Certificate Play Therapy Training Courses

Covering the main therapeutic play approaches – the “Play Therapy Tool-Kit (TM)”

On the rigorous PTI International Standards, including the competencies required for this level of practice

Rather than attend a number of different, disjointed training days, which have a narrow specialist focus you will benefit seeing how the different approaches may be integrated Consistent Wherever you undertake the course you may be assured that the content and learning methods are the same. If you decide to continue to the Diploma course to obtain the skills to become a PTI Certified Play Therapist and undertake this next stage of training in another country or venue you will be joining others who have had the same training.

The post graduate course is designed for anyone with experience of children or adolescents, who either works or intends to work therapeutically with them including:

The Certificate course is the first part of programme leading to an MA in Practised Based Play Therapy.

It may be undertaken as a ‘stand alone’ course.

This course is at stage 2 of the PTI four stage training model.

An Enlightened Approach To Coping With Childrens Difficulties

The course is unique in integrating both non directive and directive approaches to play therapy. The programme content is based upon the theory and practice of humanistic psychology, particularly that of Virginia Axline (“Dibs In Search of Self”), and Carl Rogers and the gestalt play therapy approach of Violet Oaklander. It recognises contributions made by others in the 20th century such as Mark Barnes, John Bowlby, Margaret Lowenfeld, Donald Winnicott, Rachel Pinney etc. Opportunities for meditation and all forms of creativity enrich the contents of the course.

The lives of children in the present day are highly regulated and controlled. Non-directive play therapy offers a child the opportunity of making choices and taking responsibility for them; expressing him/herself freely; being accepted unconditionally; having his/her deepest feelings respected and accepted. For these reasons their play is not interpreted and no judgements are made. Such freedoms may only be obtained by the provision of a strong framework.

Therefore the adult takes responsibility for the safety of the child, themselves and the environment. Within these constraints, the child has complete freedom to choose. Time boundaries are also considered to be important thus adding a sense of security by adhering to beginnings and ends. In this way the time within a session becomes timeless and the child’s imagination is set free to explore and recreate his/her experiences and to create and make his/her own world.

There are, however, a number of cases where the non directive needs to be complemented by other approaches. For example working with terminally ill, bereaved, autistic children in organisational settings and short term work. The main items in the ‘Play Therapy Tool-Kit’ are taught and put into practice.

The course is divided into 5 modules as shown above. Participants will learn through working with other members of the course about the roles and responsibilities of the therapeutic relationship. There will be tutorials on theory but formal teaching and lecturing will be kept to an essential minimum.

Learning will be experiential and collaborative using pair, group work, role-play and case presentations. Homework reading and other assignments will provide new information and consolidation of material from the experiential work encountered within the modules. Assignments will discussed during the following module.

APAC, PTUK, PTC & PTirl have permanent training centres in Canada, France, Ireland and the United Kingdom.

These courses are also run according to demand in other countries.

15 days consisting of 5 x 3 day modules (Fridays, Saturdays, Sundays) spread over 7 – 9 months. Alternatively as a 15 day intensive course at the Summer School in La Mouline, South of France and in Hong Kong , Sydney, Australia, Hamilton , New Zealand and Ireland

The overall purpose is to enable participants to practice safely and effectively using therapeutic play skills in a variety of settings to provide emotional support to individual children for slight to moderate problems. Upon successful completion of the course each participant will have gained:

Please check with your chosen training provider.

Up to 4 intakes per year according to demand – please check with your chosen training provider