The MSc Play Therapy is a new collaboration between With Kids (a Scottish charity) and the MSc Art Psychotherapy (International) at Queen Margaret University.
Recognition of Prior Learning: The Recognition of Prior Learning (RPL) encompasses the process whereby one can identify, explore and claim credit for previous certificated and/ or experiential learning. Applicants however will not be able to receive accreditation in lieu of any part of the practice placements throughout the course.
International: Where your honours degree has not been studied in English, you will be required to provide evidence of English language competence at no less than IELTS 7.0 and no individual component score below 6.0.
The MSc Play Therapy is a new collaboration between With Kids (a Scottish charity) and the MSc Art Psychotherapy (International) at Queen Margaret University.
The key purpose of the profession of play therapy is defined by British Association of Play Therapists (BAPT): “Play therapy is the dynamic process between child and play therapist in which the child explores at his or her own pace and with his or her own agenda those issues, past and current, conscious and unconscious, that are affecting the child’s life in the present. The child’s inner resources are enabled by the therapeutic alliance to bring about growth and change. Play therapy is child-centred, in which play is the primary medium and speech is the secondary medium.”
The MSc Play Therapy aims to educate the next generation of play therapists to enable them to work safely and therapeutically with complex children and families. Students will gain a thorough understanding of the fundamental inter-relatedness of the child’s physical, social and emotional world, and will develop the skills to work effectively and therapeutically to enhance emotional wellbeing and transform life chances.
Applicants should possess qualities that enable them to undertake study in an appropriate manner and at the appropriate academic level. Thus the students recruited to this course will be committed, diligent, enthusiastic and possess the skills, curiosity and drive to enhance their knowledge base.
The teaching and learning approaches used encourage you to be an independent, participative learner. These approaches will engage you in lectures, problem based learning, workshops, small group discussion, seminars, observation and skills practice. The course team aims to enable students to learn from and with others through supportive peer assessment and feedback, guided by the tutor. There are three play therapy practice placement modules where you will work directly with children and families of increasing complexity. Two modules include clinical observation of a child/ children from infanthood to adolescence. Assessment methods include case study analysis, collaborative presentation, observation analysis and play therapy practice placement portfolio. While as a postgraduate student you will predominantly be working independently, there is a strong structure for academic support. Normally, there are fewer than 20 students in the class ensuring that individuals receive excellent support and benefit from interaction with other students.
The course runs over three years part-time. Students attend the learning centre at With Kids in the east end of Glasgow one day a week over the first two years. Students will also undertake play therapy practice placement, observations and attend clinical supervision individually or in small groups. Students are expected to attend their own personal therapy for the duration of the course, and 100% attendance is expected at all elements of the MSc Play Therapy.
This course is accredited by the British Association of Play Therapists.
Clinical Skills, Process and Practice 1,2 & 3 (10 credits each)/ Developmental, Clinical and Play Therapy Theory 1 & 2 (30 credits each)/ Research Methods (30 credits)/ Clinical Project (60 credits).
Play therapists practice in many environments, including: NHS, social services, primary, secondary, further and special education, charities, private practice. They also work with people of all ages (not just children) living with a wide range of emotional or physical conditions. As of 2015 the overall majority of play therapists in the UK work in health and the voluntary sector; a significant number of them work in schools and nurseries. For further information http://www.bapt.info.
Interview: You can apply between October to May. Places are offered on a first come, first served basis and applicants are advised to apply as early as possible. Interviews are usually held between January to June. The personal statement should include: reasons why the applicant feels drawn to the profession of music therapy; specific musical skills; and details of relevant experience within caring professions. Some applicants will be asked to attend for audition and interview. This will usually include group improvisation with other applicants and an individual audition in which the applicant will: play prepared pieces; improvise on a given theme; and sing a short song of their own choice, if voice is not main study. The interview will assess each applicant’s personal suitability for this profession, ability to reflect, and readiness for the demands that the course entails. For overseas applicants, auditions and interviews may be conducted by Skype.
Criminal Records Check: A satisfactory criminal records check will be required
The theoretical focus of this course encompasses psychodynamic, humanistic, developmental and music-centred approaches to music therapy. Some lectures in theoretical studies are shared with students from the MSc Art Psychotherapy. The training is designed to prepare students for work with vulnerable children, adolescents and adults with a wide range of needs, including learning disabilities and mental health needs.
Teaching includes practical and academic elements with an emphasis on experiential learning and teaching methods, including lectures, seminars and tutorials. Assessments are both practical and written. The following areas are covered:
Placements include work in a variety of settings and are organised by QMU. In Level One, practice placement is with a music therapist, one day per week from October to March. In Level Two, students attend practice placement two days per week in both semesters and work in a more autonomous way. Students are required to meet costs for travel to placement. Personal development is fundamental to therapeutic training and it is a course requirement (and requirement by the Health and Care Professions Council) that students attend regular personal therapy throughout the course, with a minimum of 40 hours attendance. This work is non-assessed and students are required to cover the cost.
Each module requires you to attend classes at QMU and to study independently. Attendance requirements at QMU will depend on the module. In Level One students attend QMU on Tuesdays and Wednesdays. In Level Two, classes are on a Thursday. Practice placement days are additional.
Part of our strength comes from our location. Being based in Edinburgh means that the course has been developed over time in cooperation with key national cultural agencies and other bodies with a strategic interest in the development of arts organisations and festivals. Our location in the ‘festival city’ also allows for strong practical links between the course and the many arts, festival and cultural organisations based in and around Edinburgh, across Scotland and the UK. The course is validated by the Health and Care Professions Council (HCPC).
Level 1: Practice Placement 1/ Interdisciplinary Studies 1/ Therapeutic Skills and Interpersonal Learning/ Research Methods (all 30 credits)
Level 2: Practice Placement 2/ Interdisciplinary Studies 2 and Interpersonal Learning (both 30 credits), plus Professional project (60 credits)
On graduation you will be eligible for registration with HCPC, and will be qualified to apply for work in organisations such as the NHS, education, charitable bodies, social services, or in the private sector. Music therapists are employed throughout the health, education and community sectors. Registered music therapists are eligible for full membership of the British Association for Music Therapy.
Most of our graduates have found employment within care homes, schools, the NHS, and charities including Nordoff-Robbins Music Therapy in Scotland. Many others have become successful freelance practitioners.
This course is for people already working in a healthcare setting (in areas including psychiatry, clinical and forensic psychology, occupational therapy, social work, nursing, general medical practitioners) who are interested in delivering Cognitive Behavioural Therapy (CBT) in clinical settings. It will provide sufficient theoretical and skills training and can develop your career as a therapist and the service you provide.
CBT is the model of psychotherapy most tested by research trials for a range of mental and even physical disorders, ranging from depression, anxiety and phobias to eating disorders, schizophrenia and chronic pain. Healthcare professionals are increasingly required to demonstrate a flexible, multidisciplinary approach to make the best use of skills and resources.
The NHS actively promotes provision of evidence-based management. CBT is the evidence-based psychotherapy par excellence. It can be effective as a stand-alone treatment and can also be used in conjunction with other medical or psychological treatments. The model is versatile and creative and its techniques can be used selectively in general medical, psychological and nursing practice, as well as informing whole courses of integrated treatment.
This course will help you refine your CBT skills, empower you to use the model in a range of clinical situations, and focus on the development of a respectful and pro-active relationship with patients. The therapeutic alliance is central to the delivery of CBT and the course will teach you to forge a positive collaborative relationship with patients as a means of improving and maintaining the patient’s mental health.
The teaching and learning methods used will encourage participative and independent learning and you will arrange to see patients one day per week. Assessment methods will include essays, audio recordings of therapy sessions, case studies and supervisor assessments. Class sizes are usually around 30 for the PgCert and 15 for the PgDip. The course is delivered by staff of NHS Lothian and Greater Glasgow.
You will attend a 10-day induction block followed by a four day teaching block in the first week of every month. Links with industry/professional bodies On completion, you can apply to be accredited by the BABCP (British Association for Behavioural and Cognitive Psychotherapies) in due course.
15 credits: CBT for Anxiety and Depression/ Principles of Cognitive Behavioural Therapy/ Research Skills in CBT/ Advanced CBT for Anxiety Disorders/ Introduction to Complex Adaptation of CBT 30 credits: Application of Cognitive Behavioural Therapy If studying for the MSc, you will also complete a dissertation of a research project within a chosen specialist area of CBT. The components of the dissertation will include: a research proposal; a literature review; and a paper for publication.
There is a growing demand for therapists specifically trained in this field. This course will enable you to develop your career and the service you provide.
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