MODULES

YEAR ONE

YEAR 1

Practice, Theory & Placement 1 (40 credits): 

An understanding of therapeutic practice and play therapy theory will be developed through:  on-placement practice, lectures, skills practice and clinical supervision.  This module includes preparation for placement practice, the development of a range of play therapy skills as well as introduction of the implementation of professional codes of conduct.  

You will be working with two children for 8 weeks and 10 weeks.

Child Development & Observations 1 (20 credits): 

This module focuses on child and adolescent development using direct observation and grounded in child and adolescent developmental and clinical theory including attachment theory, stage theories of development and object relations theorists. As well as direct teaching, there are experiential elements to the teaching and learning methods.

You will undertake 20 direct observations of the infant – carer relationship in order to reflect upon the importance of the early attachment relationship. These sessions will require detailed write ups and participation in observation seminars

YEAR TWO

Practice, Theory & Placement 2 (20 credits): 

This module will enable you to deepen your knowledge and understanding of therapeutic practice and play therapy theory through lectures, supervision and on-placement practice.  This will include consolidating a range of play therapy skills as well as knowledge of professional codes of conduct. The placement practice experience will link with the clinical play therapy theory developing a deeper understanding of the unconscious internal world of the child, as well as symbolic communication. You will develop an advancing capacity to facilitate a therapeutic relationship and to evaluate the therapeutic process. The supplementary skills required to support a therapeutic intervention are also developed, e.g. meeting with parents/referrer, assessment, report writing. 

You will work with two children for 15 sessions and 20 sessions.

Child Development & Observations 2 (20 credits): 

This module focuses on the complexity of child and adolescent development in considering the impact of adverse conditions and experiences in the light of child and adolescent developmental and clinical theory. Students will explore the wider context for the child in relation to society, diversity, disability as well as health and environment while considering relevant legislation, ethics and social policy all in the context of play therapy practice. The module will use recent relevant research and literature to provide a learning framework for exploration. 

There will be a total of 10 hours of observations with children at two different stages of development, pre-school and primary. These will require detailed write ups and attendance at observation seminars.

Play Therapy Research, Theory & Practice (20 credits):

This module focuses on exploring theoretical links with play therapy practice. You will be introduced to a range of qualitative and quantitative research methods, with particular reference to those methods most commonly used in play therapy research. There will be a focus on play therapy research and professional development which inform the advanced understanding of practice in the context of a theoretical perspective.   The links between theory and practice will be explored through discussion groups, papers and individual journals.

This module will be completed over 3 semesters. Two semesters in 2nd year and the 1st semester in 3rd year.

Theory & Practice of Person-Centred Health and Wellbeing (20 credits):

 This module will encourage you to engage in the critical exploration of the following topics:

* Western theories of personhood from different philosophical perspectives and key concepts of person-centredness. These will be used as a starting point for the discussion of issues relating to practice.
* Person-centred practice at individual, team, organisational and systems levels, including strategic frameworks for person-centred practice.
* Understanding ‘self’ and what it means to practice as a person-centred practitioner (relational aspects of care, judgement and ethical decision-making, the development of expertise).
* Wellbeing and salutogenesis, and experiences of these in health and wellbeing systems.
* Research knowledge and critical appraisal skills required to critically synthesise the different sources of knowledge, including qualitative and quantitative research evidence that inform and support the development of practice.
* Facilitation theories and practices for developing healthful cultures.
* Critical and creative learning about practice development.
Quality improvement methodologies for transforming person-centred cultures and practices.

YEAR THREE

Practice, Theory & Placement 3 (20 credits)

 This module will enable you to develop advanced knowledge and understanding of therapeutic practice and play therapy theory through lectures, clinical supervision and on-placement practice. This will include consolidating a range of advanced play therapy skills, knowledge of professional codes of conduct and on placement practice. The aim of this module is to explore further facets of Play Therapy skills, focusing on particular aspects of the role and work of a play therapist; preparing you for professional practice as you emerge from the training as a qualified Play Therapist. 

You will undertake a 30 session practice with a child who is experiencing significant difficulties OR work with two children, one child for 25 sessions experiencing significant difficulties and one for 10 sessions experiencing little difficulties. 

Dissertation (60 credits) 

This module is weighted heavily towards your own independent study. It may take the form of four options, subject to pathway variation and availability: 

(A) a practice-based project 

(B) a review of literature 

(C) an empirical study 

(D) a portfolio thesis

(E) an Arts-based thesis

Option A: Practice-based Project This dissertation option focuses on experience from practice-based learning and includes two sub options: – 

Option A1: Single case study / case study series of play therapy work. 

Case study work may vary from an in-depth clinical case study to a series of case studies with a clear focus on a theme that has emerged from your play therapy work. This could also include an assessment component (e.g. using an assessment method to trace client’s development as part of play therapy) as long as this does not require change to your sessions. 

Option A2: Reflections on play therapy practice more broadly. 

Such reflections have a wider focus (beyond focusing on specific clients or sessions) to consider dimensions of play therapy service provision, including the positioning of the service within the wider multi-disciplinary team and the organisation, as well as quality improvement initiatives. This could include a service evaluation component as long as no change to play therapy sessions is required. Such evaluation would typically involve an exploration of the service, its perceived impact and ways of working. You need to check if review approval is needed by the host organisation and consider potential implications on your Dissertation timeline.

Option B: Literature review

This dissertation option is an in-depth critical evaluation and review of current literature focusing on a self-selected topic of enquiry which will contribute to, and advance, understanding of the subject, field and/or profession. You will follow one of the following sub-options: – Option B1: Narrative/traditional literature review. Theoretical exploration of a specific topic by reviewing existing literature. There is no need for systematic data collection and analysis method. As such literature search may not need to be comprehensive and may not include quality assessment. Presentation of the review findings is typically through narrative and can be thematically organised. – Option B2: Bibliographic research. Research exploration of a specific question through qualitative and/or quantitative analysis of existing literature. This sub-option requires a 5 detailed research design including the articulation of a research question as well as of data collection and analysis method, including inclusion/exclusion criteria. In this case, literature is treated as ‘data’. Presentation of the review findings is typically through narrative, tables, and figures.

Option C: Empirical study 

This dissertation option is a small-scale research study focusing on a specific topic of investigation. After careful planning and following research ethics approval, you will generate new data by involving human participants. This should be non-invasive and low-risk research and therefore should not introduce a new intervention or any changes to your play therapy sessions. This study should not involve people who i) lack the mental capacity to consent for themselves, ii) are under 16 years old, or iii) participate in their capacity as NHS patients.

Option D: Portfolio

This dissertation option involves the creation of an e-Portfolio reflecting on your personal development through practice-based learning in relation to an identified theme. This can draw on reflective journal information as well as materials emerging from arts-based methods and processes. Auto-ethnographic approaches can support the development of this portfolio. Personal reflections and insights need to be clearly informed and guided by existing literature and evidence in the field, as well as your critical commentary regarding implication for ongoing research and development. 

Option E: Arts-based thesis

An arts-led study where methods and findings are underpinned by an in-depth arts-based methodological approach and design. This study is built as an e-portfolio and may take the form of an empirical project involving human participants. It will be directed by a question connected to a self- selected topic of enquiry which will contribute to, and advance, understanding of the subject, field or profession. Reflexivity and aesthetic engagement, as well as self and social critique, are key elements of the artistic enquiry as evidenced in the produced arts processes and outputs and their related critical commentary.

or profession.

You will choose and justify the approach adopted to the review of literature (for example a narrative/traditional literature review, scoping review, and systematic literature review). The review will therefore be focused on responding to a coherent question which will, in turn, direct an in-depth critical evaluation and review of current literature.  

This module is led by QMU staff.