The key purpose of the profession of Play Therapy is defined by British Association of Play Therapists (BAPT):
“Play Therapy is the dynamic process between child and Play Therapist in which the child explores at his or her own pace and with his or her own agenda those issues, past and current, conscious and unconscious, that are affecting the child’s life in the present. The child’s inner resources are enabled by the therapeutic alliance to bring about growth and change. Play Therapy is child-centred, in which play is the primary medium and speech is the secondary medium.”
The course is accredited by the British Association of Play Therapists (BAPT). Successful graduates will gain an Msc in Play Therapy and will have completed the required training to practice as a Play Therapist, and to register with BAPT as a qualified Play Therapist.
This is a three year taught Masters programme in Play Therapy which will prepare students for working therapeutically with children, young people and their families in a range of settings in the public and private sector. The teaching has its basis in psychodynamic, child centred, non-directive practice, and is delivered by qualified and experienced Play Therapy practitioners, who draw on their professional experience to illustrate teaching.
The course ethos emphasises professional and personal development through taught elements and experiential opportunities, and facilitates the development of a thorough and holistic knowledge and understanding of what is required to work therapeutically with children and families who have encountered difficulties. The course will enable students to integrate and synthesise theoretical knowledge with practice based skills and techniques.
Throughout the course students will be expected to attend classes and small group seminars, contribute to group discussions, attend supervision regularly, participate in observations and submit/participate in required assessments. Students will also undertake a supervised practice placement of 100 hours over the course of the 3 years.
In addition to teaching hours, placements, supervision, observations and independent study students are also required to undertake 60 hours of personal therapy at their own cost in addition to the course fee.
The time commitments and workload for this course are not slight, and students should expect that, in addition to the day of training, they will be required to have the equivalent of at least one to two days available to attend to the demands of the course – placement, observations, personal therapy and self-directed study. The workload increases significantly in second year, but reduces somewhat again in third year. It is worth bearing in mind that every 10 credits roughly equate to 100 hours of teaching/placement/independent study.
Delivery: The course will be delivered in Glasgow one day per week (Tuesdays - tbc). Students will also be expected to undertake a practice placements throughout the course.
Entry Requirements: A UK honours degree or equivalent in a related discipline together with 2 years post qualifying experience. In the absence of a degree 5 years relevant experience and learning may be considered
Duration: 3 years
Start Date: September 2020
Selection: Applicants are expected to attend an interview as part of the application process.
Criminal Records Check: A satisfactory PVG will be required for all students.
Current Fees per annum: Home/EU Students: currently £4,500 (subject to change) - Made payable to QMU, and can be paid in instalments.
Course eligible for SAAS Tuition Fee Loan. Details of more funding sources in the application pack.
Developmental, Clinical and Play Therapy Theory (with Observational Studies) 1 and 2 (60 SCQF in total)
Clinical Skills, Process and Practice 1, 2 and 3 (30 SCQF in total)
Research Methods(30 SCQF)
Clinical Research Project (60 SCQF)
Developmental, Clinical and Play Therapy Theory with Observational Studies(1) (30 SCQF)
This module covers aspects of normal development from prenatal to adolescence, with a focus on amongst others, attachment theory, stage theories of development and object relations theorists. Clinical and Play Therapy theory is explored in depth and links to play therapy practice facilitate understanding of these theories. As well as direct teaching, there are experiential elements to the teaching and learning methods.
In addition, there are 20 weeks of hourly infant observations in the home of the infant, carried out in your own time. These require detailed write-ups, which are discussed in weekly small group seminars.
Clinical Skills, Process and Practice (1) (10 SCQF)
This module covers core play therapy skills, competencies, practice knowledge and procedures through direct teaching, group clinical supervision and through small group skills practice. This module, or and supervision in particular, enables the synthesis of theoretical knowledge and practical skills.
The placement element of this module involves 2 placements. The first is for 8 hourly, weekly sessions with a child who has little or no difficulties, commencing October; the second is 10 hourly, weekly sessions with a child with mild or moderate emotional difficulties, beginning in January.
Each placement session will require detailed write ups, which can take at least an hour. The sessions are conducted in your own time. Clinical supervision will be provided by tutors within course time.
It is important that for your placement you can meet the child at the same time each week (this must be protected time), in the same room – which must be free from interruptions. If your workplace cannot offer these requirements then With Kids may be able to find you a placement.
Play Therapy Today
The With Kids Msc in Play Therapy is underpinned by the British Association of Play Therapists (BAPT) ethical framework of good practice, core standards and competencies in Play Therapy.
Play Therapy is a form of psychotherapy that uses the medium of play as its primary mode of communication. It involves the use of play as a means of self-expression. Play Therapists aim to enable clients both to discover an outlet for often complex and confusing emotions that cannot always be expressed verbally, and to foster self- awareness and growth. Practitioners have evolved distinct ways of working according to their specialism. Play Therapists are expected to practice in accordance with the guidance set out by the British Association of Play Therapists and as such exercise clinical judgment as a means of practicing safely and effectively
The spectrum of environments in which Play Therapists practice is broad. The variety of settings include: NHS, social services, primary, secondary, further and special education, charities, private practice, etc. They also work with people of all ages (not just children) living with a wide range of emotional or physical conditions.