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Play Therapy 100 Hours Certificate Course.
Learn About Play Therapy
Play Therapy Online Course
Learn how Play Therapy can help children deal with mental health challenges. Play Therapy is used as a coping mechanism, to overcome emotional and physical trauma.
Anyone working with young children facing mental health challenges caused by family breakups, the loss of a parent or sibling, recovering from serious illnesses, or being involved in an accident can benefit from this Play Therapy online course.
The Role of the Play Therapist
The Therapist will use information gathered during play sessions such as the child’s behaviour and mood to help understand them and what might be contributing towards their problems. Sometimes play therapy is used to diagnose problems, other times the problems are understood, and the child has been recommended for play therapy.
During play sessions, the therapist interacts gently with the child to help facilitate healing. Play may be used to reinforce appropriate behaviour by offering encouragement and displaying empathy for the child’s feelings.
Sometimes parents or caregivers may be encouraged to join in a session, though not usually. However, they do often instruct parents about how they can use play and other methods to help maintain the child’s progress outside of the therapy setting.
A play therapist or person offering play therapy may work independently, or they may be part of a health care team providing support to a child or adult.
The Certificate in Play Therapy, is accredited by ACCPH – The Professional Body for Coaches, Counsellors, Psychotherapists and clinical Hypnotherapists, as a level 3 learning programme. Once you have completed the course plus the final exam, you will be able to join ACCPH as a professional member, and use the letters MACCPH after your name.
3 Play Therapy for Anxiety and Depressive Disorders
Separation Anxiety Disorder
Other Anxiety Problems
Symptoms of Anxiety Problems
Treatment of Anxiety Problems
Use of Play Therapy
Disruptive Mood Dysregulation Disorder
Major Depressive Disorder
Persistent Depressive Disorder
Other Depressive Problems
Symptoms of Depressive Problems
Treatment of Depressive Problems
Use of Play Therapy
4 Play Therapy for Behavioural Disorders
Conduct Disorder and Oppositional Defiant Disorder
Use of Play Therapy
Use of Play Therapy
5 Play Therapy for Developmental Disorders
Use of Play Therapy
6 Play Therapy for Social and Family Problems
Abuse and Neglect
Post-traumatic Stress Disorder
Grief and Loss
Death of a parent
Use of Play Therapy
7 Play Therapy and Adult Populations
Play Therapy for Adults
How Can Play Therapy Help?
Benefits to Relationships
Application of Play Therapy with Adults
Research Supporting Use of Play Therapy With Adults
8 Related Specialised Creative Therapies
Music Therapy: What is it?
Role of the Music Therapist
Dance/Movement Therapy (DMT)
Applying other creative techniques to play therapy
9 Play and Rehabilitation
Injury and Illness
Science and Technology
Learning Goals: Play Therapy BRE214
Explain the purpose for using play therapy, potential of what it might achieve, and determine situations where it is appropriate to use it as a therapeutic technique.
Explain the therapeutic play continuum, applications of play and play therapy, play therapy tools, advantages and issues arising in therapy.
Explain how play therapy can be used to help children with emotional disturbances such as depression and anxiety disorders.
Explain how play therapy can be used to help children with behavioural disorders such as conduct disorder, oppositional defiant disorder and problems with anger and impulse control.
Explain how play therapy can be used to treat developmental disorders such as autism, intellectual disability and learning disorders.
Determine appropriate uses of play therapy for children suffering from social and family related problems such as grief and loss, crises such as divorce, and trauma-related issues.
Determine uses of play therapy to assist adult populations with specific emotional and psychological problems which can benefit from play.
Explain a range of different but closely related therapies including music, art, and drama therapy, and techniques used in these therapies which are incorporated into play therapy.
Explain how play can be used in occupational therapy and other contexts to help people manage or rehabilitate from physical and mental disabilities, and the role of science and technology.
Practical (Set Tasks)
Practical Tasks: Play Therapy BRE214
Find out what the requirements are for individuals to offer play therapy in your country or region. You may need to contact organisations offering play therapy via email or telephone.
Watch a short video or two on how to set up a playroom for play therapy. You may need to go online and search using phrases such as “video how to set up playroom for play therapy”, “play therapy playroom”, or “ideal playroom for therapy”. Spend around 20 minutes doing this and make notes.
Conduct research into the use of play therapy with anxiety and depression. You might do this online using internet search engines or online libraries, or you might visit a library and consult books and journals or use literature you have to hand.
Try to find out: a) Some examples of recent research (since the year 2000) which has examined the use of play therapy to treat anxious and/or depressive problems in children or youth. What did the researchers find? b) Some examples of play techniques used to treat anxiety and depression. Spend no more than two hours doing this.
Watch a short video or two on play therapy for anger management. You can do this by consulting any video material you have access to, or by going online and searching using phrases such as “play therapy anger video”, “video play therapy anger management”, or “play therapy externalising problems video”. Make notes on techniques you observe. Spend up to half an hour doing this.
Watch a short video or two on ADHD. In particular, study ADHD hyperactivity-impulsivity type behaviour. You can do this by consulting any video material you have access to, or by going online and searching using phrases such as “child with ADHD video”, “video ADHD hyperactivityimpulsivity”, or “ADHD hyperactive child video”. Make notes on what you observe. Spend up to half an hour doing this.
There are many different play therapy techniques that we can use to work with children and adults. Some rely on verbal communication some do not.
Devise three techniques that you could use to encourage a person who is non-verbal to express their emotions.
Look online at videos on sites such as youtube to find video examples of play therapy with children who have been abused, traumatised or experienced family difficulties. Make notes of the types of techniques used. Aim to find at least five different techniques.
Choose one of the following as the basis for your set task: a) Group work with older people with mild dementia. b) Individual work with a woman who has anorexia nervosa c) Individual work with a man who has lost his daughter in a car accident d) Group work with women with depression. Once you have chosen your client(s), carry out research and think of techniques you could use with your chosen group.
Case Study Task
Carry out research online into play therapy equipment. Research equipment suitable for: Adults with dementia, Children with disabilities and Children with family conflict
How Play Therapy Evolved
Play therapy has been used in counselling and psychotherapy for many years. It most probably originates from psychotherapy through practitioners like Melanie Klein and Anna Freud but has been used by psychologists of different theoretical persuasions since the second half of the twentieth century.
It emerged due to recognition that therapies primarily devised to treat adults were not always very useful when treating children. Whilst talking therapies meet with adult expression of thoughts and feelings, play provides a more natural medium for children to express themselves.
In play therapy, play is the primary medium of expression and speech is secondary. As such, it is regarded as a more developmentally appropriate form of therapy for children.
The work of many of today’s play therapists is based on the principles of Virginia Axline. She was a therapist who was largely influenced by the person-centred approach to counselling devised by her mentor, Carl Rogers. Person-centred therapy emphasises a genuine and trusting relationship between client and therapist.
In her well-known book “Dibs: In Search of Self” (1964) Axline demonstrated how she used her non-directive or child-centred play therapy to help a boy to heal himself. Axline’s approach focused on the child and not the child’s problem, and also highlighted the significance of the therapeutic relationship and unconditional positive regard and acceptance in helping to promote psychological growth and development.
Course Tutor: Play Therapy BRE214
Iona ListerLicentiate, Speech and Language Therapy, UK, Diploma in Advanced Counselling Skills. Iona has been a clinician and manager of health services for fifteen years, and a trainer for UK-based medical charities, focusing on psychosocial issues, mental health disorders, and also the promotion of communication skills for people in helping roles.
Iona tutors and facilitates groups via workshops and teleconferences, and now specialises in Sight Loss. As a freelance writer, she contributes regular feature articles for magazines, has written five published books, as well as published courses relating to personal development and counselling skills.
Iona has also written published books, courses and articles across a wide range of subjects, mostly in the areas of health, counselling, psychology, crafts and wildlife. She has drawn experience from clinical and managerial experience within the NHS as well as medical and humanitarian subjects. She has been a regular feature writer and expert panel member of a national magazine for six years.
Books include: A Guide to Living with Alzheimer’s Disease (and associated dementias), The Psychology of Facial Disfigurement; a Guide for Health and Social Care Professionals, When a Medical Skin Condition Affects the Way you Look; A Guide to Managing Your Future, Facing Disfigurement with Confidence, Cross Stitch: A Guide to Creativity and Success for Beginners.
Courses written include: Mental Health and Social Work, Counselling Skills, Understanding and Responding to Substance Misuse, Journalling for Personal Development, Guided Imagery, Stress Management.
Current work includes: Tutor: Courses associated with Creative Writing, Counselling Skills, Psychology, Holistic Therapy, Certified Hypnotherapist and Hypnotension Practitioner, Facilitator of Teleconference Groups: Royal National Institute of Blind People (RNIB), Trainer (Skills for Seeing): Macular Society, Reviewer of Books/Information: Macmillan Cancer Support, Fundraiser: Royal Society for the Protection of Birds (RSPB), Embroidery/Art Groups Facilitator, Board Member, Website Manager: The Strathcarron Project, Coordinator (Delaware & Tennessee) Human Writes.
Assessment is based on a combination of completing all assignments and sitting for a final short one and a half hour exam, in your own location.
If you don’t cope well with exams then you may elect to undertake a project instead. This is a popular option.
In addition, most modules have a Set Task at the end of each lesson placed before the assignment. This is an opportunity to undertake practical work to help you acquire knowledge and skills and practical experience. This ADL feature is an added bonus not found at most online schools. Set Tasks are not required for assessment.
Some courses also have optional Self-Tests which are available on our online learning platform. These are not available by correspondence or by USB, and do not form part of your overall grade.
How our courses work
Choose Your Learning Method You choose how you would like to receive your course material, i.e., Online, USB or Correspondence. The choice is yours. You may also work on online or offline.
Tutor Allocation Every student is assigned their own dedicated tutor who is an expert in their subject area. They provide as much or as little individual contact as you require. You can contact your tutor whenever you need – your hours are not limited.
Feedback and Assignments Tutor Feedback is an essential component in helping you understand the subject matter. Tutor feedback is given in the form of notes written on the assignment. We encourage you to contact your Tutor where help with clarification and understanding of course material may be required.
Your assignments are located at the end of each lesson. You submit them for marking whenever you are ready. There is no time limit.
Set Tasks and Self-Tests Most modules have a Set Task at the end of each lesson before for the assignment. This is where you get the opportunity to undertake practical work to help you acquire knowledge, skills and practical experience. Many modules also have short Self-Tests.
Exams Once all assignments have been completed you may then elect to sit for a one and half hour exam in your own location. If you prefer not to take the exam you do have the option to undertake a project instead. Once the exam or project part of the course is completed, your Certificate is then processed. Please allow approximately 4 weeks for this.
Design Your Own Qualification ADL offers students the flexibility to self-design their own qualification – bundling together a combination of 100-hour modules into a qualification higher than a certificate.
FREQUENTLY ASKED QUESTIONS
Here is a list of the most often asked FAQ’s.
Q. Why should I enrol with the Academy for Distance Learning? A. Here at ADL, our students are our priority – we treat everyone as a unique individual.
Q. Do I need to buy text books? A. No, as each module has been written by highly qualified industry professionals. The content of the material is presented in such a way that text books are not required. However, if you require additional reading your tutor will be able to supply a list.
Q. What happens if I have to stop studying for a while? (eg. become sick, go on holidays, have a baby, move house, etc) A. It’s OK to take a break and start up your study at a later point in time. Just let us know.
Q. Is there an age limit? A. There is no maximum age limit. We do however, have a minimum age limit of 18 years. Below that age parental consent would be required.
Q. Are your courses up-to date? A. Our courses are revised and updated on a rotation system.
Q. Do you have a Cancellation policy? A. Yes. We have a cancellation policy that is fair and equitable. For further details please click here.
Q. Will I have any opportunity to engage with other students? A. We have a Student Community group based on facebook! If you don’t have a facebook account already, you could make one just for talking with fellow students on the group.
Q. When can I enrol/start? A. You may enrol and start at any time of the year – it’s all self- paced.
Q. Can I study from anywhere in the world? A. Our courses are available to anyone, anywhere in the world from the comfort of your own home. The course content is relevant to any country, culture or economy.
Q. How long do I have to complete the course? A. You complete the course at any time that is convenient for you.
Q. Completing a 100 hour module – how long will it take? A. For some students a 100 hour module will take approximately to 3- 6 months to complete. Others take less time and some even longer.
Q. Assessment – how does it work? A. For each 100 hour module you are assessed by assignments (at the end of each lesson) and a final one and a half hour exam (or you may elect to complete a Project, instead of sitting the exam) – the choice is yours – you sit for the exam in your own location.
Q. I don’t cope well with exams – what can I do? A. You may elect to undertake a Project (set by your tutor) instead of sitting the exam. Projects are completed from your home and can usually take a couple of weeks to complete.
Q. If my assignment is not up to standard is there an opportunity to resubmit my work? A. Yes –
Q. How many assignments do I need to complete for each module? A. At the end of each lesson, there is an assignment – so if a course has say, 10 lessons, there would be 10 assignments.
Q. I am having difficulty attending workshops/industry meetings, what can be done? A. If your course requires attendance at workshops, conferences, or industry meetings; alternative arrangements can be made in your country.
Q. What qualification will I receive? A. For individual modules, you would be awarded a Certificate endorsed by TQUK (Training Qualifications, UK), providing you complete all assignments and the exam. If you just want to complete only the assignments and not sit for the exam or finish a Project, then a Letter of Achievement would be awarded. For more details on qualifications available please click here.
Q. Can I customize my diploma/higher qualification? A. Not all educational institution’s certificates /diplomas meet everyone’s needs. The opportunity to Design Your Own Diploma at the Academy (subject to our approval) is an added bonus, not found at other colleges. You choose modules that you think will help you in achieving your goal.
Q. What do I get when I complete the course? Will I receive a transcript? A. At the completion of all courses and providing all assignments and exam requirements have been met, you will receive your Award and a Transcript.
Q. Our tutors – who are they? A. We appoint Tutors and require that they must be currently active in their industry, with at least 5 years’ experience in their chosen profession.
Q. Can I contact my tutor at any time? A. Yes – you have unlimited access to your tutor via email through our Online Classroom. You can always leave a message with ADL requesting your tutor to contact you. You decide on how much or how little contact you wish to have.
Q. Practical work – How is this done? A. To find out more about this part of the course please visit the section on How Our Courses Work here.
What your tuition fees include
All Course Material via Online, USB or Correspondence
Professional Tutor Feedback
Set Tasks - Practical Exercises to help you develop skills
Self-Tests – multiple choice questions at the end of lessons in most modules
Unlimited Personal Tutor Support – via our student classroom
Committed and Friendly Admin Support – vital to your success
All ADL Exam or Project fees (exception RHS exams)
If you require further details about any of the RHS industry recognised qualifications please, call one of our friendly RHS Course Advisors on +44 (0)1227 789 649 or email: [email protected]
Q: When can I Enrol/Start My RHS Course With ADL? A: Anytime, Anywhere. There are no enrolment deadlines.
Q: I live Overseas. Can I Study From Overseas? A: You can study any of the RHS theory qualifications overseas. All courses are offered in English. You will need to email RHS Qualifications direct to arrange sitting for your examination overseas.
Q: Is There a Time Limit for Completing an RHS Qualification? A: At present there are no time limits. However, RHS is contemplating in the future, the introduction of course time-lines.
Q: Are There Any Entry Requirements (Pre-Requisites)? A: The RHS Theory courses do not require prerequisites, previous experience or any knowledge of horticulture. You just need passion for all things horticulture.
Q: What Course Should I Start With First? I Am New To RHS Qualifications. A: We highly recommend that you start with Level 2 – Principles of Garden Planning, Establishment and Maintenance.
Q: What Does ADL Course Material Include? A: Includes Power Point Presentations, Videos and written course lessons.
Q: When Do Exams Take Place? A: Exams are held on fixed dates in February and June of each year. You should register as a candidate at least 3 months before these dates, so please do not leave exam registration to the last minute
Q: Where Do I Take My Exams? A: UK: You take the exams at the RHS Wisley Centre, located between Cobham and Ripley in Surrey or at other authorised RHS centres around the UK. Overseas: please email RHS qualifications direct for centre information.
Disclaimer: Every attempt is made to ensure all information from the academy is accurate and that the student has attained the competencies taught in a course, at the point of their assessment. Beyond this point, the graduate is responsible to maintain their acquired competencies, and apply acquired knowledge and skills in a way which is appropriate to the unique characteristics of each application. This will release the academy from any liability, action and claims of whatsoever nature in connection with, or arising from any such information, instruction or advice, given by any student or ex-student, whether directions given during the course are followed or not.