This play therapy training programme has been clinically accredited by PTUK, PTI and IBECPT. The programme at Masters level is validated for academic standards by the National University of Ireland as part of the MA in Practice Based Play Therapy programme run in a collaborative partnership with APAC.
Phone either Monika Jephcott on 0044 1825 761143 or email: email@example.com or firstname.lastname@example.org for Career Guide & full Brochure or an Application Form.
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You can start on the course but must be successfully vetted before you can start your practice. This process takes around 6-8 weeks so please apply for this as early as possible.
A recognised MA (Masters) degree awarded by the National University of Ireland will:
Provide considerable satisfaction through the achievement of the award
Establish you as an authority on your subject
Continue your career and personal development
Be attractive to employers and commissioners of play therapy services
Increase your chances of an increase in remuneration and promotion
Open up new opportunities in training and academic careers
Enable you to do something about your passion for a topic
Blended learning methods
Traditional teaching and learning methods
APAC has developed a new route by which you may gain your MA in Practice Based Play Therapy. The next cohort start on 12/05/2018.
The advantages of this new blended learning route are:
Work at home, at your own pace – study is more enjoyable
No travel and accommodation costs – save money
No time away from home needed – less hassle in your domestic life
Personalised Academic Supervisor and Tutor support – based on your individual learning style
More efficient drafting of your research proposal and dissertation including access to the unique PTI/PTUK database of play therapy clinical outcomes – less time required and better quality work
The blended learning methods, include on-line availability of structured course material, electronic transmission of assignments and feedback, personal tuition and support by your Academic Supervisor by phone, email or Skype, electronic discussion group ‘etc These will replace the current six days of conventional lectures and seminars that are used on the traditional route.
Specialist Academic Supervisors and Tutors for topics such as sand play, art, music, dance and movement, clay and working with infants are available for your support – through the Internet wherever you live.
Learning & Teaching Strategies
Course Structure & Learning Outcomes
The course is designed for Play Therapists, or those with an equivalent qualification, wishing to receive the academic MA in Practice Based Play Therapy award from the National University of Ireland by means of a dissertation.
Primary School Teachers/Assistants
Nursery School Teachers/Assistants
Play School Teachers/Assistants
Care Home Staff
Adoption/Foster Agency Workers
This course is the third part of a programme leading to an MA in Practised Based Play Therapy by dissertation. It is at stage 4 of the PTUK Four Stage Training Model
This exciting new programme, a world first, has been designed to improve the learning experience of participants. It is based on our six years of delivering a Masters programme using conventional teaching methods. For example: the task of preparing a high quality, detailed research proposal and plan, which to some has appeared at first sight to be overwhelming, is now made much more straightforward by breaking it down into easier stages, each with personal tutor support. Our new APAC Learning Management System (ALMS) makes it easier for you to manage your work with the help of your Academic Supervisor.
Our experience shows that getting the research proposal ‘right’ is absolutely crucial.
By helping you to concentrate on the comprehensiveness and quality of the proposal’s research methods you will need less time to carry out your research and draft your dissertation.
The course will provide a springboard for students to understand and apply research methodology to a variety of play therapy related scenarios, and understand approaches to evidence-based practice. For instance, how can research be used to inform policy and practice and evaluate the effectiveness of interventions and programmes? As play therapy is an emerging profession, it is essential that practitioners enhance its establishment by developing high quality research capability to create new models of practice that serve to improve the quality of therapeutic interventions for some of the most marginalised and troubled children.
Students will explore the purposes and values of research by studying a hierarchy of positivist, qualitative, quantitative and mixed methods techniques to analyse practice experiences. The course will provide the knowledge and skills for postgraduates to: produce a research proposal for ethical approval and research governance; design and implement a research programme, choosing the most appropriate methods to produce a play and creative arts therapy related dissertation.
Further develop students’ conceptual, theoretical and methodological models in the design and implementation of play therapy-related research at MA level.
Refresh informed play therapy practice by extending the understanding of research methodology and differing approaches learned at Certificate and Diploma stages.
To provide methodologies for Master’s level research to answer a unique question(s) that will take the play therapy profession forward
To encourage students to debate the nature of play and creative arts therapies research, including therapeutic media, conditions, settings, systemic factors and related topics
To enhance students ability to appraise the literature underpinning the evidence base for children’s therapeutic interventions
To integrate and apply research principles to a play and creative arts therapies related topics
A 4000 word research proposal. Working within the limits of what is viable within a nine month or year long, dissertation-based research project; the proposal will address a subject of the student’s own choosing, highlighting the philosophical, conceptual and strategic processes necessary to design and implement a robust and ethical research study.
By the end of the module students will be able to:
Identify an area of play and creative arts therapies research (education, health and social care practice) that needs systematic investigation and present a clear rationale for the proposed research
Critically analyse the ethical dimensions of research, highlighting methods of engaging participants in ways that respect their rights and needs
Defend the aim of the proposed study and the research question(s) and selection of a research paradigm and research approach
Anticipate the type(s) of data that are likely to result from the proposed study and critically evaluate their relevance to the aim of the study and the research question(s)
A dissertation/project report of 12,000 words which is organised into discrete chapters to meet the learning outcomes.
Organise documentation to convey clearly and accurately the processes undertaken and what has been achieved
Critically evaluate relevant literature utilising an appropriate theoretical framework and prior empirical studies
Select and justify an appropriate research design, sample population and data collection instruments and adopt a critical, ethically sensitive stance towards the conduct of the research study
Summarise, analyse and interpret data using suitable statistical or other tools where appropriate
Synthesise findings in relation to theoretical perspectives, prior empirical studies and professional practice issues
The Dissertation takes the form of a final professional paper of approximately 12,000 words. Students are required to develop a clinical philosophy based upon an integrative approach using both non-directive and directive perspectives. This is to be related to an understanding and implementation of preferred therapeutic models. Students are required to apply this clinical philosophy to a specific aspect of working therapeutically with children. Original research may be either qualitative or quantitative in nature. Students have up to 2 years to complete their dissertation.
in addition students will be expected to present and submit dissertations in accordance with accepted conventions of academic writing and in accordance with the requirements set out in the University's published Dissertation Guidelines
the Dissertation must be of publishable quality in terms of written accuracy
This blended learning course will be offered through a series of on line ‘sessions’ which will deliver the core material, paralleling the existing course which uses traditional teaching methods. Each session will be of indeterminate time as students will be able to work at their own pace but, in general, each session will have enough material requiring at least 5 hours of study. In addition, the course will be supported by a series of directed learning tasks to allow practical exploration of analysis and interpretation of quantitative, qualitative and mixed methods approaches to research. Additionally, there will be on line group work, including formative presentations of research papers and case study approaches to play and creative arts therapies interventions.
Students will also have ready access to an on line tutor for regular discussions and supervision. Students will be required to read around the topic before each session. Suggested texts will be given against the session content. Optional assessments will be used to check their knowledge as a part of progressive monitoring.
On line learning is a well established technique and allows students the opportunity to work at their own pace but have regular contact with each other and their tutor. Work may be posted on a regular basis and tasks allocated. When undertaking learning over the internet students access and share information, and engage in discussions through a computer and a modem.
Blended learning, which includes E-Learning can be described as an approach that offers a third medium for learning. It is different from distance learning courses that require students to work alone at home processing information that has been posted to them. E- Learning, on the other hand, is more akin to the classroom experience because it involves students working together synchronously and asynchronously, learning and sharing experiences as part of an online community of learners. Although the technology exists via the use of web cams and conferencing for students to physically observe each other on line, e-learning students are not physically together but rather virtually together on line. In e-learning the lecture hall is replaced by the virtual lecture hall. E-learning, therefore, is qualitatively different from distance learning or classroom based learning.
The Dissertation may be written at your own pace, typically taking 12 - 18 months but remember that it must also be completed within 6 years of starting your PG Certificate course.
The course also includes 3 individual and 1 group supervisions to provide guidance upon the topic (per year). Specialist optional advanced 3 day modules will be available for further support in the chosen subject areas.
MA in Practised Based Play Therapy awarded by the National University of Ireland.
The successful completion of the dissertation carries 60 'M' points. Students successfully completing all three parts of the programme (Post Graduate Certificate in Therapeutic Play, Post Graduate Diploma in Play Therapy and the MA by dissertation) will be awarded a total of 180 'M' points.
Since this course uses blended learning methods the venue is your home or office!
Selected from APAC's faculty.
Download the application form in either Microsoft Word or Adobe PDF format:
MS WORD PDF
£3400 plus £370 University registration fee.
If you need more supervision for your dissertation, you may make private arrangements with your Tutor at an average additional cost of about £50 per hour.
If you need additional years the cost is £1400 per year.
Keen to develop a career in Play Therapy? Making plans for the Summer Holidays? Thinking about the intensive 15 day's Summer School at La Mouline, France but feel a little nervous about Brexit? Rest assured, we are Brexit-ready and Summer School in La Mouline will be running as usual, whatever form Brexit takes.
In the event of adverse weather, please consider your own safety. Unless you have been advised otherwise by APAC, all courses will run as scheduled at all venues. Please regularly check your emails. If you decide that you are unable to make your journey, please contact your Course Director or the APAC Office to let them know. If you are attending the first weekend of a course, please email Monika Jephcott on firstname.lastname@example.org