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Postgraduate
Diploma/MA in Play Therapy
Roehampton’s professional
training programme is based upon experience of supervised clinical practice,
together with theoretical and skills based teaching, leading to
qualification as a play therapist recognised by the British Association of
Play Therapists. The programme is primarily based upon a person centred
perspective and serves to enable students to practice within such a
theoretical foundation. All students are required to be in personal therapy
throughout the training and conduct various short and medium term supervised
Play Therapy placements. The training programme includes the following
components:
a. Supervision:
Students receive individual or
group supervision for their play therapy practice. Students are required to
write detailed case notes on the sessions with their clients and these are
discussed with the supervisor. The function of the supervisor is to
facilitate in-depth personal reflection and integrate theory and practice.
b. Child Observation
Studies: Students are required to
visit for an hour a week, a baby in the home setting or an infant in the
nursery setting. Each student attends a regular child observation seminar
that aims to sharpen the students’ perceptions and to enhance theoretical
understanding of the developing infant.
c.
Theoretical Teaching:
There are regular theoretical lectures
and seminars throughout the training programme. In the first year, there are
two separate year long courses of lectures; the first focussing upon person
centred theory and the second upon infant/child development. In the second
year, there are a series of play therapy research seminars.
d. Skills Workshops:
Throughout the training, students
will attend regular skills workshops to develop their therapeutic and
clinical skills. Areas such as therapeutic communication, assessment and a
diverse range of symbolic play techniques are covered.
e. Applications
Workshops: In the second year,
students will attend regular workshops to apply their developing skills and
knowledge with specific child mental health difficulties and stressful life
experiences.
f. Clinical
Seminars: In the second year,
students will regularly present a play therapy case study. Students will be
exposed to both person centred and psychodynamic thinking in order to
facilitate an integrative approach to understanding the presented case
material.
g. Experiential
Groups:
Throughout the second year, students are required to attend regular arts
therapies experiential groups. The experiential groups are an opportunity to
reflect on both individual and group processes throughout the year. The arts
are regarded as adult forms of children’s play and so each experiential
group holds an arts format to allow students to become better acquainted
with the creative processes of children’s play.
h. Academic Support:
Throughout the training, students will have the opportunity to attend
academic writing workshops and advisory sessions. These are run by the
Roehampton Educational Development Centre (RED Centre). Specialist services
are also available to dyslexic and disabled students.
i. Tutorials:
Each year group have a year tutor who is available for consultation about
all aspects of the work and also for discussion of any personal problems
which arise at the University or elsewhere.
j. School Events:
Throughout each year, the School
of Psychology and Therapeutic Studies hold regular research seminars,
research conferences and advanced/continuing professional development short
courses. The School also offers professional postgraduate training in
Counselling Psychology, Integrative Counselling, Dramatherapy, Music Therapy
and Dance Movement Therapy.
Further details of the training programme may be
downloaded at the Roehampton website. |