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Play Therapy Conference 2016

"Building Resilience in Children, Families and Self"

Beaumont Estate, Old Windsor, Berkshire, SL4 2JJ

17th to 25th June 2016
Plenary day 18th June 2016

Why Have ‘Resilience’ as This Year’s Conference Theme?

Particularly since my experience of working with children in Ethiopia, the importance and necessity of building resilience through our play therapy/filial coaching interventions has become more and more evident to me.
Being resilient is an essential element in the ability to withstand stress and overcome risk and adversity, so individuals can rebuild their lives. It is the ability to work through trauma, bad times and the emotions of pain, loss, grief and sadness. This is what we can enable as play therapists. Resilience develops across the life span and depends to a large extent on supportive relationships.
Being resilient means the development of confidence in one’s own abilities, gaining a positive view of self, being able to manage strong feelings and impulses, gaining control of life rather than experiencing life as a victim.
I hope this year’s Conference will enhance your ability to build this resilience in your clients and yourself.

I wish you a very successful time.

Monika Jephcott, Chief Executive PTUK

Introduction to the Conference

Resilience is a subject that comes into so many of our discussions about clients and their families when we are assessing the coping strategies for them and taking into account what the client will need from play therapy to allow them to find a cathartic place from which to grow and develop.
In building their resilience in the face of disadvantages and difficulties in their care network, we can hopefully see the start of positive change for those around the child and definitely for the future for the child. When you are reading this, being in session with a client or in supervision, think about your own resilience and how this has been developed over your journey through play therapy, how your resilience is projected to those around you and how life’s possibilities become reachable.
Our Keynote Speaker for this Conference, Professor Angie Hart, has written books on resilience and will share some of her experiences of resilience in therapy. At the start of her book “Resilient Therapy” (2007) she quotes:

"Every blade of grass has its Angel that bends over it and whispers 'Grow, grow'." The Talmud

I hope you will agree that is such a beautiful way to both start a book and for us to think about our clients.

See you in June.

Evelyn Saunders


18th JuneMorning - Plenary Sessions
Afternoon - CPD Workshops
19th JunePost Qualifying Courses
Certificate in Clinical Supervision
Certificate in Filial Coaching
Certificate in Sandplay Skills (Part 1 & Part 2)
Certificate in Counselling Children and Young People
StoryPlay® Level 1 & 2
Theraplay® Level 1 and Group Theraplay®
Conference Programme of Events
Download the Conference Application Form

Eight CPD points may be claimed for every full day of attendance on any part of the Conference. CPD for PQ courses can be carried over 2 years.

Pre-Conference Day
  • Theory in Therapeutic Sandplay Skills (compulsory for those who intend to attend the 4 day therapeutic Sandplay course)
  • Supervisor Follow Up Day
  • Supervisor Top Up Day
  • Filial Play Coaching Follow Up Day
  • Counselling Children and Young People Follow Up Day

PQ Courses

There are five proven Post Qualifying Courses plus the new Theraplay® course. They are:

They are:
  • PQ Certificate in Clinical Supervision
  • PQ Certificate in Filial Play Coaching
  • PQ Certificate in Therapeutic Sandplay Skills
  • PQ Certificate in Counselling Children and Young People
  • PQ Certificate in Storyplay® Level 1 and 2
  • PQ Certificate in Theraplay® Level 1
These PQ courses enable you to fulfil your CPD requirements for the whole year. They will significantly enhance your skills and, with the PTUK/PTI Post Qualifying Certificates, aid your career development and CV. All courses are recognised by Leeds Beckett University as Post Qualifying courses.

Plenary Sessions - 18th June 2016

8.30Arrival and Registration
Refreshments etc will be available.
9.00Welcome by Monika Jephcott, Chief Executive APAC
9.10Update on Right Touch Regulation, Revalidation, Caerus, Discussion Time and Q&As by Jeff Thomas, Registrar
9.25Keynote Address by Professor Angie Hart
10.45Keynote Address by Professor Angie Hart
13.00 -14.00Lunch
14.00 -17.00CPD Workshops

Please be aware that Conference running order may be subject to change

KEYNOTE SPEAKER: Professor Angie Hart

Angie Hart is the Academic Director of Cupp. She is also Professor of Child, Family and Community Health in the School of Nursing and Midwifery in the Faculty of Health and Social Science at Brighton University. She teaches professional courses for health and social care practitioners and undertakes participatory research into inequalities in health and social care in relation to children and families.

As well as being a university academic, Professor Hart is a community practitioner with many years experience of working at the front line in child and family mental health. As the adoptive parent of three children from the care system, she has much experience herself as a service user of health and social care services in both the voluntary and statutory sector.

As Keynote Speaker, Professor Hart will share her views on how Play Therapy can enhance the child’s resilience and how this can also project into the family and extended networks for that child. Her work on building resilience and her publications on Resilient Therapy have been a sound base for many of the projects that have created communities that have been able to build their own supporting networks.


Because of the therapeutic and experiential nature of these workshops, most are restricted in numbers so please choose two - one as your first choice and a second in case your first choice is already full.

W1 - Developing "Me" And "We": Engaging Children With Autism Spectrum Disorders Through Relationship-based Play Therapy

By definition, children with Autism Spectrum Disorder (ASD) exhibit deficits in relating, speech and language development and play. How can the play therapist engage the child sufficiently to increase his/her awareness of self and others, develop safe, calming routines and have fun? Using Theraplay® principles, communication and educational strategies, Dr. Susan Bundy-Myrow will discuss the need to adjust communication, determine social emotional goals and design play interactions with the needs of the child in mind. Based on Attachment theory and supported by current neuro-biological research, Theraplay® engages the child via sensorimotor, interpersonal play to provide core relationship experiences that are regulating, often joyful and fun! Role-play and videotape will illustrate the work with individual children and those in group settings.

Participants will be able to:
  • Modify four aspects of communication to increase the child's comprehension and engagement.
  • Differentiate therapeutic goals in working with a child with ASD individually versus in a group.
  • Demonstrate play activities designed to engage and increase involvement in individual and group settings.

W2 - Resilient Family Stories

The meaning making process of resiliency can be found in families at all stages of the life-span. For some families this involves the normal transitions following child, parent and family development. For other families, expected life changes are compounded by traumatic life events, including divorce, death, moves to different communities and immigration. Therapists are also facing similar challenges due to the complexity and diversity found in the families presenting for therapy. This workshop explores the way that the building blocks of resiliency can be used to support the development of resiliency in families. Building blocks of resiliency include development of self/identity, mentoring by significant caregivers and support found within a community of care. Particular interest will be given to the way that therapists can be open to taking a pluralist approach to developing resiliency. The pluralist approach includes all meaning making opportunities available to both the family and the therapist. Participants through the workshop activities will practice activities through the lens of a family member that will promote:
  • Increased understanding of normally developing and traumatic family systems
  • A collaborative relationship with the family
  • Development of a resilient family story
  • Respects cross-cultural differences
  • Ways to use the building blocks of resiliency with family systems

Joanne Ginter is a registered Psychologist in Canada with over 30 years of experience working with children and families in school and clinical settings. Joanne currently works in Calgary, Canada as a Therapist and Clinical Supervisor. Joanne is a past President of PTI and has developed and presented workshops in North America and in the UK. Joanne’s current work focuses on encouraging therapists to be more pluralist in practice by expanding their worldview through resiliency. Resiliency is found cross-culturally and within all disciplines; therefore it can be used to help build bridges of understanding between diverse points of view. Joanne’s workshops are described as being interactive, fun and promote creativity for therapists using their own knowledge and experiences.

W3 - Whispers From The Heart: Interactive Story Telling Using Therapeutic Metaphor

Inspired by indigenous teachings and having travelled North America during many summers and, more recently, having taken part in a sacred ceremony in Arizona with Mona Polacca (one of the world’s 13 indigenous grandmothers), Julie would like to offer a workshop that is both enriched with native rituals and embedded in grounded theory.

Linking with Native American singer/songwriter Jack Gladstone and gaining permission to use his songs as stimuli, Julie has created therapeutic stories which she used to explore during her Masters research. Passionate to hear the voice of the child and curious to understand how children may integrate and assimilate therapeutic metaphor, Julie has created her own unique reciprocal story telling sessions. The workshop will be a mixture of exploration of empirical study enabling participants to gain a deeper understanding of therapeutic metaphor and its effects on children together with experiential application using rituals, stories, sand trays and symbols. The workshop aims to provide relevant information that can be taken away to be:
  • Used as stand-alone reciprocal story telling sessions
  • Integrated into a therapeutic session
  • Used with pairs or groups of children

Julie is a Certified Play Therapist, Clinical Supervisor and Trainer with a First Class honours degree in Early Years and a Masters with distinction in Play Therapy. A career with children spanning over 17 years Julie has worked in pre-schools, schools, children centres and a children’s hospital. Now working as a freelance therapist with primary aged children, Julie has provided workshops for schools, children centres and therapists and delivered sessional lectures at a University.

W4 - "Seeing The Child Beyond The Disability": Working Therapeutically With Children Diagnosed With Complex Learning Disabilities

This is a specialist area within play therapy in which there is still limited research and knowledge available. However this is slowly developing with professionals contributing their case examples, experiences and approaches to working with this user group. Due to these children’s limited verbal (and non-verbal) skills a non-talking therapy is vital to allow them to express themselves in their own way and to be able to connect with others. This workshop pulls together research undertaken by various professionals and starts to explore the psychosocial development of this user group (whilst recognising them as individuals with unique qualities, attributes and abilities). In particular I focus on the communication skills of this user group and how this can be enhanced through play and the therapist’s approach. To achieve this we touch upon:
  • Communication aids used within special education provision
  • Sensory processing
  • Intensive Interaction

Play Therapy allows us to break down the barriers/labels and to see the child. I adopt a strengths model – focusing on empowering these children/young people to grow to their full potential.

Robert Fitzpatrick is a Certified Play Therapist with 13 years experience of working in various roles with children diagnosed with complex learning disabilities. Robert has recently set up a charity with other therapists in the Devon area.

W5 - The Self And The Other: Developing Cultural Awareness When Working Therapeutically With Children And Their Families

To declare ourselves culturally aware practitioners, we must first have a deep understanding of our own behavioural rules and how we project them onto others. As play therapists we will all be working with families from a multitude of cultural backdrops and, whether we like it or not, our assumptions on what constitutes ‘good enough’ parenting, what are appropriate social skills and what a healthy family dynamic should look like will all arise from our own cultural norms. In this workshop, Tara will be encouraging participants to begin the lifelong exploration into what culture means to participants and how our own cultural bias might be influencing our interactions with clients and their families.

Tara McDonald (Accredited Play Therapist, Filial Play Coach, Baby Bonding Practitioner and Clinical Supervisor) has been living and working in Bangkok, Thailand, for 8 years. She is passionate about travelling and has developed a keen interest in focusing on cultural competence in Play Therapy and Filial Play Coaching as a result of her research into Thai parenting practice for her MA in Practice-based Play Therapy.

W6 - Working With Mandalas

Do you remember mandalas from Diploma training? Have you used them for yourself or with your clients?

How much confidence do you have around using or offering mandalas in therapeutic work? Come along to this experiential workshop and find the magic of mandalas for the first time or re-engage with that magic either for yourself or to carry into your clinical work.

Anne Ambler is an Accredited Play Therapist, Clinical Supervisor, Clay Therapist, Filial Play Coach and a trainer. She has worked therapeutically with children and young people for ten years in schools, children’s centres and in private practice. Anne has taught courses in creative counselling for children and young people in a local FE college and privately and has delivered workshops at various venues in England and Morocco.

W7 - Sensory Attachment And The Therapeutic Play Space

Children who have a history of separation, loss, abuse and neglect are likely to present with both attachment disorders and sensory processing difficulties. Children from secure backgrounds who have sensory processing disorders, may also have emotional difficulties which are sensory based.

So it is with this in mind that we have adopted an approach which includes sensory integration in the therapeutic space. When the client can play symbolically in a sensory attached setting that provides womb, mother-child, father-child and independent therapeutic space, the play therapy process has the potential to become even more dynamic and effective.

This workshop will introduce this integrative approach and:
  • Some of the theory underpinning this eclectic neuro-behavioural approach.
  • Small group work to explore own clients’ presenting concerns from the sensory attachment perspective
  • Opportunity to try out some materials that could be included as part of your play kit
  • Experiential exercise use of food, touch, movement, sound and visual stimuli to help regulate arousal states.

Deirdre Kavanagh is the Director of the Sandy Lane Institute in Ireland which offers play and creative art therapies, psychotherapy, clinical supervision, consultancy work and training. Deirdre’s passion lies in training and the potential for the therapist’s own personal growth and understanding of self, gained through the use of creative mediums particularly Sandplay.

Evelyn Saunders has been working with children and families for many years and has been a qualified Play Therapist since qualifying with APAC after completion of one of their early courses. Her interests in training and providing opportunities for play therapists to gain a greater understanding of their clients and their own model of working has been demonstrated through the CPD workshops in topics from sand, art, small world play and containing the mess, all aim to aid the client’s move towards autonomy.

W8 - Where Have You Come From And Where Are You Going?

A workshop to explore how our beliefs, values and attitudes challenge and inform our practice as play therapists. If you were a stick of rock what would be the word written through you that encapsulates your core value or belief? I wonder where that came from….and what effect it has on who you are and what you do? A workshop to explore how our beliefs, values and attitudes challenge and inform our practice as play therapists. Our work as play therapists is held within the Ethical Framework and Clinical Governance of PTUK and within the ethos of the organisation or other professional body that employs us. However, each of us also bring to our work our own framework of beliefs, values and attitudes gathered and grown throughout our life experiences. The workshop is an opportunity to explore this area, through creative activity, reflection, metaphor and conversation, its impact upon our practice, expressing points of conflict with external frameworks and enriching understanding of them.

Jenny Lambourne is a Certified Play Therapist and Supervisor with a small practice, ‘Time and Space for Children’, offering training alongside her therapeutic roles.

W9 - The Dots Joined Up: Attachment And Trauma Revisited

The workshop will aim to put together in a logical way, (joining the dots) the way that attachment difficulties and trauma experienced in early childhood works out in their behaviour. We will make a progression through attunement and mis-attunement, shame regulation, stress regulation, attachment styles, attachment difficulty behaviours, self-esteem, the window of tolerance and into trauma. If time allows we shall also take a look at secondary trauma. The learning outcomes will be a better understanding of attachment and trauma and how it affects the thinking and behaviour of young children.

Alun John - I have been a Play Therapist for 5 years, working for Catchpoint Consultancy in S Wales with “looked after children” specialising in Attachment and Trauma. I have just published my first novel, "Periphery" which is available to buy from Amazon.
Jane Doidge - I am an Accredited Play Therapist, Supervisor and Gestalt Counsellor. My work has taken me more and more into the complex area of trauma. It seems an ideal time to 'join the dots' as far as bridging the gap between Attachment and Trauma.

W10 - Seeking Shelter: Working With The Need For Safety – A Clay Therapy Workshop

This workshop is likely to appeal to practitioners of all levels.

When a child is living with uncertainty in an uncertain world what they most need is a place to shelter from their worries; a safe place. This is so true for children whose parents have separated or divorced, of for the child who is moved to a women’s refuge or even when remaining in their family home where fear is experienced, to name but a few familiar situations presented in therapy.

This workshop will offer the opportunity to experience several clay activities to build the therapist’s confidence when working with clay. Experiential work will be accompanied by theoretical input and time will be given for discussion within the group. No previous experience is necessary but a willingness to possibly getting messy helps!

Dr. Lynne Souter-Anderson is a Fellow of the National Counselling Society, a BACP Senior Accredited Therapist, Accredited Senior Supervisor with PTUK and registered Sandplay Therapist with the AST. She is the founder of the Clay Therapy Community, 2012 establishing pioneering clay therapy training in the United Kingdom. Lynne’s private practice is in Cambridgeshire, where she offers psychotherapy for children, adolescents, adults, couples and families, clinical supervision and consultancy work. Her expertise in the field of clay therapy and the creative arts is acknowledged through invitations to present training and conference workshops across the globe and most recently in Thailand. Lynne is author of Touching Clay, Touching What? The Use of Clay in Therapy (2010) and Making Meaning: Clay Therapy with Children and Adolescents (2015).


Post Qualifying StoryPlay® Level 1 and 2 for PTUK/PTI/APAC
7 days – 19th to 25th June 2016

The combined course will be for PTUK Certified Play Therapists and Course Directors certified by PTUK/PTI. Along with the seven-day workshop, there will be on-line assignments for participants to complete.

Definition of StoryPlay®

StoryPlay® is a multi-cultural, resiliency-based, indirective Play Therapy model that draws upon the natural inner resources, skills, and strengths of each child, adolescent, adult or family member to generate healing, growth, and change. StoryPlay® is founded upon the principles of Milton H. Erickson, Indigenous teachings, and the innovative approaches of Dr. Joyce Mills. With the power and spirit of therapeutic storytelling and play at its center, each element of the StoryPlay® approach provides participants with play therapy, hands-on, creative tools for working with difficult or traumatized clients using their favored treatment modality or philosophy.

Course Description

Using the twelve modules of the StoryPlay® Foundations training manual, this seven day course teaches the six roots, key elements, and essentials of the StoryPlay® model, including therapeutic metaphors, storytelling, story-crafts, sensory synchronicity, artistic, living metaphors, and therapeutic rituals and ceremonies. Award-winning Founder and author, Dr. Mills shows how StoryPlay® can be effectively utilized with specialized populations or situations, such as natural and man-made disasters, PTSD, abuse, ADHD, attachment, grief and loss; and various treatment modalities; i.e. play, family, individual, group therapy, sand tray, expressive art, and movement.

Participants will also be required to complete assignments on-line demonstrating their ability to develop a treatment plan utilising therapeutic storytelling, artistic, story crafts, living metaphors, and therapeutic rituals and ceremonies.

Dr. Joyce C. Mills, is a nationally and internationally recognised storyteller, keynote presenter, workshop leader, consultant, trauma specialist, and programme developer for health-care, psychological, educational, and community organisations. Founder of The StoryPlay® Center, Dr. Mills is the recipient of the 1997 Play Therapy International Award for outstanding career contributions to the field of Play Therapy and Child Psychology. A Licensed Marriage and Family Therapist, and Registered Play Therapy Supervisor, Dr. Mills is the author and co-author of seven books including the award-winning Therapeutic Metaphors for Children and the Child Within, Reconnecting to the Magic of Life, Sammy the Elephant and Mr. Camel, Gentle Willow, and Little Tree.

Post Qualifying Certificate in Theraplay® Level 1 and MIM
5 days – 19th to 23rd June 2016 including 1 day of Group Theraplay®

In the past fifty years Bowlby’s Attachment Theory has reframed our view of how parents and children interact to influence a child’s development. Advances in Neurobiology have clarified and supported this view. Theraplay® is mainly for children on the moderate to high autistic spectrum. It is a method of enhancing attachment, engagement, self-esteem and trust in others. It is based on the natural patterns of healthy interaction between parent and child. It is personal, physical, engaging and fun. Child therapists and counsellors now have available a powerful frame of reference for understanding behavior and relationships. This workshop provides an overview of the theory and demonstrates exciting and powerful strategies for helping clients. Video examples and role playing opportunities bring the work home.

Content includes:
  • History, Attachment roots and basic assumptions of Theraplay®
  • Theraplay® and current attachment and neurobiology research
  • Jernberg’s Four Dimensions of Parent-Child Interaction: Structure, Engagement, Nurture, Challenge
  • Overview of the Marschak Interaction Method for assessment and treatment planning
  • How Theraplay® sessions are individualised to meet children’s needs
  • Methods for involving parents or other caregivers
  • Adapting Theraplay® for different populations
  • Overview of Group Theraplay®
  • Determining when Theraplay® should be used

The four-day workshop is the first step toward becoming a Certified Theraplay® Therapist. By the end of the four-day program, participants are prepared to start using Theraplay® principles in their work.

Trainees see videos of MIMs and Theraplay® sessions and get hands-on experience using Theraplay®. Examples are shown using Theraplay® with a wide range of clients.

Who Should Attend

In addition to Certified Play Therapists, Psychologists, Social Workers, and Psychiatrists, School Counsellors, Occupational Therapists, Speech and Language Therapists, Early Childhood Specialists, Marriage and Family Therapists and Special Education Teachers will find Theraplay® indispensable.

Group Theraplay®
1 day - 23rd June 2016

Group Theraplay® is an adult-directed, structured play group that incorporates playful, cooperative and nurturing activities that enhance the emotional well-being and prosocial skills of children. Group Theraplay® is beneficial to all children, not just those with behavioral, emotional or developmental problems. Leaders create an atmosphere of fun, caring, acceptance and encouragement that allows children to grow socially, emotionally and often intellectually as well.

Theraplay® groups are used primarily in pre-schools, elementary school classrooms and residential treatment programs. They have been adapted for parent-child dyads in groups, institutionalised adults, adolescents and other populations.

*For certification as a Group Theraplay® Specialist, there are additional requirements, including intensive supervision and examinations. Please see the Theraplay® Institute web site for details: Teachers, counsellors and mental health professionals use Theraplay® groups to:
  • Create an atmosphere that is warm, nurturing, engaging and challenging
  • Meet the basic needs of children so they can be freed up emotionally to learn
  • Engage hard-to-reach children
  • Bring fun and exuberance into the lives of children
  • Promote classroom bonding
  • Place emphasis on cooperation
  • Help children with speech-language delays
  • Help regulatory disordered and tactilely defensive children
  • Simultaneously address cognitive, social and emotional development
  • Encourage children to learn and practice self-control and the internalisation of rules and structure
  • Enhance self-esteem and increase trust of others through concrete, personal and positive experiences

David L. Myrow, Ph.D., RPT-S is a Licensed Psychologist in private practice who works with children, families, and adults in the Buffalo, NY area. He is an Affiliate Trainer of the Theraplay Institute, which honoured him and his wife, Susan Bundy-Myrow, Ph.D., with the Ann M. Jernberg award in 2011. He is a Clinical Assistant Professor of Psychiatry at the University at Buffalo. Dr. Myrow has trained play therapists in Finland, Morocco, Ireland, England, Scotland, and Turkey. His ideas about working with children and families have appeared in a variety of professional books and journals. The most recent publication, “Enjoying Theraplay with School-Age Children,” appears in A. Drewes and C. Schaefer (Eds.), Play Therapy in Middle Childhood (2016), American Psychological Association Books. (

Susan Bundy-Myrow, Ph.D.,RPT-S, is a Licensed Psychologist in private practice, Autism Consultant, Play Therapy Supervisor and Clinical Assistant Professor, Department of Psychiatry, University at Buffalo, The State University of New York. As an Affiliate Trainer of the Theraplay® Institute in Chicago, Dr. Bundy-Myrow has helped to bring Theraplay to professionals around the world and developed a model for Multiple Family Group Theraplay for children with Autism. Together with D.L. Myrow, she is a recipient of the Ann Jernberg Award (2011). Her most recent publication, "Family Theraplay®: Connecting with Children on the Autism Spectrum", appears in L. Gallo-Lopez & L.C. Rubin (Eds.), Play-Based Interventions for Children and Adolescents with Autism Spectrum Disorders (2012). (

Post Qualifying Certificate in Clinical Supervision
7 days 19th to 25th June 2016

The role of the Clinical Supervisor will become even more important with ‘Right Touch’ regulation. This course will enable you to leverage your play therapy experience to help many more children by advising and supporting other practitioners through clinical supervision to maintain high standards of practice. PTI/PTUK accredited training courses are now run at 10 venues in the UK, 3 in Ireland, 1 in France and in 6 other countries, producing a stream of Play/Creative Arts Therapists who require clinical supervision. This course is designed to help to fill the shortage of suitably trained Supervisors. Becoming a Certified Clinical Supervisor is also an essential step on the way to being a PTUK Certified Play Therapy Trainer. Both of these career opportunities will provide extra job satisfaction and additional substantial income.

The course is designed for those who have at least 200 hours experience of working with children or adolescents using play/creative arts therapy as well as experienced, accredited counsellors. It includes:
  • A model for the supervision of play and creative arts therapies
  • Agreeing contracts
  • Using creative arts for supervision
  • Using the Play Therapy Dimension Model for supervision
  • Supervisee’s training requirements
  • Dealing with supervisees’ career development issues
The course has been updated to take into account the requirements of ‘Right Touch’ regulation and the use of Skype for supervising overseas students. Recognised for academic quality by Leeds Beckett University.

A 1-day Follow-Up Day, to present your supervision requirements in a peer group, is offered the following year at a cost of £130.

Facilitated by Emma Steadman.

Emma is a Certified Play Therapist, Supervisor and Trainer for APAC. She has worked with children and young people within CAMHS who have experienced abuse, including torture. Emma has a keen interest in the link between the therapist’s self -care and the skills involved in creatively accompanying children and young people in recovering from abusive experiences.

Post Qualifying Certificate in Filial Play Coaching
4 days - 19th to 22nd June 2016

Filial Play Coaching is a natural career development for Play Therapists and other practitioners who wish to work with parents and families. The PTUK model places an emphasis on working with socially deprived families. The purpose is to provide practice based training to enable participants to coach parents/carers to use filial play effectively with their children including the use of touch.

You should be able to incorporate the techniques taught on this course into your work to open up new career opportunities.

Course content includes:
  • An understanding of the main models of filial play, their pros and cons
  • How to assess the parents and children being considered for filial play
  • Teaching the parents the importance of play, the main types of play and their purpose so that they can achieve a suitable balance with their children
  • How to ensure that the parents know how to structure a filial play session
  • How to coach parents in the four key skills of filial play
  • Ensure that the parents know how to focus on the child during a filial play session
  • Demonstrating the use and applicability of the main filial play tools: art media, music, movement, sandtray, storytelling, puppets clearly indicating which are appropriate for use at home and those that may be used in the therapist’s play room
  • Advising parents upon acquiring, making and using appropriate equipment, materials and toys during their home play sessions according to their circumstances
  • How to ensure that the parents know how to use encouragement during a filial play session
  • Advising parents upon how to make notes on home play sessions suitable for use during the coaching discussions
  • How to integrate the use of filial play with play therapy if this is being used concurrently
  • Maintaining suitable records of progress and carry out quality management of filial play work
  • How to brief other involved organisations and colleagues upon the purpose and methods of filial therapy
The course being offered is an updated version of the original very popular programme. Upon the completion of 40 hours of satisfactory, documented filial play coaching practice the PTI/PTUK Post Qualifying Certificate in Filial Play Coaching will be awarded. Recognised for academic quality by Leeds Beckett University.

There will be a Follow-Up Day in 2017 for those who attend the 2016 course.

Facilitated by Karen O’Neill, Senior APAC Course Director, Accredited Play Therapist and Clinical Supervisor

Post Qualifying Certificate in Sandplay Skills Programme Part 1 -
4 days 19th to 22nd June 2016
Attendance at Theory day 17th June 2016 compulsory for Sandplay Skills Part 1

Post Qualifying Certificate in Sandplay Skills Programme Part 2 -
3 days - 23rd to 25th June 2016

(Please note Parts 1 and 2 cannot be taken together)

If you are a play therapy practitioner, counsellor, psychotherapist or other mental health practitioner who wishes to extend your skills in the therapeutic medium most frequently chosen by children, and also to use sandplay therapy with adolescents and adults, choose this programme.

In Sandplay therapy the client sets up a world in a sand tray that corresponds to their inner state using objects/figures and in the arrangement of the sand. In this manner, through free, creative play, unconscious processes are made visible in a three-dimensional form. Through a series of images that take shape in this way, the process of individuation described by Carl Jung is stimulated and brought to fruition. Sandplay has been termed an ‘X-ray of the Psyche’. You can see the changes in the clients’ processes and progression.

Experiential Training

Doing one’s own sandplay work is essential. In order to engage in the medium of sandplay with a client, the therapist must have experienced the movement of his or her psyche by the same means. To attempt to engage in sandplay with a client without having undergone one’s own sandplay work would not be safe.

The 7-day experiential training that is required is offered is in two parts:
  • Certificate in Therapeutic Sandplay Skills - Part 1. This four day course, preceded by the theory day, will enable you to start practising.
  • Certificate in Therapeutic Sandplay Skills - Part 2. This 3-day course is for those who have previously completed Part 1 and have at least 20 hours of sandplay therapy practice

It is vital that sandplay therapy practitioners have an embedded knowledge of the underlying theoretical principles. This is most effectively accomplished by reading ‘The Handbook of Sand Play Therapy’ by Barbara Turner in advance of the Theory day. (The cost of the book is not included in the Conference progamme but may be purchased through the Amazon link on the PTUK website ). This theoretical part of the programme does not, on its own, provide the competencies required to practice as a sandplay therapy practitioner.

Certificates of attendance will be issued after each experiential training course. The final award of PTI/PTUK ‘Certified Practitioner in Therapeutic Sandplay Skills’ will be made upon satisfactory completion of Parts 1 and 2 of the training and 50 clinically supervised hours of practice.

These courses are facilitated by the highly experienced Sandplay Therapist and Trainer, Eunice Stagg.

Eunice Stagg MA, CST, MBACP Senior Accredited - Eunice is a clinical member of the British and Irish Sandplay Society (BISS) and serves on their Executive Board. She is a Certified Sandplay Therapist – Member of the International Society for Sandplay (ISST) and a Senior Accredited Counsellor/Psychotherapist with the British Association of Counselling and Psychotherapy (BACP) She is an Accredited Play Therapist with Play Therapy UK, (PTUK) Senior trainer and Certified Senior Supervisor for Play Therapy International (PTI) and has conducted trainings in Africa, India, New Zealand, Malaysia and many countries throughout the world. She lives and works in The United Kingdom and has a private practice working with both Adults and Children.

Post Qualifying Certificate In Counselling Children and Young People
7 days - 19th to 25th June 2016

We all know that young children do not often use talking as a way to resolve their issues but as they grow older this changes.This new course is designed for Certified or Accredited Play Therapists who wish to extend their skills to use talking therapy with children and young persons as well as creative arts media.

You will learn how to:
  • Communicate effectively using listening, reflecting, empathy, attending, observing, paraphrasing, summarising skills with children and young people in the therapeutic relationship
  • Have a better understanding of transference and counter transference as it arises in the therapeutic relationship and how to respond effectively
  • Identify the ways in which children and young people manage and process their emotions, including the ability to recognize situations where they are finding it difficult to access these
  • Help the child or young person to find appropriate words to describe their emotions
  • Help the child or young person to verbalise the key concerns, meanings and memories which emerge out of emotional arousal
  • Help the child or young person identify and verbalise the wishes, needs, behaviours and goals associated with feelings and emotions
  • Integrate the use of therapeutic creative arts media (from your Play Therapy experience) directively with talking therapy skills
  • The course will help you increase your self awareness and understand how this can help or hinder the therapeutic relationship
There will be a Follow-Up Day in 2017 for those who attend the 2016 course.

Presented by Susan Atkins who has over 30 years experience of working with children and families in a variety of settings. For the last ten years she has provided Play Therapy within primary schools and more recently has a private practice working with adults. Susan is an Accredited Play Therapist and counsellor, supervisor and trainer for APAC.

Conference Programme
Fri 17th June Clinical Supervisors' Follow Up
Clinical Supervisors’ Top Up Day
Sandplay Therapy Theory Day
Counselling Children and Young People Follow Up Day
Filial Play Coaching Follow Up Day
Sat 18thPTUK Conference 2016
08:30Arrive and receive your conference papers etc. Refreshments etc. will be available
09:00Welcome by Monika Jephcott Chief Executive APAC
09:10Update on Right Touch Regulation, Revalidation, Caerus, Discussion Time and Q&As by Jeff Thomas, Registrar
09:25Keynote Address by Professor Angie Hart
10:15Refreshments and Discussion Break
10:45Keynote Address by Professor Angie Hart
13:00- 14:00Lunch (included in conference fee)
14:00- 17:00 W1
Developing “Me” and “We”
Resilient Family Stories
Whispers From The Heart
Seeing The Child Beyond The Disability
The Self And The Other
Working With Mandalas
Sensory Attachment And The Therapeutic Play Space
Where Have You Come From And Where Are You Going?
The Dots Joined Up
Seeking Shelter
Sun 19thPQ Certificate in Clinical Supervision (Day 1)PQ Certificate in Filial Play Coaching (Day 1)PQ Certificate in Sandplay Skills Part 1 (Day 1)PQ Certificate in Counselling Children and Y P (Day 1)PQ StoryPlay Level 1 & 2 (Day 1)PQ Theraplay Level 1 & MIM (Day 1)
Mon 20thPQ Certificate in Clinical Supervision (Day 2)PQ Certificate in Filial Play Coaching (Day 2)PQ Certificate in Sandplay Skills Part 1 (Day 2)PQ Certificate in Counselling Children and Y P (Day 2)PQ StoryPlay Level 1 & 2 (Day 2)PQ Theraplay Level 1 & MIM (Day 2)
Tue 21stPQ Certificate in Clinical Supervision (Day 3)PQ Certificate in Filial Play Coaching (Day 3)PQ Certificate in Sandplay Skills Part 1 (Day 3)PQ Certificate in Counselling Children and Y P (Day 3)PQ StoryPlay Level 1 & 2 (Day 3)PQ Theraplay Level 1 & MIM (Day 3)
Wed 22ndPQ Certificate in Clinical Supervision (Day 4)PQ Certificate in Filial Play Coaching (Day 4)PQ Certificate in Sandplay Skills Part 1 (Day 4)PQ Certificate in Counselling Children and Y P (Day 4)PQ StoryPlay Level 1 & 2 (Day 4)PQ Theraplay Level 1 & MIM (Day 4)
Thu 23rdPQ Certificate in Clinical Supervision (Day 5) PQ Certificate in Sandplay Skills Part 2 (Day 1)PQ Certificate in Counselling Children and Y P (Day 5)PQ StoryPlay Level 1 & 2 (Day 5)PQ Group Theraplay (Day 1)
Fri 24thPQ Certificate in Clinical Supervision (Day 6) PQ Certificate in Sandplay Skills Part 2 (Day 2)PQ Certificate in Counselling Children and Y P (Day 6)PQ StoryPlay Level 1 & 2 (Day 6) 
Sat 25thPQ Certificate in Clinical Supervision (Day 7) PQ Certificate in Sandplay Skills Part 2 (Day 3)PQ Certificate in Counselling Children and Y P (Day 7)PQ StoryPlay Level 1 & 2 (Day 7) 

Conference Booking Application Form

Please download the following application form in either Word or PDF format and return it completed as stated.

MS Word version click HERE
PDF version click HERE

Please contact us if you have any problems or queries on +44 (0)1825 761143 or Thank you.

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