|
Module code |
ECSTOP602 |
|
|
Title |
||
|
Programme |
BA (Hons) Early Childhood Level 6 Top Up |
|
|
Level |
6 |
|
|
Credits |
20 |
|
|
ECTS* |
10 |
|
|
Contact time |
36 hours |
|
|
Acceptable for |
240 credits (120 at Level 4 and 120 at Level 5) (or equivalent) |
|
|
Excluded combinations |
n/a |
|
|
Mandatory/Optional |
Optional |
|
|
Module Co-ordinator |
Carol Lloyd |
|
|
Description |
||
|
This module aims to explore and critically analyse the centrality of play in enabling children to make sense of the world around them and their own place within that world, especially when experiencing trauma. It will analyse the role of the adult in understanding a child’s experiences through a therapeutic perspective of play. The module will critically reflect upon the development of the psychoanalytic movement and the Humanistic movement. A range of focused interventions which benefit children will be experienced and analysed. It will also consider the relevance and importance of the work of the main protagonists within the field of Play Therapy. |
||
|
Outline Syllabus & Teaching & Learning Methods |
||
|
This module will analyse play as a therapeutic means of communication for all children, but with particular reference to those who have experienced trauma. The development of the psychoanalytic and Humanistic movements during the last century will be studied, and the impact of certain practitioners within this development. Particular attention will be paid to the work of; Klein, Winnicott and Axline. The importance of a range of different expressive arts therapies used within a therapy session will provide the context for students to explore their own feelings. Drama, sand play and narrative will form a structure for examining relationships and exploring trauma or emotional distress. The role of the therapist and the therapeutic relationship within a counselling session will be analysed. Students will consider the possible benefits of implementing a Play Therapy approach within different Early Years settings.
Learning Strategies This will be through seminar discussion, workshop sessions that will focus on the student’s own personal development. Working within learning groups students will explore their own feelings and experiences and contextualise responses to these feelings and experiences to a relevant critical framework. Students may be given designated articles to read or intersessions tasks to complete.
|
||
|
Intended Learning Outcomes |
How assessed** |
|
|
By the end of this module students should: LO1 To demonstrate a critical understanding of the development of the psychoanalytic and Humanistic movements, and the role of Play Therapy within that movement in developing a therapeutic relationship. LO2 Critical awareness of the therapeutic nature of play with particular reference to the work of, Klein, Winnicott and Axline LO3 Have had the opportunity to explore their own feelings in a safe context. Have demonstrated flexibility, purpose and self-knowledge in relation to their own development. LO4 Have analysed the theoretical perspectives on Play Therapy and have considered the different ways that a therapist might interpret these within a counselling session. From this students should critically consider the possible application of such techniques within an Early Years setting LO5 Be able to critically apply certain generic skills, such as active listening to a range of situations, underpinned by reference to a substantial critical framework LO6 Produce a critical and academic piece of work to draw together the module themes.
|
Formative – directed tasks
Summative – Essay 100% |
|
|
Assessment Scheme |
Weighting % |
|
|
Formative assessment This will involve students working individually and in groups on directed tasks that will be carried out between taught sessions.
|
0% |
|
|
Assessment Scheme |
Weighting % |
|
|
Summative assessment Students will choose an area of interest and write a 4000 word essay on an aspect of the Therapeutic Nature of Play that has been covered in the module. It will reflect the student’s own personal learning, provide a critical analysis and consider relevant application to an Early Years setting.
Assessment criteria Essays will be assessed on how far: 1. The essay demonstrates a critical knowledge, understanding and ability to evaluate the therapeutic nature of play and its role in children’s emotional and personal development ( LO1, LO2 and LO3) 2. The theoretical discussion is clearly applied to different practices used within the spectrum of play therapy (LO2 and LO4) 3. The essay focuses on a particular aspect of therapeutic play and critically analyses how this approach benefits children (LO1, LO3, and LO4) 4. The therapeutic nature of play is critically analysed with reference to different activities which students have engaged in throughout the module. It should be reflective and show a development of critical understanding (LO2, LO3, and LO4) 5. The essay has an appropriate writing style with Harvard referencing (including a bibliography) (LO5) |
100% |
|
|
Reassessment Scheme |
Weighting % |
|
|
Re-assessment will be a 4,000 word essay with a different assessment focus. This should meet all the assessment criteria as detailed above. |
100% (capped at 40% unless students have mitigating circumstances) |
|
|
Indicative Reading Lists/Key Texts/Websites/other resources |
||
|
Axline, V, (2011) Play Therapy - The Inner Dynamics of Childhood. Alcester: Read Books Gerhardt, S. (2004) Why Love Matters. London and New York: Routledge Hughes, D. (2006) Building the Bonds of Attachment. New York: W. W. Norton & Company Joyce, P. & Sills, C. (2001) Skills in Gestalt Counselling & Psychotherapy. London: SAGE Kaduson, H. & Schaefer, C. (2000) Short Term Play Therapy for Children. New York: The Guilford Press Landreth, G. (2001) Innovations in Play Therapy. Philadelphia: Brunner-Routledge Malchiodi, C. (2008) Creative Interventions with Traumatized children, New York and London: The Guildford Press Music, M. (2011) Nurturing Natures, East Sussex: Psychology Press Murphy, J. (2000) Art therapy with young survivors of sexual abuse: lost for words New York: Routledge Orr, R. (2003) My Right To Play. Maidenhead: OUP Perry, B. (2006) The Neurosequential of Therapeutics. Philadelphia: Basic Books Perry, B. (2008) The Boy Who Was Raised as a Dog, Philadelphia: Basic Books |
||