MODULES
Due to revalidation the modules are currently under review, some changes will be made to the programme with the updated module structure being available in May 2021. The following structure is a guide to the content of the programme.
FIRST YEAR
Child Development Theory and Observations 1 (20 SCQF)
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.
Learners 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.
Practice Theory and Placement 1 (40 SCQF)
Through lectures, skills practice, on placement practice and supervision an understanding of therapeutic practice and play therapy theory will be developed.
This will include developing a range of play therapy skills, knowledge of professional codes of conduct preparation for placement and on placement practice experience linking the clinical play therapy theory.
Learners will be required to set up their placements and compile their ‘Passport’ in this module.
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.
Theory and Practice of Person-Centred Health and Wellbeing (20 SCQF)
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.
This module will be delivered through QMU
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.
SECOND YEAR
Child Development Theory and Observations 2 (20 SCQF)
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 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.
Practice Theory and Placement 2 (20 SCQF)
This module will enable learners to develop deepening knowledge and understanding of therapeutic practice and play therapy theory through lectures, supervision and on placement practice.
This will include developing and consolidating a range of play therapy skills, knowledge of professional codes of conduct preparation for placement and on placement practice experience linking the clinical play therapy theory developing a deeper understanding of the unconscious, internal world of the child, and of symbolic communication.
Learners will develop an advancing capacity to facilitate a therapeutic relationship and to evaluate the therapeutic change process. The supplementary skills required to support a therapeutic intervention are also developed, e.g. meeting with parents/referrer, assessment, report writing.
This learning is supported and consolidated through practice placement and clinical supervision. Placements are of 15 and 20 weeks in length (again hourly) and require the student to work with children with increased levels of difficulty.
Play Therapy Research, Theory and Practice (20 SCQF)
This module focuses on exploring theoretical links with play therapy practice. Students 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.
Leading Person-Centred Practice for Health and Wellbeing (20 SQCF)
This module will encourage you to engage in the critical exploration of the following topics:
* Understanding ‘self’ as person and what it means to practise as a person-centred practitioner (relational aspects of service, care, judgement, ethical/moral decision-making, leadership and the development of expertise);
* Wellbeing, salutogenesis, healthfulness, flourishing, thriving, and experiences of these in health, social care and 3rd Sector systems;
* Research and development methodologies connected with different world-views (rationalism, empiricism, interpretivism, constructivism);
* Use of evidence in practice including methods of dissemination, implementation, translation of evidence into practice, and strategies for evaluating processes and outcomes in person-centred practice;
* Person-centred approaches to leadership and facilitation;
* Engaging with, and facilitating, approaches to critical creativity and reflexivity.
This module will be delivered through QMU
THIRD YEAR
Practice Theory and Placement 3 (20 SCQF)
This module will enable the learner to develop advanced knowledge and understanding of therapeutic practice and play therapy theory through lectures, supervision and on placement practice.
This will include consolidating a range of advanced play therapy skills, knowledge of professional codes of conduct preparation for placement and on placement practice experience linking the clinical play therapy theory.
The aim of this module is to explore further facets of Play Therapy skills, focussing on particular aspects of the role and work of a play therapist e.g. working independently as a play therapist, adult/child joint work, preparing students fully for professional practice as they emerge from the training as a qualified Play Therapist.
The student will undertake a 30 session practice with a child who is experiencing significant difficulties or with one child for 25 sessions experiencing significant difficulties and one for 10 sessions experiencing little difficulties. The undertaking of Clinical Supervision provides the opportunity for reflection and advancement of skills and practice.
Dissertation (60 SCQF)
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.
A) Practice-based project
This can be based on practice experience from practice-based learning, existing employment context, service learning, voluntary work or in partnership with an organisation identified by either you or the programme/pathway team.
You will review the evidence base for a chosen aspect of practice, analyse how evidence has informed your practice and synthesise findings from the literature with either;
1. (i) a practice evaluation undertaken as a routine part of the practice context; or
2. (ii) the creation of a project developed in partnership with the practice-based partner.
As part of the practice-based project you will demonstrate how research and professional judgement inform practice and potentially identify gaps in knowledge in the chosen area.
B) A review of literature
A review of literature will be undertaken directed by a research question connected to a self-selected topic of enquiry which will contribute to, and advance, understanding of the subject, field 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.
C) Empirical study
A small-scale, original, piece of research will be undertaken which will require you to plan and design a research study, to collect and analyse generated data accurately, and to present the findings and conclusions, relating their relevance to the advancement of the chosen subject, field or profession.
D) A Portfolio thesis
The learner creates an e-Portfolio of evidence constructed from their work over the course of their studies that focuses on opportunities and challenges associated with the development of practice with a focus on personhood. This e-Portfolio of evidence will be guided by a critical commentary of implications, and the impact, for ongoing research and development.
This module is led by QMU staff.