TS4D010 - Evidence Based Play Therapy Practice 01 Sep 2022 - 31 Aug 2027 | Version 3
Associated Module Information
| Module Code: | TS4D010 | ||
|---|---|---|---|
| Module Title: | Evidence Based Play Therapy Practice | ||
| Faculty: | Faculty of Life Sciences and Education | ||
| Faculty Group: | Therapeutic Studies | ||
| Faculty Sub Group: | Professional Learning in Education | ||
| Module Leader: | Laura Hanks | ||
| Module Team: | Clare Carbis, Louise Nicholl, Anna Playle, Kirsty Richards | ||
| First Intended Intake: | SEP 2018 | Final Year of Intake: | 2024 |
| Date Closed: | |||
| Credit Value: | 40 | Credit Level: | 7 |
| Language: | English | ||
| Percentage of Module Taught in Welsh: | 0 | ||
| Equivalent Module: | |||
| HECOS codes: | 100495 - counselling | ||
| HECOS Code Weighting: | 100 | ||
Document Version Information
| Version | 3 |
|---|---|
| Valid From | 01 Sep 2022 |
| Valid To | 31 Aug 2027 |
Module Aims
This module aims to:
Extend students’ abilities to put into practice setting up and maintaining safe and ethical professional play therapy practice, whilst using a range of child centred and attachment focused models and approaches. They will study the impact of trauma on a child’s development, and how it may present in the playroom. Their learning will include evidence based practice from the latest neurobiologically informed studies.
Students to will be able to critically reflect on their experiences of play therapy practice, clinical supervision and the development of their Play Therapy skills.
Content Summary
Students will engage in critical appraisal of BAPT codes of ethics and practice including their own development in relation to BAPT core competencies. They will consider how therapeutic decisions are made using case studies and problem based learning. Students will continue to engage with relevant professional, ethical and legislative frameworks, including the role of social services in child-oriented agencies with particular focus on safeguarding.
Students will be required to keep a reflective diary documenting their therapeutic experiences and to produce an essay critically evaluating how personal therapy informs their Play Therapy practice. Students will continue to develop their reflective skills and understanding of group process through personal and professional development groups.
They will critically evaluate their personal development in relation to clinical/professional practice utilising models that map therapeutic journeys, both in relation to their use of self as play therapists, and in relation to the process of Play Therapy as presented in the play room.
Students will be introduced to models and approaches that expand their awareness of the Therapeutic Powers of Play and the theory that underpins clinical decision making in the Play Therapy Dimensions Model.
Students will be encouraged to complete 46 hours of clinical practice, 23 hours of clinical supervision and 20 hours of personal therapy. Students are required to complete a minimum of 35 hours of clinical practice, 17.5 hours of clinical supervision and 20 hours of personal therapy to complete this module.
Each student will produce a Professional Practice Portfolio, which evidences their clinical practice and includes satisfactory clinical supervisor’s and placement manager’s reports to demonstrate achievement of practice learning outcomes including health & safety at work legislation as it applies to play therapy practice.
Learning and Teaching Methods
| Activity Type | Hours |
|---|---|
| Lecture | 30 |
| Seminar | 6 |
| Tutorial | 2 |
| Practical classes and workshops | 20 |
| Independent Study | 125 |
| Placement | 80 |
| Directed Study | 44 |
| Formative Assessment - Scheduled | 10 |
| Formative Assessment - Independent | 83 |
| Total Hours Selected | 400 |
Learning Outcomes
| # | Learning Outcome |
|---|---|
| LO1 | Apply critical understanding of clinical practice and supervision in Child Centred Play Therapy practice, including the relevant ethical, professional, health & safety and legislative frameworks and BAPT core competencies for Play Therapists. |
| LO2 | Demonstrate understanding and critical evaluation of other Play Therapy models and approaches in planning and implementing bespoke Play Therapy interventions within a clinical setting. |
| LO3 | Critically reflect on the significance of advanced self-awareness and personal development, including the integration of personal therapy and group process into the professional practice as a Play Therapist. |
Module Requisites
N/A
Assessment Criteria
| Assessment Category | Assessment Type | Description | Duration | Word Count | Weight (%) | Best of? | Pass Mark |
|---|---|---|---|---|---|---|---|
| Asynchronous Assessment | Portfolio 1 | Professional Practice Portfolio including written reflections on Core Competencies and reports | 0 | N/A | 40 | No | 40 |
| Asynchronous Assessment | Essay 1 | Critical Evaluation of a Clinical Issue of Relevance to Play Therapy | 0 | 2000 | 20 | No | 40 |
| Synchronous Onsite Oral Assessment | Presentation (Synchronous Onsite) 1 | Case Study and Skills Assessment of Clinical Learning | 20 | N/A | 40 | No | 40 |
Assessment Matrix
| Assessment Type | Learning Outcomes | ||
|---|---|---|---|
| LO1 | LO2 | LO3 | |
| Portfolio 1 | ✔ | ✔ | ✔ |
| Essay 1 | ✔ | ✘ | ✔ |
| Presentation (Synchronous Onsite) 1 | ✔ | ✔ | ✘ |