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.
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.
- Clinical Psychologists
- Family Therapists
- Health Visitors
- Primary School Teachers/Assistants
- Nursery School Teachers/Assistants
- Play Therapists
- Practitioners With Therapeutic Play Skills
- Social Workers
- Play School Teachers/Assistants
- Care Home Staff
- Adoption/Foster Carers
The course is at stage 2 of the PTUK four stage training model.
- Enhance your career/professional skill
- 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
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.
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:
|471||Carry out the assessment of parents and children being considered for filial play using the ASQ:SE and/or the Goodmanï¿½s 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 parentsï¿½ 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 childï¿½s non verbal behaviour during a filial play session|
|485||Ensure that the parents know how to reflect upon the childï¿½s verbalisations during a filial play session|
|486||Ensure that the parents know how to reflect upon the childï¿½s 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 therapistï¿½s play room|
|492||Carry out regular progress reviews as appropriate to each familyï¿½s 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.
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.
|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.
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;
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.
PTHK Certificate In Filial Play Coaching