This module aims to raise students’ knowledge and understanding around the reasons why some children may benefit from play therapy and how this will help them to cope and proceed through everyday life.

Module Indicative Content - will include:

• historical and theoretical perspectives around play therapy;
• professional skills and qualities required to become a play therapist;
• the rationale for play therapy;
• age and stage appropriate play therapy strategies;
• working with and supporting families through difficult periods;
• reasons why children might require play therapy and lastly, how observation informs the play practitioner.

General:
Aldiss, S.; Hortsman, M.; O’Leary, C.; Richardson, A. and Gibson, F. (2009) What is Important to Young Children Who Have Cancer While in Hospital? Children and Society, 23, p.85–98
Barry, E. (2008) The role of the Hospital Play Specialist in Paediatric Diabetes Management. Journal of Diabetes Nursing Vol 12 No 1
BBC (1998) Goodbye, God Bless: A Child’s grief Observed; BBC; Manchester
BMA Board of Science (2013) Growing up in the UK – Ensuring a healthy future for our children. British Medical Association.
Blunket, D & Rogers, L. (2016) Making the Case for Play: Sense, London.
Daniels, D & Kemkins, P. (2010) Therapy with Children; Children’s Rights, Confidentiality and the Law; Sage, London.
Di Ciacco, J. (2008) The colors of grief: understanding a child’s journey through loss from birth to adulthood. London: Sage
Duffin, C. and Walker, C. (2012) Not just fooling around: how play can help young patients overcome their fears. Nursing children and young people, 24 (10) p.6-7.
Evans, J. (2015) Locked Out: Children’s Experiences of Visiting a Parent in Prison {On-Line} http://www.barnardos.org.uk/locked-out-report.pdf
Francischinelli, A; Almeida, F; Fernandes, D. (2011) Routine Use of Therapeutic Play in the Care of Hospitalised Children: Nurses’ Perceptions {Online} http://www.scielo.br/pdf/ape/v25n1/en_v25n1a04.pdf
Hubbock, C. (2009) Play for Sick Children: Play Specialists in Hospitals and Beyond. Jessica Kingsley Publishers; London and Philadelphia.
Galloway, S. Haynes, A. Cuthbert, C. (2014) An unfair sentence: All Babies Count: Spotlight on the Criminal System {On-line} https://www.nspcc.org.uk/globalassets/documents/research-reports/all-babies-count-unfair-sentence.pdf
Geldrad, K; Geldard. D & Foo, R. (2013) Counselling Children: A Practical Introduction; Sage, London
Gleave, J. and Cole-Hamilton, I. (2012) A world without play: A literature review. Play England.
Kennedy, I. (2010) Getting it right for children and young people. Overcoming cultural barriers in the NHS so as to meet their needs. London: Department of Health.
Play Wales (2015) Hospital Play; Play Wales
Tonkin, A. (2014) The Provision of Play in Health Service Delivery: NAPHS

University teaching sessions
Tutorials
University library
Materials and Links on Blackboard

DBS Clearance for placement experience

The learning strategies will require students to commit 300 learning hours of which 72 hours will consist of contact time .   The teaching strategies will employ a range of methods, including lectures, presentations, tutorials, interactive workshops and peer group research and discussion which will allow students to share ideas and will encourage reflection, evaluation and analysis. Students will be encouraged to engage with learning technologies including the use of Blackboard.

There are two stages to this assessment:

Assessment 1: (50% Weighting)

Design and prepare a play therapy resource for a child aged between 0-8 years of age. Present and evaluate the resource to a group of peers and explain how this tool will support children who are in crisis as a result of trauma. (1000 words: LO 2 & 3).

References and a reference list are essential and should be included according to the Harvard System

Assessment 2: (weighting 50%)

Produce a literature review which examines past and current perspectives surrounding the benefits of play therapy and organisations which provide this service (2000 words: LO 1 & 4).

References and a reference list are essential and should be recorded according to the Harvard System

1. Demonstrate an understanding of current and competing literature and policy frameworks in relation to the importance of delivering appropriate and suitable play therapy for children 0 to 8 years.
Knowledge and Understanding
Learning

2. Design, create and present a resource that can be used in the education and care of child who is experiencing trauma.
Application
Enquiry
Communication

3. Critically reflect and evaluate how the resource will support a recovery process for children aged between 0-8 years.
Analysis
Reflection
Problem solving

4. Analyse the role and function that different organisations offer for parents with a child who requires play therapy.
Enquiry
Analysis
Reflection

This module aims to develop your knowledge and understanding around the reasons why some children may benefit from play therapy and how this will help them to cope and proceed through everyday life.

Topics explored in this module will include:

historical and theoretical perspectives around play therapy;
professional skills and qualities required to become a play therapist;
the rationale for play therapy;
age and stage appropriate play therapy strategies;
working with and supporting families through difficult periods and
reasons why children might require play therapy and lastly, how observation informs the play practitioner.