Level 6 Diploma in Relational Play and Creative Therapy, Children and Young People
About the course
Here we will explore the benefits of Relational Play and Creative Therapies. This is a new type of Play Therapy course. This innovative, exciting programme will, above all, teach you the fundamentals of play and creative clinical practice with children and young people 4-18 years old, up to the age of 25 years for young people who are Care Leavers or those who have Special Educational Needs. The course also draws on thought provoking theories which will enable you to develop your clinical understanding. Relational Play and Creative Therapy is based on a therapeutic systems approach of working. The child/young person is firstly part of a family system, Secondly part of an education system and in some cases, part of a system of other professionals. The Relational model of therapy training focuses on the importance of working with the systems individually and collectively in order that positive therapeutic outcomes to be achieved.
This programme offers you the opportunity to apply your knowledge and newly learnt skills to enable you to work clinically with children and young people. Moreover, Play and creative media offers safety for children and young people to explore and express their lived experiences from their unconscious, bringing them into conscious awareness and enabling the child/young person to develop psychological awareness. They can then begin to process painful lived experiences in the safety of the therapeutic relationship with the therapist. In short, within this programme, you will learn non-directive play therapy and directive techniques to work with a broad spectrum of mental health conditions, neurodiversity and attachment difficulties.
In essence, the approach underpinning the course is based on the humanistic, client centred perspective. With this in mind we will be drawing on Carl Rogers Core Conditions and Axline Principles to gain a deep understanding of how the client focused approach enables psychological healing of the self. Among others, you will explore the work of Jung, Siegal, Perry, Bowlby, Winnicott, Hughes, Piaget, Vygotsky, Maslow and Erickson.
This innovative programme has been designed and developed by experts within the field of attachment, child development, play therapy, counselling, clinical supervision, trauma, adoption, fostering and multi-agency working. As a result of this extensive experience within the above fields, our course resonates with a deep understanding of the complexities impacting on children’s mental health. This experience, has been translated into an intuitive dynamic and life enhancing course that students will learn through practical and academic experiences.
Subsequently, when the course requirements have been met you will be awarded the title of Relational Play and Creative Therapist, Children and Young People.
Relational Play and Creative Therapies training is a 24-month programme. 351 Guided Learning Hours (GLH) over the course of the two-year programme.
There is a requirement for completion of 160 clinical hours with clients aged 4 – 18 years old, up to 25 years SEN/care leavers.
The course is facilitated over 39 teaching days, spread over the duration of the 24 months. 30 days teaching will be delivered from a venue classroom face-to-face with the remaining 9 days learning delivered live online.
Students are required to fully engage with the learning topics.
Learning will be completed by individual participation, dyad, triad and group work. Theoretical research is an essential requirement of this course to underpin clinical practice. Creative learning will develop self-awareness and reflective skills in preparation for clinical working.
Each cohort of students will have a named Lecturer who will be responsible for the facilitation of learning and undertaking students assessments.
Placements are an essential element of this qualification. Placements can be pre-arranged by the student meeting the requirements. Travel to and from the placement is the students responsibility, including cost of travel. 160 clinical hours are required, initially with clients who present with mild to moderate mental health difficulties moving to more complex cases after 60 clinical placement hours. Students will be monitored and must remain on placement for the duration of the course.
To ensure clinical practice is ethical and developing in accordance with teaching, clinical supervision is a requirement based on 1 hour of clinical supervision to 6 client hours or fortnightly, whichever is sooner. A minimum of 27 clinical supervision hours prior to the completion of 160 client hours. Clinical supervision must be in place prior to the commencement of the placement hours. Clinical Supervision takes place at the student’s expense. Please note, clinical supervision costs vary from £35-£65 per hour, some supervisors offer a student rate. Clinical Supervisors must be registered with a therapeutic membership body e.g., BACP, BAPT, NCPS and have clinical experience of working creatively with children and young people.
Personal therapy offers a safe space to explore issues which can come into your awareness or re-emerge from your history during training and clinical working which can impact on you. Personal therapy enables us to explore these triggers so we can safely practice with clients.
A minimum of 20 hours of personal creative therapy must be undertaken at the student’s expense during the life of the course. Additional personal therapy may be required as identified by the lecturer students will be informed individually.
During this course you will complete a number of assessments, these vary from peer and tutor observations, assignments, book reviews and reflective case studies. Academic reviews are one-to-one meetings between the student and lecturer. Review meetings provide the student with the opportunity to discuss their learning and any learning challenges they may be facing. Students have the opportunity to request further support if required. During these review meetings lecturers will provide constructive feedback to the student. Lecturers will record the outcomes of these meetings. A copy will be forwarded to the student for their portfolio.
Students will be required to register with the British Association for Counselling and Psychotherapy (BACP)before beginning their placements. BACP is a membership organisation and registered charity that sets the standards for therapeutic practice. BACP is accredited by the Professional Standards Authority (PSA) who promote the health, safety and well-being of clients, service users and the public. Membership with BACP is not covered in the course costs, details about membership with BACP can be found at http://www.bacp.co.uk
PSA http://www.professionalstandards.org.uk/home
2-year course cost: £6960 (Inclusive of CpCAB registration fee for both years).
Payment plans are available.
This course will run from various venues.cost
Learning Objectives
- Work within an ethical framework for safe, professional and legal practice with children and young people
- Establish and develop therapeutic relationships with children and young people
- Work to promote equality, diversity and inclusion (EDI) with children and young people
- Use a coherent approach to respond to the complex needs of children and young people
- Work with self-awareness as a therapist for children and young people
- Work within the context of theory, research and skills to deliver relational play coherently to children and young people
- Monitor and maintain professional effectiveness when working with children and young people.
Year 1 modules
Module 1:
Introduces the Relational Play and Creative Therapy Model. Within this module you will learn the fundamentals of Safe Ethical, Professional and Legal practice including GDPR, Confidentially, health and safety, safeguarding, equality diversity and inclusion. Understanding the requirements for beginning non-directive play and creative therapy including managing a placement, therapeutic space and the importance of personal process. You will be introduced to some core underpinning theories which will be developed further during the course.
Module 2:
You will learn the importance of undertaking clinical assessments. The practical application of clinical work, with exploration into the value of play and playfulness. You will become familiar with key theories and their implementation within the Relational Play and Creative Therapy model. Research and examine other therapeutic models. Through experiential learning you will consider use of self, transference/counter transference.
Module 3:
Within this module you will gain a deeper understanding of theories in relation to child development. You will be introduced to the Play therapy Dimensions Model to understand the shift between non-directive play therapy and when to work directively with a client. You will explore and learn about the types of unconscious processing which can arise within therapeutic working. Through creative processes you will learn how to work with symbolism and metaphor within the therapeutic space.
Module 4:
You will understand the importance of Neurodiverse affirming practice and how to apply to practice. Explore Neuroscientific theories and their application in order to gain a deeper insight into clients’ well-being. Exploration of developmental and realtional trauma and the impact on a child/young person’s development. Through experiential learning there will be an exploration of the value of games within the therapeutic tools offered. You will be introduced to clinical endings and the importance of writing clinical reports. There will be a focus on individual learning from reflective group supervision. You will explore the importance of self-care and how to access self-care opportunities.
Year 2 modules
Module 5:
Introduces you to working with young people and the importance of safe ethical and clinical practice with an older range (13-18 years, up to 25 years for care leavers and young people with special educational needs). Revisiting safeguarding and risks. You will gain additional understanding of the referral and assessment process with young people. There will be an exploration of equality, diversity and inclusion including awareness of unconscious and implicit bias. Introducing core underpinning theories.
Module 6:
This module will explore underpinning theories, including adolescent development, neuroscience, neurodiversity and how to work creatively using non-directively and directively skills with this age range. You will explore adolescent identity, resistance, drama triangle, transference/counter transference/erotic transference. There will be an emphasis on clinical report writing and the role of the therapist in professional meetings representing the client. There will be a focus on individual learning from reflective group supervision.
Module 7:
You will explore key theories linked to adolescent development and their lived experiences impacting their mental health and well-being and will Explore psychopharmacology. This module provides a deeper insight into trauma and the impact of secondary trauma. Within this module you will continue to develop their knowledge and therapeutic skills as you explore creative media to enable therapeutic processes with young people. You will learn and consider your career path and the legislatory requirements after completing training moving into employment or private practice.
Module 8:
This module focuses on working with complex referrals including fostered and adopted young people. Working with the system of support around the young people. There will be an exploration into outdoor therapy, maintaining an ethical framework for safe professional and legal practice. You will present a reflective case study drawing on taught theories and the use of creative media.
Entry requirements
- Aged 25 or over
- Level 4 qualification or above
- 2 years’ experience of working with children or young people
- Enhanced DBS check
- Two suitable references (one from employer/tutor or professional)
- Attendance at an online interview
Accreditation
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Upcoming course dates and venues
Level 6 Diploma in Relational Play and Creative Therapy, Children and Young People – BRISTOL
10/05/2025
This is a 2 year course. Payment options available throughout the duration of the course
Level 6 Diploma in Relational Play and Creative Therapy, Children and Young People – BEDFORD
05/04/2025
This is a 2 year course. Payment options available throughout the duration of the course
Play
Is a child’s first language of expression and is important for children’s development. Play begins very early between the infant and main carer. The infant plays using their senses, repeating play behaviours to assimilate and accommodate knowledge to learn about the world they live within.
Children engaged in child-initiated play learn how to make choices directing their own play without instructions or rules. Children try out ideas, problem solve, develop their imagination and creativity, interact with others, regulate feelings, gain a sense of purpose and negotiate with others.
Play Work
Play work is child centered and ensures play is the main focus for children and young people so they can take control of their own play. Play work removes barriers to playing, fostering an inclusive and open environment, which offers choice of play for children and young people.
Through play work children and young people’s development is enhanced, they are able to build successful relationships with Play Workers and peers. Children and young people are encouraged to express themselves and talk about their worries.
Play Therapy
Play Therapy is based upon the fact that play is the natural form of self-expression and therefore a child can “play out” their experiences in the presence of a therapist. Play Therapy offers the child opportunities to learn about themselves in relation to the therapist. Play Therapy is non-directive, enabling the client to choose what they would like to engage with during the sessions. Directive techniques maybe used at times if the child’s play/process becomes repetitive. Play Therapists are non-interpretive so do not analyse the clients play. Play Therapists utilise a therapeutic tool kit, consisting of toys and creative resources, these items are in the therapy space each week. Clinical Supervision is an ethical requirement for Play Therapists.
Relational Play and Creative Therapy
Is a child centered Play Therapy model which incorporates Axline’s non-directive approach to working with children and directive skills drawing on Rogers’ core conditions. The combination of these two models of therapeutic working ensure Relational Play and Creative Therapists are equipped to work with children from 4 – 18 years, and up to 25 years with young people who are care leavers or who have Special Educational Needs. Relational Play and Creative Therapy is based on the power of relationships being a key process in the therapeutic work undertaken between client and therapist or building the attachment relationship between clients and carers. This model of therapy equips you to therapeutically be with children and young people who have a wide range of emotional and psychological difficulties that are challenging and can be seen by the wider world as problematic.
Relational Play and Creative Therapists are equipped with the knowledge to understand trauma and the devastating impact trauma has on clients’ development, attachments, behaviours and mental health. Through the use of play and creative opportunities clients will lead their process to safely explore their thoughts and feelings from their un-conscious, in the presence of a therapist who is attuned, accepting and curious. Using the therapeutic tools the client will gain a deeper insight and process their traumatic experiences with their therapist. Clinical Supervision is an ethical requirement for Relational Play and Creative Therapists.
Child Counselling
Child counselling is a client centered approach based on Rogers’ Core Conditions to support children in talking about how they feel without feeling judged. This model helps children understand their feelings and learn how to cope with difficult situations. Child counselling can help children make sense of their experiences and develop healthier ways to manage their difficulties. The model incorporates talking therapy, play and art to support the child to express themselves. Child counsellors work with a wide range of referral conditions. Clinical Supervision is an ethical requirement for Child Counsellors.
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