MSc Play Therapy
01 Sep 2018 - 31 Aug 2027
| Course Leader | Clare Carbis |
|---|---|
| Course Team | Anna Playle, Laura Hanks, Louise Nicholl, Kirsty Richards |
| Awarding Body | University of South Wales |
| Teaching Institutions | University of South Wales |
| Modes of Study | Part Time |
Document Version
| Version | 6 |
|---|---|
| Valid From | 01 Sep 2018 |
| Valid To | 31 Aug 2027 |
QAA Benchmarks
Educational Aim
MSc Play Therapy aims to equip students with the necessary theoretical knowledge and skills to work therapeutically with children and their families, using play as the primary medium.
Course Aims
To provide students with training in the skills and underpinning theoretical frameworks relating to delivery of therapeutic interventions through the medium of play with children and their families, as required for the purposes of professional registration and accreditation by BAPT as Play Therapist upon completion of their studies.
To develop students’ awareness of issues relating to professional practice, including a comprehensive understanding of relevant policy, legal and ethical issues and equal opportunity and diversity issues related to therapeutic practice with children and their families.
To develop the students’ ability to critically reflect upon their developing skills and theoretical understanding of therapeutic processes in order to fulfil professional requirements for their development as reflective practitioners, and to provide students with opportunities to reflect on their development as sensitive, creative, developmentally informed therapists.
To provide a comprehensive training in research methods, and critical evaluation of current research regarding the contexts of infancy and childhood and the impact of these contexts on infant and child mental health and optimum development.
To provide students with the knowledge and understanding they need to make the most of clinical supervision, personal therapy and clinical placement management in order to develop as professionally responsible, reliable and ethical Play Therapists in line with the standards and professional guidelines set by their professional body.
On successful completion of the MSc Play Therapy, students will be eligible to apply for full membership with BAPT and work as a Play Therapist.
Learning Outcomes
| A1 | Demonstrate a critical understanding of a Humanistic approach to play therapy, particularly child centred play therapy and attachment focused models of therapeutic intervention. |
| A2 | Demonstrate a critical awareness and systematic understanding of factors that contribute to developmental difficulties, deficits and delay, including knowledge concerning mental health, disability, trauma and loss. |
| A3 | Evidence systematic understanding of knowledge and critical awareness of the developmental trajectory of play and its role in human development. |
| A4 | Demonstrate comprehensive knowledge and critical understanding of legal and ethical issues associated with the practice of play therapy. |
| B1 | Demonstrate conceptual understanding and critical ability to compare, contrast and critically evaluate a variety of play-based interventions, play therapy approaches, and other relevant psychotherapeutic approaches. |
| B2 | Demonstrate critical awareness and ability to accurately record and systematically analyse the process and progress of work with clients and to use this material as data for both clinical and research purposes. |
| B3 | Communicate effectively the developmental importance and therapeutic value of play to a range of specialist and non-specialist audiences using up to date research evidence base. |
| B4 | Evidence conceptual understanding of methods of critically appraisal and evaluation of research methodologies and knowledge base pertaining to play-based therapeutic work with children and their families. |
| C1 | Work competently, safely and ethically to demonstrate a comprehensive understanding of the skills and techniques required to develop a sound facilitative therapeutic relationship. |
| C2 | Demonstrate critical awareness and ability to make sound judgements and maintain the standards and requirements of appropriate professional and statutory regulatory bodies, adhering to the relevant codes of conduct, ethics and principles of professional practice. |
| C3 | Demonstrate comprehensive conceptual understanding of therapeutic process in play therapy and the ability to utilize the therapeutic powers of play, working within appropriate therapeutic boundaries to promote change. |
| C4 | Demonstrate critical understanding and the ability to apply reflective practice skills and to use initiative and personal responsibility in making sound clinical judgements. |
Course Structure
Level 7 Modules
| Module Code | Module Id | Module Title | Module Status | Credit Value | Module Type |
|---|---|---|---|---|---|
| TS4D010 | MOD010632 | Evidence Based Play Therapy Practice | Running | 40 | core |
| TS4D011 | MOD010634 | Advanced Play Therapy Theory and Skills | Running | 40 | core |
| TS4S014 | MOD010629 | Child Development and Play | Running | 20 | core |
| TS4S015 | MOD010631 | Play Therapy Theory and Skills | Running | 20 | core |
| TS4S016 | MOD010630 | Preparing for Clinical Practice | Running | 20 | core |
| TS4S017 | MOD010633 | Working with Children and their Families | Running | 20 | core |
| TS4S018 | MOD010635 | Evaluating Advanced Play Therapy Practice | Running | 20 | core |
Teaching and Assessment
Learning and Teaching Methods
Employer Engagement
Employer Engagement will be achieved by:
Visiting Speakers
There are occasions when visiting speakers are invited to ensure students understand the contemporary landscape of play therapy practice. Visiting speakers are selected according to their specialism, and students are invited to feedback on the value of the presentation, which in turn informs our decisions.
Practice specialism is also represented in the practice of the permanent members of the teaching team, who have experience working with children and their families with a wide range of presenting difficulties and within different clinical settings.
Work Placements
There are placements in every year of the course, and these are vital to the students' learning. As well as ensuring practice based learning in order to gain the relevant skills in Play Therapy, they are also a good way of networking and gaining future employment. Student learning is supported by Clinical Group at University in Year 1 and individual clinical supervision alongside the placement practice. Clinical supervision is arranged by students independently from the course in all years and must be delivered by a suitably qualified therapist (as informed by BAPT requirements).
A range of assessments are linked to placement learning and student development on the course consisting of:
Clinical Supervisor and Placement Manager Reports
Clinical Practice and Clinical Supervision Logs
Personal Therapy Logs
Skills based assessments
Case Study presentations
In total students must complete a minimum of 100 clinical hours within their placements, which are spread across the three years in the following way:
Year 1: 30 hours
Year 2: 46 hours
Year 3: 24 hours
These are direct clinical hours with a child or their parents/carers; students will spend substantially more time than this on placement pre- and post- clinical sessions.
It is required that students undertake a minimum of 200 hours on placement and placement related work over the three years, comprising of clinical hours and non-clinical activity, such as pre and post session preparation and administration, typically 1:1 ratio.
Employer Forums
The course provides yearly updates to placement providers through a Placement Providers’ and Clinical Supervisors’ Event. This facilitates a clear and up to date understanding of the course requirements and keeps them up to date about Play Therapy practice developments and professional body requirements.
Other
Personal Therapy - Students must complete a minimum of 20 hours of personal therapy per year (60 hours total) as a BAPT requirement.
Means of Assessment
Written Assignments (Essays, Reports, Self Reflective, Practice Evaluation, Research Project)
Practical Assessments (Poster Presentation, Clinical Learning)
Oral Assessment (Presentations)
Portfolios
Clinical Viva
Learning Support
Induction
Induction takes place every year during the enrolment week and each year group receives specific information regarding the course structure, delivery and content, course requirements outside of the taught delivery, assessment strategy, placement arrangements, physical setting and specialist lectures/one off events. Induction to library services is also tailor-made to each year group to respond to their changing needs. Student Advice induction is also provided including information about university regulations, resources available for extenuating circumstances, disability and wellbeing needs.
Personal tutor
Students have 2 hours of personal tutorial time available to them in each academic year to help them explore any academic, pastoral or other course related issues. The course operates a mixed approach to scheduling tutorials; there will be some tutorials scheduled for students and at other times students are encouraged to utilise their tutorial allocation throughout the course, not just at times of difficulty
Office hours
Office hours are 9am – 5pm on taught days. Students can book a tutorial or a meeting with Module/Course leaders by email. Due to staff members working on a part-time basis, the team endeavours to respond to emails from students within a week.
Tutorials
Students have up to 2 hours of personal tutorial available to them each year.
Seminars
Weekly seminars ensure a continuous development of learning with materials available on Blackboard
Formative Assessment
Students are encouraged to utilise feedback from formative assessment in tutorials, practice exchange, supervision, group work, and peer feedback in triad skills practice, and to reflect upon this in their reflective journals in order to develop a base for personal and professional growth and their summative assessments
Progress meetings
Progress is discussed at regular points in the year and when needed. Should there be a Cause for Concern identified on placement, or other issues that do not at that stage require a full Cause for Concern procedure, a progress meeting would be convened to discuss this with the student and then with the placement provider. The support available through Student Administration and Advice Zone are utilised should any Fitness to Study or Fitness to Practice issues arise for any student on the course.
Research Supervision
Supervision is available for evaluation project in Year 3, comprising of 4 hours of project supervision
Online Resources
All course materials are available through Blackboard. Additionally, all course and module literature and practical arrangements on the course (group facilitation, grouping of students for different elements of their learning, personal tutor groups etc.) are also listed in each Module/Course online page.
The Library Services are an integral part of students' learning experience at the university; including online guides and documents relating to referencing, study skills, formatting and academic work presentation.
The majority of assessed work is submitted online.
Advice Centres
Newport City Campus has an Advice Zone with an enquiry desk, where students can have their queries resolved or make appointments to see a specialist adviser. Students can access the Student Advice Zone in City Campus in person, online or by phone. Access to Advice Zones on other campuses is also possible. http://newportcitycampus.southwales.ac.uk/newport_advice_zone/
DDS Service
The Students Services facilitate any DDS assessments and support, for which they can self-refer or be referred to by a member of staff.
IT/Library
Student are able to access all USW libraries and their resources (FindIt and the Library catalogue) and access library support in person, online via the Library Chat Room or by phone/email. Students can readily access inter-library loans and electronic resources from/at all campuses.
Course Exit Points
| Award | Criteria | Final |
|---|---|---|
| Master of Science | 180 credits of which at least 150 must be at Level 7 and no more than 30 at Level 6 | Final |
| Postgraduate Diploma | 120 credits of which at least 90 must be at Level 7 and no more than 30 at Level 6 | Exit |
| Postgraduate Certificate | 60 credits with at least 40 at Level 7 and no more than 20 at Level 6 | Exit |
Progression Route
The following progression routes are available:PhD study within FLSE Therapeutic Studies
Entry Requirements
Admission to the course is typically through the following qualifications:
A degree, which is also a professional qualification, such as (teaching-fully qualified, social work, occupational therapy and pediatric nursing) plus a minimum of two years post-qualifying work experience in the qualified discipline.
Or
A degree in a relevant area (such as psychology, childhood studies, early-years development, social science), plus a minimum of five years’ experience working face to face with children, young people and their families of which the majority of this experience should be undertaken after graduation.
The course welcomes international applicants and requires an English level of IELTS 6.5 or equivalent.
Interviewing and selection of prospective students for the MSc Play Therapy will take place on specific “interview” days during the academic year. These are advertised in advance. The selection process will consist of a ten-minute presentation followed by an interview.
Admissions and accreditation for prior learning is carried out in accordance with the University of South Wales Academic Regulations. More detail on this can be found in the University’s most current Admissions Policy.
As a substantial portion of this course offers students the opportunity to work directly with children and young people, it is essential that all students entering the course are subject to clearance by the Disclosure and Barring Service. In accordance with the FLSE policy and procedures (2014) in respect of disclosure of criminal records, and due to the nature of the MSc Play Therapy, the requirements are for an enhanced rather than a standard disclosure. Successful applicants are sent an online link to complete their DBS by the Enquiries and Admissions team between May-September; this should be completed by the student prior to enrolment. If there are any students who have not completed their DBS prior to enrolment the faculty are made aware of this and students are reminded to complete the DBS online. The course leader is notified shortly after enrolment of any students who have still not completed their DBS. MSc Play Therapy staff ensure that all students have a valid DBS in place prior to commencing their placements (work with children) as students are required to provide this as evidence as part of their pre-placement assignment which need to be passed prior to starting placement. It is understood that the DBS process is currently under review by the faculty and it may be that students are not in a position to enrol unless their DBS is in place. Prospective students are asked to declare any criminal convictions as part of the University of South Wales application process and any student for whom problems are identified at this stage may not be admitted onto the course. This will operate in accordance with the University’s Admissions Policy and the Safeguarding Policy
https://www.southwales.ac.uk/study/apply/admissions-statement/
https://thehub.southwales.ac.uk/Interact/Pages/Content/Document.aspx?id=1090
Will students be required to undergo a DBS check? Yes – continuous through all three years
Inclusive Curriculum Statement
The University of South Wales operates a policy of inclusive learning, teaching and assessment to ensure that all students have an equal opportunity to fulfil their educational potential. Course teams will have considered ways of designing out any potentially disadvantageous element of courses during the course design process. However some specific needs may remain, details about how to apply to have your needs assessed can be found at: http://unilife.southwales.ac.uk/pages/3040-disability-and-dyslexia-service/
Addendum for Delivery at a Partner Institution
N/A
Methods Of Quality Standards
Course Management
\\rThe Course Leader works with the course team to develop a course to its full potential so that it provides a professional, employment-focused learning experience for students. The Course Leader oversees academic standards, quality assurance and enhancement.
\\rTransitional Arrangements for Current Students (if applicable)
\\rThe transitional arrangements are only applicable to students who have not passed a module, have suspending studies in the previous year and/or are returning from suspension and joining the new revalidated course. Existing students in Year 2 (2018-19) will continue to be enrolled and study on the existing MSc Play Therapy Course.
\\rCurrent students (2017-2019) will progress to complete modules in Year 2 of the existing course and will graduate in December 2019.
\\rNew students (2018-2021) will start the newly revalidated three-year part-time course from Year 1 and will graduate in July 2021.
\\rPlease refer to the validation document for further details on transitional arrangements for returning/repeating students.
\\rArrangements for Feedback to Students
\\rThe arrangements for providing feedback to students on their assessed work within 20 working days are:
\\rThe USW regulations and guidance in relation to feedback will be followed with each assessment returned within 20 working days.
\\rPlacement feedback will be received via:
\\rPlacement manager reports midway and at end of placement
\\rClinical supervisor reports midway and at the end of placement
\\rReflective self-assessment midway and at the end of placement.
\\rFeedback in response to issues raised through SSCLG meetings will be provided by the end of term.
\\rInformal feedback (peer and staff) is embedded through all learning and teaching platforms.
\\rStudent Representation
\\rStudents on this course will be represented at meeting with teaching staff and other members of the University by Course Representative and Student Voice Representatives.
\\rThe role of the Course Representatives is to elicit the views and issues of the students they represent, and reflect these views/issues at Student/Staff Course Liaison Groups (SSCLGs) and feedback to the students the outcomes/actions from the SSCLGs.
\\rStudent Voice Representatives are responsible for representing their group of Course Representatives at Course Boards and Faculty Quality Assurance Committee and Faculty Learning and Teaching Enhancement Committees.
Quality Of Standards Indicators
Course Monitoring
\\rThe University is responsible for both the standards of its awards and for the quality of its students’ learning experience. In order to ensure that standards are maintained and there is continuous enhancement a process of regular review, known as annual monitoring take places. This purpose of the process is to evaluate and improve course quality, ensure the best possible student experience within the resource available and to identify and disseminate good practice. It also ensures that appropriate action is taken to remedy any identified shortcomings and enhance provision.
\\rSSCLG feedback is incorporated into the Course Action Plan and annual monitoring processes.
\\rThe MSc Play Therapy Course Leader is required to attend 3 BAPT Course Directors meetings a year. These meetings are attended by other Course Directors, currently from two other BAPT accredited Masters in Play Therapy programmes and BAPT Training and Education Committee. The atmosphere is collegiate and supportive, and the meetings are very useful in monitoring and moderating course development. BAPT undertake regular visits to the course as required. All course literature is shared with BAPT as required through regular monitoring process.
\\rExternal Examiner
\\rExternal examining provides one of the principal means for maintaining UK academic standards within autonomous higher education providers. The majority are drawn from other higher education institutions in the UK. In some cases there will be external examiners drawn from industry or practice.
\\rThey provide carefully considered advice on the academic standards of the courses and/or modules to which they have been assigned and can offer advice on good practice and opportunities to enhance the quality of those courses/modules. They are also able to offer an informed view of how standards compare with the same or similar awards at other higher education providers (primarily in the UK, and sometimes overseas as well) of which they have experience.
\\rExternal examiners provide of annual written reports to the University based on what he/she has observed of the University’s assessment processes and student assessed work.
\\rThe external examiner(s) associated with this course are recorded in the Course Handbook.
\\rEngagement with Subject Benchmark Statements, QAA Quality Code, CQFW and FHEQ
\\rThe course aims and learning outcomes were developed with reference to the QAA Subject Benchmark Statements for Counselling and Psychotherapy, Arts Therapy, Occupational Therapy, and Speech and Language Therapy and Early Childhood Studies as there are currently no specific benchmark statements for play therapy or closely related disciplines.
\\rThe course maps against the Credits and Qualification Framework for Wales (2010), meeting the requirements for teaching and learning at level 7. The QAA UK Quality Code for Higher Education Part A: Setting and Maintaining Academic Standards (accessed online http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/quality-code-part-a)
\\rThe Frameworks for Higher Education Qualifications of UK Degree-Awarding Bodies (2014) has also been incorporated in the development of the curriculum.
\\rQAA (2014) UK Quality Code for Higher Education: Part A: Setting and Maintaining Academic Standards: The Frameworks for Higher Education Qualifications of UK Degree-Awarding Bodies.
\\rQAA (2015) Master’s Degree Characteristics Statement.