Module Details

Module Code: PLAC9022
Title: Advanced PlayTherapy Practice
Long Title: Advanced Play Therapy Work Practice
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 provide students with the opportunity to further extend their experience of working with moderate to complex cases at a more advanced and competent level through a long 20 week intervention and another 10 week intervention. All therapeutic sessions carried out by the learners will be video-recorded, process recorded and analysed with feedback provided from a MTU approved supervisor. Attendance of 25 hours in personal therapy with an IACP/IAHIP trained counsellor is compulsory.
 
Learning Outcomes
On successful completion of this module the learner will be able to:
# Learning Outcome Description
LO1 Implement and organise one short and one long term play therapy intervention (weekly sessions video-taped, process recorded, analysed and supervised) with children who present with more complex and diverse needs, demonstrating critical awareness of relevant cultural, legal and ethical issues both for the therapist and for the child and family.
LO2 Apply core counselling skills of unconditional positive regard, empathy, reflection of feelings and congruence at a timely manner but at a deeper level to help support the child's therapeutic progress.
LO3 Critically analyse and evaluate the process and progress of the child's 'themes', both within sessions and across sessions, showing critical consideration of the child's perception of their life's experiences and the emotional impact on them.
LO4 Apply ethical and legal considerations and a deeper theoretical understanding of family dynamics in working with parents and the family system, including the impact of family functioning on the entire family and on parenting capacity.
LO5 Analyse and apply relevant literature and research findings to their play therapy practice and weekly write ups and analysis in order to achieve further understanding of the child and family's therapeutic needs.
LO6 Evaluate one's own continuing professional challenges and needs in becoming a competent play therapist, and utilising both group and individual supervision in a responsible, timely and increasingly independent manner.
LO7 Reflect and take responsibility for one's own process and emotional contribution to the child, family, and other professionals; reflect on practising as a play therapist through the support of 25 sessions of therapy with an IACP/IAHIP trained therapist.
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.
Complete and pass Play Therapy Practice (PLAC9021)
 
Indicative Content
Ethical and Legal Frameworks
Legal and ethical frameworks underpinning best practice in contemporary play therapy practice. Legislation that focuses on children and families in Ireland. Evaluate possible ethical dilemmas and explore the ethical frameworks that support best practice. Compare and evaluate ethical frameworks for contemporary Irish play therapy practice .
Clinical Work Practice
Complete two play therapy interventions with two different clients of moderate to complex problems (demonstrating skills across diverse range of client groups and ages) - starting initially with the long term case of 20 weekly sessions to be of moderate /complex nature alongside a second shorter 10 week intervention. Regular reviews with carers are also required. All sessions are digitally recorded with analysis and process recordings sent to an approved clinical supervisor following each session. Personal self-reflection is further developed by attendance of 25 Personal Counselling hours to support the play therapy interventions.
Individual Supervision
Attend a MTU approved and suitably qualified play therapy supervisor throughout the duration of this year long clinical placement.
Group Supervision
Explore key practice dilemmas facing practising play therapists, such as transference and counter transference. Share self-learning and development of core skills at a deeper level through critical learning incidents. Understand congruence as a concept more fully and deeply, and apply it in a timely manner. Utilise the support of the group for self-learning and reflection.
Core skills at 2nd year level
Demonstrate an increased understanding and application of unconditional positive regard towards each child and family. Showing and verbally expressing empathy on a deeper level, including making reflections and giving non-verbal communications that are resonant with underlying themes and process issues for children and families. Demonstrate their understanding of congruence at a deeper level, applying it in a timely manner for the therapeutic benefit of the client.
Theoretical analysis
Apply their understanding of family dynamics to the case studies and show awareness of how family issues and trans-generational trauma/loss can impact on child development through parenting practices. Apply readings and independent research to their write ups to support their forward planning and reflections in future sessions. Demonstrate a deeper analysis of themes within and across sessions and to the child's lived experiences. Evaluate the child's progress across sessions and refine and amend the initial hypothesis.
Module Content & Assessment
Assessment Breakdown%
Coursework100.00%

Assessments

Coursework
Assessment Type Presentation % of Total Mark 30
Timing Week 13 Learning Outcomes 1,2,3,4,5
Assessment Description
Presentation of ethical considerations, process, and mid-way progress of a long-term case study in class. Share Learning of diverse cases and application of play therapy to different client groups. Facilitate peer learning and receive peer feedback.
Assessment Type Performance Evaluation % of Total Mark 40
Timing Sem End Learning Outcomes 1,2,3,4,5,6,7
Assessment Description
External supervisor's written evaluation and feedback on the evidence of the student's abilities and competence at a 2nd year advanced level, demonstrated in weekly sessions, process recordings and theoretical analysis of write ups and supervisor's feedback comments. Mark to be assigned by lecturer based on rubric outlining expectations of evidence, demonstrated in portfolio of evidence and supervisor's evaluative 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 required of 2 case studies, (including any ethical and legal considerations);
Self-reflection section in report for self-evaluation of 'use of self' in the intervention;
Self learning to date (both personal and professional skills).
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 Group supervision Every Second Week 1.00 2
Lecturer Supervised Learning (Non-contact) Non Contact Clinical practice and Clinical Supervision Every Week 11.00 11
Independent Learning Non Contact Personal Counselling by Approved IACP/IAHIP Counsellor Every Week 1.00 1
Total Hours 14.00
Total Weekly Learner Workload 13.00
Total Weekly Contact Hours 1.00
 
Module Resources
Recommended Book Resources
  • Wilson, K & Ryan, V. (2005), Play therapy: A Non-Directive approach for children and adolescents, 2nd. Elsevier Science, London, [ISBN: 9780702027710].
  • Ray, Dee. (2011), Advanced Play Therapy -Essential Conditions, Knowledge, and Skills for Child practice, Routledge, New York, [ISBN: 9780415886048].
  • Ryan, V & Wilson, K. (2000), Case Studies in Non-directive Play Therapy, 2nd. Jessica Kingsley, London, [ISBN: 9781849057905].
  • Kottman, T, Meany-Walen, K. (2018), Doing Play Therapy-From Building the Relationship to Facilitating Change, Guilford Press, New York, [ISBN: 9781462536054].
  • Kerig, P. K, Wenar, C.. (2012), Developmental Psychopathology; From Infancy through Adolescence, 6th. McGraw -Hill, Boston, MA, [ISBN: 0072820195].
  • Landreth, G. (2001), Innovations in Play Therapy Issues, Process and Special populations, Brunner-Rouledge, Philadelphia, [ISBN: 9781560328810].
  • Courtney, J.A., Nolan, R. (2017), Touch in Child Counselling and Play Therapy - An Ethical and Clinical Guide, Routledge, [ISBN: 9781138638532].
  • McProctor, Gillian. (2014), Values and Ethics in Counselling and Psychotherapy, Sage, UK, [ISBN: 9781473904385].
Supplementary Book Resources
  • Webb, N. & Doka, J.. (2010), Helping Bereaved Children, Third Edition: A Handbook for Practitioners, 3rd. Guilford, New York, [ISBN: 978-1-60623-597-3].
  • Schaefer, CE & Kelly-Zion, S & Ohnogi, A eds. (2008), Play Therapy for Very Young Children, Rowman and Littlefield, Maryland, USA.
  • Wilson, K & James, A eds. (2007), The child Protection Handbook, 3rd. Baillere Tindall, Uk, p.414.
Recommended Article/Paper Resources
  • Baggerly, J.. (2004), The Effects of Child-Centered Group Play Therapy on Self-Concept, Depression, and Anxiety of Children Who Are Homeless, International Journal of Play Therapy, 13, p.31-51.
  • Ryan, V. (2004), Adapting non-directive play therapy interventions for children wiht attachment disorders, Clinical Child Psychology and Psychiatry, 9 (4), p.533.
Supplementary Article/Paper Resources
  • Danger, S. & Landreth, G.. (2005), Child-Centered Group Play Therapy with Children with Speech Difficulties, International Journal of Play Therapy, 14, p.81-102.
  • Jones, K.. (2002), Group Play Therapy With Sexually Abused Preschool Children: Group Behaviors and Interventions, The Journal for Specialists in Group Work, 27, p.377-389.
  • Smith, N. & Landreth, G.. (2003), Intensive filial therapy with child witnesses of domestic violence: A comparison with individual and sibling group play therapy, International Journal of Play Therapy, 12, p.67-88.
Other Resources
 
Module Delivered in
Programme Code Programme Semester Delivery
CR_HPLTH_9 Master of Arts in Play Therapy 3 Mandatory
CR_HPYTY_9 Postgraduate Diploma in Arts in Play Therapy 3 Mandatory