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Certificate in Filial Play Coaching
Filial Play Coach

This Certificate in Filial Play Coach and Mentoring course has been clinically accredited by PTUK and PTI.   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.

Application Form: PDF|DOC

The Course provides the opportunity to extend working with parents/carers and families as well as the children. This 4 day course is designed for Certified Play Therapists who have at least 100 hours supervised clinical experience of working with children using non-directive play.
  • Counsellors
  • Psychotherapists
  • Clinical Psychologists
  • Family Therapists
  • Health Visitors
  • Primary School Teachers/Assistants
  • Nurses
  • Nursery School Teachers/Assistants
  • Play Therapists
  • Practitioners With Therapeutic Play Skills
  • Social Workers
  • Play School Teachers/Assistants
  • Care Home Staff
  • Adoption/Foster Carers

Course Aims

Synopsis

Objectives

 Course Structure

Learning Methods

Duration

Award

Venues

Faculty

Course Provider

 Fees

Dates

The course is at stage 2 of the PTUK four stage training model

Course Aims

The course has been designed to:

  • Enhance your career/professional skills

  • Increase your satisfaction in working with parents, families and children

  • Give you the skills to train parents to improve their relationship with their children

  • Give you the skills to help parents to help their children develop their emotional literacy

  • Give you the skills to help parents to alleviate their children's mild to moderate social, emotional and behaviour problems

  • Assist your own personal development

  • Provide you with the  Profession Structure Model competencies defined by PTUK to coach parents in filial play skills

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.

This course is designed for 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.

Learning Objectives

The learning objectives are based upon the competencies required by PTUK to become a Certified Filial Play Coach. Those required are indicated in the table below.

The competencies required are divided into three main groups of skills:

  • Using and teaching the effective use of non-directive play

  • Coaching  skills

  • Assessment, measurement and setting up

Participants who successfully complete the course should be able to be able to:

Ref.

Competence

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.
472 Recognise when either parent or child is not currently suitable for filial play and refer on appropriately.
474 Monitor the parents’ filial play sessions using an appropriate model, providing advice, guidance and support.
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.
476 Plan, equip and manage the equipment, materials and toys in a suitable room for the training Coach of parents
477 Advise and instruct the parents upon acquiring and using appropriate equipment, materials and toys during their home play sessions according to their circumstances
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
479 Ensure that the parents understand the objectives of filial play
480 Ensure that the parents know how to structure a filial play session
481 Ensure that the parents know how to accept the behaviour of the child during a filial play session
482 Ensure that the parents know how to focus on the child during a filial play session
483 Ensure that the parents know how to let the child lead throughout a filial play session
484 Ensure that the parents know how to reflect upon the child’s non verbal behaviour during a filial play session
485 Ensure that the parents know how to reflect upon the child’s verbalisations during a filial play session
486 Ensure that the parents know how to reflect upon the child’s expressed emotions during a filial play session
487 Ensure that the parents know how to use encouragement and praise during a filial play session
488 Ensure that the parents set, manage and maintain appropriate boundaries during a filial play session
489 Ensure that the parents know and put into practice the principles of non-directive play
490 Ensure that the parents recognise and deal appropriately with any sibling issues that arise as a result of filial play
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
492 Carry out regular progress reviews as appropriate to each family’s circumstances
493 Carry out appropriate procedures at the end of the formal training of the parent/carers programme
494 Integrate the use of filial play with play therapy if this is being used concurrently or after play therapy has finished
495 Consult with the parents, children and others involved on appropriate follow up and continuing support services
496 Brief other involved organisations and colleagues upon the purpose and methods of filial therapy
497 Maintain suitable records of progress and carry out quality management of filial play work
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.

Course Structure  The sequence and content each day may vary according to the participants' needs.  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.

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 Coach 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.

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

B3 Bring it all together 4 Further coaching practice.

Dealing with specific problems and parents' questions; further coaching practice; long term support of families;

Learning Methods

Participants will learn through working with other members of the course about the roles and responsibilities of the Filial Play Coach. 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.

Duration 4 days

Award PTHK Certificate In Filial Play Coaching

Venues

Regal Hotel, Kowloon

Faculty / Facilitators

Selected from APAC's faculty.

Provider APAC
Fees

HK$ 7,500

Dates
Course Title Start Date
Filial Play Coach - for Play Therapists and Practitioners in Therapeutic Play (4 day course) N/A

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