doing a running commentary. Development of empathy skills both verbal and non-verbal. Preparation and practise in class of play therapy skill such as role-playing skills, playfulness, attitude, structuring session and time, limit-setting, preparation of endings and separations from/reunions with carers. Discussions of suitable referrals. Organising the establishment of an appropriate playroom. Preparation on the function and effective use of supervision.. Exploration of themes and symbolism from sessional material. Development of the therapeutic relationship and applying Axline's principles. Practise and expectation of write-ups. Theoretical analysis practice. Linking learning with previously identified hypothesis of possible child's emotional issues and needs from the intervention.
Play Therapy Work Practice
Complete 2 play therapy interventions with children in an appropriate clinical setting in a professional and ethical manner. The cases selected will be of a mild to moderate level suitable for short term work. They will be digitally recorded with informed consent from carers and assent from the child; transcribed and analysed; with written feedback given by the supervisor.
Clinical Supervision
Attend a MTU-approved qualified play therapy supervisor throughout the duration of the clinical placement.
Reflective Practice
Develop reflective skills and explore the use of reflective models through self-evaluation of the play therapy process and one's own impact on the process. Gain awareness of self and one's own initial defences such as anxieties. Development of congruence.
Group Supervision
Explore one's own learning and learning needs in a group. Gain support and evaluate one's own learning. Use the group as a support. Share learning with peers and receive feedback from the group.
Module Content & Assessment
Assessment Breakdown%
Coursework100.00%

Assessments

Coursework
Assessment Type Essay % of Total Mark 30
Timing Week 13 Learning Outcomes 1,2,3,5,7
Assessment Description
Hypothesis Essay - Identify possible child's reaction and needs in therapy, based on referral information. Draft presented in class to share learning and receive peer feedback.
Assessment Type Written Report % of Total Mark 30
Timing Sem End Learning Outcomes 1,2,3,4,5,6,7
Assessment Description
Final progress report outlining progress and outcomes of 2 case studies in play therapy and also to include self-reflection on therapists own self-learning during the practicums (both personally and professionally).
Assessment Type Performance Evaluation % of Total Mark 40
Timing Sem End Learning Outcomes 1,2,3,4,5,6,7
Assessment Description
Supervisor's written evaluation and feedback on the evidence of the student's abilities and competencies demonstrated in weekly sessions and theoretical analysis of write ups of 2 case studies of play therapy. Portfolio of transcriptions, weekly write ups and supervisors feedback to be included for evidence of evaluation. Mark to be assigned by lecturer based on rubric outlining expectations of evidence demonstrated at first year level. Portfolio presented along with supervisor's evaluative feedback.
No End of Module Formal Examination
Reassessment Requirement
Repeat the module
The assessment of this module is inextricably linked to the delivery. The student must reattend the module in its entirety in order to be reassessed.

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
Lecturer-Supervised Learning (Contact) Contact Clinical preparation lab prior to placement, may be delivered over block days. Every Week 1.50 1.5
Lecturer-Supervised Learning (Contact) Contact Group supervision during placement Every Second Week 0.50 1
Independent Learning Non Contact Personal counselling total 25 Hours in 1st year Every Week 1.00 1
Independent & Directed Learning (Non-contact) Non Contact Clinical work practice placement and clinical supervision Every Week 11.00 11
Total Hours 14.50
Total Weekly Learner Workload 14.00
Total Weekly Contact Hours 2.00
 
Module Resources
Recommended Book Resources
  • Axline, V. (1969), Play Therapy, 1st. Ballantine Books, New York, [ISBN: 0345303350].
  • Landreth, Gary. (2012), Play Therapy - The Art of Relationship, 3rd. Routledge, USA, [ISBN: 9780415886819].
  • Giordano, M, Landreth, G & Jones, M. (2005), A Practical Handbook for Building the Play Therapy Relationship, Rowman & Littlefield Publishers, [ISBN: 10-7657-0111-1].
  • Cochran, Nancy, H; Nordling, William, Cochran, Jeff. (2010), Child-Centred Play Therapy - A Practical Guide to Developing Therapeutic Relationships with Children hips, Wiley and Sons, New Jersey, [ISBN: 9780470442234].
  • Wilsom, K & Ryan,V. (2005), Play Therapy : a Non directive approach for children and adolescents, 2nd. Elsevier Science, London, [ISBN: 9780702027710].
  • Axline, Virginia M. (1964), Dibs in Search of Self, 1st. Ballentine, London, [ISBN: 9780345215833].
  • Moon, J.A. (2006), Learning Journals, Routledge, New York, [ISBN: 0415403766].
  • Bassot, Barbara. (2013), The Reflective Journal, Palgrave MacMillan, London, [ISBN: 9781137324719].
  • Bolton, G & Delderfield, R. (2018), Reflective Practice -Writing and Professional Development, Sage, London, [ISBN: 9781526411693].
  • Norton, C & Kudson, G. (2008), Reaching children through Play Therapy; An Experiential Approach, 3rd. White Apple Press, London, [ISBN: 9780964484948].
Supplementary Book Resources
  • Van Fleet, Rise; Sywulak, Andrea; Caparosa, Snisccak, Cynthia. (2010), Child-Centred Play Therapy, Guilford Press, New York, [ISBN: 9781606239025].
Recommended Article/Paper Resources
  • Carroll, J.. (2002), Play therapy: the children's views, Child & Family Social Work, 7th, p.177-.
  • Wilson, K & Ryan, V. (2001), Helping parents by working with their children in individual child therapy, Child and Family Social Work, 6, p.209.
  • O'Dowd, T and Ryan, V. (2007), Using play therapy in schools: the teacher's role, Educational and Child Psychology, 24(1), p.73.
  • Courtney, JA & Siu, AY. (2018), Practitioner experience of touch in working with Children in Play Therapy, 27(2), p.92.
Supplementary Article/Paper Resources
  • Ray, Dee C Armstrong, Stephen A Warren, E Scott Balkin, Richard S. (2005), Play Therapy Practices Among Elementary School Counselors, Professional School Counselling, 8th, p.360-365.
  • Ray, D. C., Schottelkorb, A., Tsai, M.-H.. (2007), Play therapy with children exhibiting symptoms of attention deficit hyperactivity disorder., International Journal of Play Therapy, 16 (2), p.95-111.
Other Resources
 
Module Delivered in
Programme Code Programme Semester Delivery
CR_HPLTH_9 Master of Arts in Play Therapy 1 Mandatory
CR_HPYTY_9 Postgraduate Diploma in Arts in Play Therapy 1 Mandatory