Module Details

Module Code: PSYC9021
Title: Play and Creative Expression
Long Title: Play and Creative Expression
NFQ Level: Expert
Valid From: Semester 1 - 2021/22 ( September 2021 )
Duration: 1 Semester
Credits: 5
Field of Study: 3110 - Psychology
Module Delivered in: 2 programme(s)
Module Description: Through experiential learning, this module will provide the students with the opportunity to engage fully in their own process within the group experience and creative modalities to develop qualities of presence, playfulness and authenticity. Students will demonstrate an understanding of both unconscious and symbolic communication, how emotions find expression within the therapeutic relationship. They will integrate this into their practice of relating to others creatively. The power of the therapeutic relationship alongside the child's innate capacity for self-healing and growth is fundamental to this module.
 
Learning Outcomes
On successful completion of this module the learner will be able to:
# Learning Outcome Description
LO1 Critically engage with key theoretical concepts, frameworks, and paradigms on the development of play and the power of therapeutic play.
LO2 Examine how metaphor and symbols are an integral part in the process of play therapy by giving expression to the child's inner world and communicating complex emotional states.
LO3 Create a therapeutic space for children and/or young people that serve to meet their developmental play needs and facilitates unconscious emotional expression.
LO4 Evaluate the theoretical concepts, communication and relational skills needed when developing therapeutic alliances with parents and therapeutic relationships with children and young people.
LO5 Integrate fully in the creative experiential process and develop the ability to be open, authentic and playful in relationships with self, with others and in relating to the creative process.
LO6 Reflect on one own's personal responses to the experiential process, both individually to creative modalities and within the group experience.
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
Creative Modalities
Music - beat, tone, rhythm and rhyme, emotions, listening. Therapeutic games, mirroring, use of 'Theraplay' activities. Games such as hide and seek & games with rules. Embodiment, projective role play framework, neuro-dramatic play. Cattanach's 'Narrative Therapy', 'Bibliotherapy' - therapeutic writing, creating therapeutic stories. Sunderland's work. Sand, art, clay and outdoor play. Introduction to archetypes, the introduction of metaphors and symbols and their importance in the play therapy process. Axline's eight principles in relationships.
Therapeutic Relationship and Alliances
Axlines 8 Principles; Roger's core skills of client-centered therapy. Landreth's principles. Intake/Feedback meetings with carers. Building therapeutic alliance.
Self-reflection and evaluation
Through a process journal, students will develop their personal process to self, others and creative mediums that are necessary for their development of key qualities such as openness, playfulness and authenticity. Reflective practice models and reflective skills will be developed throughout this model. Journal techniques and approaches are explored.
Module Content & Assessment
Assessment Breakdown%
Coursework100.00%

Assessments

Coursework
Assessment Type Presentation % of Total Mark 40
Timing Week 7 Learning Outcomes 1,2,3
Assessment Description
Create and present a therapeutic space with material that will facilitate the unconscious emotional world of the child and young person.
Assessment Type Reflective Journal % of Total Mark 60
Timing Every Week Learning Outcomes 4,5,6
Assessment Description
A reflective assignment based on the process journal which examines the student's own personal process in relation to the creative mediums used. The journal will also clearly reflect and analyse the practical work covered throughout the experiential group work to assess their own capacity to be playful, open and authentic.
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
Independent & Directed Learning (Non-contact) Non Contact Independent reading and reflective practice Every Week 5.00 5
Lab Contact Experiential group workshops and independent reading of academic material Every Week 2.00 2
Total Hours 7.00
Total Weekly Learner Workload 7.00
Total Weekly Contact Hours 2.00
 
Module Resources
Recommended Book Resources
  • Johnsom, J.E; Eberle, S.G; et al. (2015), The Handbook of the Study of Play, Rowman & LittleField, USA, [ISBN: 9781475807967].
  • Bolton, Gillie. (2018), Reflective Practice -Writing and Professional Development, Sage Publishers, London, [ISBN: 9781137324719].
  • Bassot, B. (2013), The Reflective Journal, Palgrave MacMillan, London, [ISBN: 9781849050142].
  • Siegelman, E. (1990), Metaphor and Meaning in Psychotherapy, The Guilford Press, New York, [ISBN: 0898624312].
  • Jennings, S. (2010), Healthy Attachments and Neuro-dramatic-play, Jesscia Kingsley, London, [ISBN: 9781849050142].
  • Jennings. S. (1999), Introduction to Developmental Play Therapy; Playing and Health, 1st. Jesscia Kingsley, London.
  • Stuart Brown. (2010), Play - How it shapes the brain, Opens the imagination, Invigorates the soul, Penguin Group, New York, [ISBN: 9781583333785].
  • Kaduson, H and Schaefer, C eds. (2001), 101 Favourite Play Therapy Techniques, J Aronson, Northvale NJ, [ISBN: 0765700409].
Supplementary Book Resources
  • Bateson, P & Martin, P. (2013), Play, Playfulness Creatviity and Innovation, Cambridge University Press, MA, [ISBN: 9781107689343].
  • Garvay, Catherine. (1990), Play, Harvard University Press, Cambridge, MA, [ISBN: 0674673646].
  • J. C. Cooper, with 210 illustrations. (1978), An illustrated encyclopaedia of traditional symbols, Thames and Hudson, London, [ISBN: 9780500271254].
  • Margot Sunderland. (2000), Using story telling as a therapeutic tool with children, Speechmark Publishing, Bicester, [ISBN: 9780863884252].
Recommended Article/Paper Resources
  • Ryan, V and Wilson, K. (1995), Non-directive play therapy as a means of recreating infant socialisation patterns, Early Development and parenting ,, 4(1), p.29.
  • Swank, JM. (2008), The Use of Games ;A Therapeutic Tool with Children and Families., International Journal of Play Therapy, Vol17, no2, p.154.
  • Peter Gray. (2011), The Decline of Play and the rise of psychopathology in children, American Journal of Play, 3(4), p.443.
  • Peter Gray. (2009), Play as a foundation for Hunter-gatherer social existence, American Journal of Play, 1(4), p.476.
  • Peter Gray. (2011), The Special Value of Play, American Journal of Play, 3(4), p.500.
  • Ellis, B; Giudice, M, Dishion, A; Figuerdo, J and Gray, Peter. (2010), The Evolutionary basis of risky adolescent behaviour; implications for science policy and practice, Developmental Psychology, 48(3), p.598.
  • Bowers, Nancy R. (2009), A Naturalistic Study of the Early Relationship Development Process of Non-directive Play Therapy, International Journal of Play Therapy, 18(3), p.170.
  • Cates, J; Paone, T.R; Margolis, D. (2006), Effective Parent Consultation in Play Therapy, International Journal of Play Therapy, 15(1), p.87.
Supplementary Article/Paper Resources
  • Peter Gray. (2014), Risky play- Why Children love it and need it, Psychology Today.
  • Hall, T, Kaduson, H & Schaefer, C. (2002), Fifteen effective play therapy techniques, Professional Psychology ; research and Practice, 33(6).
Other Resources
 
Module Delivered in
Programme Code Programme Semester Delivery
CR_HPLTH_9 Master of Arts in Play Therapy 2 Mandatory
CR_HPYTY_9 Postgraduate Diploma in Arts in Play Therapy 2 Mandatory