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Certificate in Filial Play Coaching/Mentoring
This NEW filial play coaching and mentoring course has been clinically accredited by PTUK, PTI and IBECPT.
It is based on PTUK standards and latest policy which replaces filial
therapy and filial play therapy training and practice as the approved
method of working with parents and children together.
Phone 01825 712312 to have your questions answered or submit an
Application Form)
The course is designed for
anyone with experience of working with parents, families, children or
adolescents, who either works or
intends to work to improve parent/child
relationships and alleviate children's social, emotional and behavioural
problems. There are two routes - (A) for those with no experience
of using non-directive play and (B) those who have at least 100 hours of
practice experience. Route A is also available as
an in-house training programme.
- Counsellors
- Psychotherapists
- Clinical Psychologists
- Family Therapists
- Health Visitors
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- Primary School Teachers/Assistants
- Nurses
- Nursery School Teachers/Assistants
- Play Therapists
- Practitioners With Therapeutic Play Skills
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- Social Workers
- Play School Teachers/Assistants
- Care Home Staff
- Adoption/Foster Carers
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The course is at stage 2 of the
PTUK four stage training model |
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Course Aims |
The course
has been designed to:
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Enhance your
career/professional skills
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Increase your satisfaction in
working with parents, families and children
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Give you the skills to train parents to
improve their relationship with their children
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Give you the skills to help
parents to help their children develop their emotional
literacy
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Give you the skills to
help parents to alleviate their children's
mild to moderate social, emotional and behaviour problems
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Assist your own personal
development
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Provide you with the
Profession Structure Model
competencies defined by PTUK to coach parents in filial play
skills
This course is designed as a
'stand alone'
course (6 + 1 days). A shorter version 4 + 1 days) is available
for PTUK Practitioners of Therapeutic Play and Certified Play
Therapists.
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Synopsis |
A New Approach For
Improving Parent/Child Relationships
Some parents have problems in
establishing and maintaining a rewarding relationship with their
children. Parents can also, indeed should, play an essential role
in alleviating the social, emotional and behaviour problems of their
children. It is impractical and unethical for parents to carry out play
therapy or filial therapy with their own children. However it is highly
desirable that they do use child-centred, non-directive play, as a part
of their parenting activities. The term filial play is used to
distinguish these activities from therapeutic play as practised by
practitioners of therapeutic play and from play therapy.
The purpose of the course is to train
participants in the assessment tools, coaching techniques and
non-directive play skills that are necessary for them to build and apply
their own framework for working with parents and their children.
The focus is upon effectively imparting basic skills that parents
with many different backgrounds may use in their varied everyday lives.
Other courses focus primarily on the non-directive play skills whereas
the APAC course concentrates on how these may be acquired by the
parent and the problems that have to be overcome.
There are two routes:
A All those who have some
experience of working with children, parents or families but need to
acquire non-directive play skills as well as the assessment and coaching
techniques. (6 days plus an optional post course support day)
B Experienced therapeutic
play practitioners – those who have completed a PTUK, or equivalent, accredited
Certificate in Therapeutic Play Skills course and a minimum of 100
clinically supervised hours work with the children or are qualified Play
Therapists. In this route the emphasis is on assessment and
applying coaching techniques to impart filial play skills to parents.(4
days plus an optional post course support day). |
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Learning Objectives |
The learning objectives are
based upon the competencies required by PTUK to become a Certified
Filial Play Coach/Mentor. All of these are required for route A. Those
required for route B are indicated in the table below.
The competencies required
are divided into three main groups of skills:
Participants who
successfully complete the course should be able to be able to:
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Ref. |
Competence |
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471 |
Carry out the assessment of
parents and children being considered for filial play using the
ASQ:SE and/or the Goodman’s SDQ, a Hopes and Expectations
questionnaire and a Capability/Commitment measure. |
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472 |
Recognise when either parent or
child is not currently suitable for filial play and refer on
appropriately. |
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474 |
Monitor the parents’ filial play
sessions using an appropriate model, providing advice, guidance and
support. |
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475 |
Advise and instruct the parents
upon how to make notes on home play sessions, using a log, so that
they are suitable for use during the coaching sessions. |
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476 |
Plan, equip and manage the
equipment, materials and toys in a suitable room for the training
and coaching of parents |
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477 |
Advise and instruct the parents
upon acquiring and using appropriate equipment, materials and toys
during their home play sessions according to their circumstances |
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478 |
Teach 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 |
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479 |
Ensure that the parents
understand the objectives of filial play |
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480 |
Ensure that the parents know how
to structure a filial play session |
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481 |
Ensure that the parents know how
to accept the behaviour of the child during a filial play session |
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482 |
Ensure that the parents know how
to focus on the child during a filial play session |
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483 |
Ensure that the parents know how
to let the child lead throughout a filial play session |
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484 |
Ensure that the parents know how
to reflect upon the child’s non verbal behaviour during a filial
play session |
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485 |
Ensure that the parents know how
to reflect upon the child’s verbalisations during a filial play
session |
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486 |
Ensure that the parents know how
to reflect upon the child’s expressed emotions during a filial play
session |
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487 |
Ensure that the parents know how
to use encouragement and praise during a filial play session |
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488 |
Ensure that the parents set,
manage and maintain appropriate boundaries during a filial play
session |
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489 |
Ensure that the parents know and
put into practice the principles of non-directive play |
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490 |
Ensure that the parents recognise
and deal appropriately with any sibling issues that arise as a
result of filial play |
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491 |
Demonstrate the use and
applicability of the main non-directive play media: art media,
music, movement, sandtray (or substitute), storytelling, puppets
clearly indicating which are appropriate for use at home and those
that may be used in the therapist’s play room |
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492 |
Carry out regular progress
reviews as appropriate to each family’s circumstances |
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493 |
Carry out appropriate procedures
at the end of the formal training of the parent/carers programme |
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494 |
Integrate the use of filial play
with play therapy if this is being used concurrently or after play
therapy has finished |
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495 |
Consult with the parents,
children and others involved on appropriate follow up and continuing
support services |
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496 |
Brief other involved
organisations and colleagues upon the purpose and methods of filial
therapy |
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497 |
Maintain suitable records of
progress and carry out quality management of filial play work |
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498 |
Apply an ethical framework,
confidentiality and the requisite child protection procedures to all
filial play work |
Note: The course
teaches the relevant coaching skills for filial play. The
difference between coaching and mentoring is explained in detail but the
course does not claim to to teach mentoring skills.
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Course Structure |
The sequence and content each day may vary according to the
participants' needs.
Route A All those who have some experience of working with children,
parents or families but need to acquire non-directive play skills as
well as the assessment and coaching techniques.
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Module |
Day |
Content |
| A1 Course
Introduction and non-directive play skills |
1 |
Course objectives and
introduction; course and practice requirements; theory,
practice and experience of: setting boundaries, focusing on the
child, letting the child lead, appropriate reflections |
| 2 |
Continued practice in
non-directive play skills and managing the parents’ presence and
activities in the training sessions |
| A2
Choosing an appropriate filial play model Assessment and
setting up |
3 |
Historical development.
The different filial play and filial therapy models - pros and cons.
The differences between
coaching mentoring and counselling.
The seven layers of filial play coaching and mentoring dialogue.
Identifying
the appropriate developmental space.
Coaching theory.
The assessment process
and tools: ASQ:SE, SDQ, child development, parent/child interaction,
parent capability and commitment.
Planning the training
sessions. |
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A3 Working With the Parents -
Coaching Skills |
4 |
Helping the parents to set up.
Suitable toys and materials. completing and using the parents' log.
Applying coaching skills to filial play |
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A4 Bringing it all together |
5 |
Ethical and child protection issues; co-ordination with other staff
and agencies; further coaching practice |
| 6 |
Dealing with specific problems and parents' questions;
further coaching practice; long term support of families;
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B Experienced therapeutic play practitioners – those who have
completed a PTUK accredited Certificate in Therapeutic Play Skills
course and a minimum of 100 clinically supervised hours work with the
children or are qualified Play Therapists. In this route the
emphasis is on assessment and applying coaching techniques to impart
filial play skills to parents.
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Module |
Day |
Content |
| B1 Course
Introduction Choosing an
appropriate filial play model Assessment and setting up |
1 |
Course objectives and
introduction; course and practice requirements. Historical development
of filial play.
The different filial play and filial therapy models - pros and cons.
The differences between
coaching mentoring and counselling.
The seven layers of filial play coaching and mentoring dialogue.
Identifying the appropriate developmental space.
Coaching theory.
The assessment process
and tools: ASQ:SE, SDQ, child development, parent/child interaction,
parent capability and commitment.
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B2 Working With the Parents - Coaching Skills |
2 |
Planning the training
sessions.
revision of non-directive play skills from a parent coaching
perspective: setting boundaries, focusing on the
child, letting the child lead, appropriate reflections |
| 3 |
Helping the parents to set up.
Suitable toys and materials. completing and using the parents' log.
Applying coaching skills to filial play |
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B3 Bringing it all together |
4 |
Further coaching practice. Dealing with specific problems and parents' questions;
further coaching practice; long term support of families;
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Learning Methods |
Participants will learn through
working with other members of the course about the roles and
responsibilities of the Filial Play Coach/Mentor. There will be
tutorials on theory but formal teaching and lecturing will be kept to an
essential minimum.
Learning will be experiential
and collaborative using pair, group work, role-play and case
presentations. Practical assignments, working with parents and their
children, will provide new
learning opportunities and consolidation of material from the experiential
exercises undertaken during the course. Assignments will be the subject of group
discussions during the following module.
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Duration |
Route A - 6 days
Route B - 4 days
Optional 1 day follow up Support Day -
normally 6 months following the course |
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Award |
PTUK Certificate In Filial Play Coaching and
Mentoring |
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Venues |
Venues to be arranged one in the South and one
in the North of England |
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Faculty / Facilitators |
Selected from APAC's faculty. |
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Provider |
APAC |
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Fees |
Route A: (6 days) £800
Route B: (4 days) £500
Support day: £110
Please enquire about availability: Linda Bradley 01825 712312
and about the cost of in-house training. |
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Dates |
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Course
Title |
Start Date |
Follow Up Support Day |
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Certificate in Filial Play Coaching and Mentoring - full course (7 day course)
Venue: |
To be arranged -
June 2008 |
To be arranged -
End 2008 |
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Certificate in Filial Play Coaching and Mentoring - for Play Therapists
and Practitioners in Therapeutic Play (4 day course)
Venue: |
To be arranged -
June 2008 |
To be arranged -
End2008 |
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