Prerequisites for Module
None.
Corequisite Modules
None.
Precluded Modules
None.
Aims of Module
To enable students to understand the rationale for therapeutic interventions. To be able to choose from a range of appropriate interventions. To equip students with knowledge and skills relating to engagement with children and young people in a therapeutic context.
Learning Outcomes for Module
On completion of this module, students are expected to be able to:
| 1. |
Critically appraise and evidence a critical awareness and understanding of the rationales and theoretical frameworks for therapeutic work in the context of abuse and associated trauma.
|
| 2. |
Evidence a critical awareness of a range of appropriate therapeutic interventions for direct work with children, young people and their families effected by trauma and abuse and critically apply this knowledge to practice.
|
| 3. |
Evidence the capacity to make effective and critical use of appropriate, evidence-informed therapeutic techniques in direct practice with children, young people and their families.
|
Indicative Module Content
Underpinning theoretical basis for therapeutic techniques
* Provide a repertoire of techniques and strategies for direct work with children, young people and their families effected buy trauma and abuse.
* Principles of using play in work with children, young people and their families effected by trauma and abuse.
* Non/directive play therapy techniques.
* Using play in direct work with children, parents and carers.
* Using art and music in direct work.
| * Life story work with children and young people.
* Psychodynamic group-work with parents.
* Creative approaches in working with trauma and abuse.
* Evaluation of the effectiveness of a range of techniques.
* Good practice guidelines and ethical practice in therapeutic work.
Indicative Student Workload
Contact Hours
| Distance Learning | Lectures; mentoring session
| 18 |
Directed Study
| |
| 55 |
Private Study
| |
| 77 |
Mode of Delivery
A combination of lectures and skill-based workshops
Assessment Plan
|
Learning Outcomes Assessed
| | Component 1 | 1,2,3
|
Assignment based on students own practice will assess all outcomes
Indicative Bibliography
| 1. | Cattanach, A., (1997). Children's Stories in Play Therapy. London: Jessica Kingsley Publishers
| | 2. | Perry, B.D., (2002) Helping Traumatized Children: A Brief Overview of Caregivers. [online] The Child Trauma Academy. Available from: <http://www.ChildTrauma.org>
| | 3. | Pughe, B., Philpot. T., (2007). Living Alongside a Child's Recovery; Therapeutic Parenting with Traumatized Children. London: Jessica Kingsley Publishers
| | 4. | Richardson, S., Bacon, H., (2001). Creative Responses to Child Sexual Abuse: Challenges and Dilemmas. UK: Jessica Kingsley Publishers
| | 5. | Rose, R., Philpot, T., (2005). The Child's Own Story: Life Story Work with Traumatized Children. London: Jessica Kingsley Publishers
| | 6. | Thomas, M., Philpot, T., (2009). Fostering a Child's Recovery; Family Placement for Traumatized Children. London: Jessica Kingsley
| | 7. | Yasenik, L., Gardner, K., (2004). Play Therapy Dimensions Model; A Decision-Making Guide for Therapists. Canada: Rocky Mountain Play Therapy Institute
|
|