| School/Faculty/Institute |
Faculty of Econ., Admin. and Social Sciences |
| Course Code |
PSYC 361 |
| Course Title in English |
Play Therapy |
| Course Title in Turkish |
Oyun Terapisi |
| Language of Instruction |
EN |
| Type of Course |
Flipped Classroom,Lecture |
| Level of Course |
Introductory |
| Semester |
Fall |
| Contact Hours per Week |
| Lecture: 3 |
Recitation: |
Lab: |
Other: |
|
| Estimated Student Workload |
148 hours per semester |
| Number of Credits |
6 ECTS |
| Grading Mode |
Standard Letter Grade
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| Pre-requisites |
PSYC 201 - Developmental Psychology I
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| Expected Prior Knowledge |
Developmental psychology |
| Co-requisites |
None |
| Registration Restrictions |
Only Undergraduate Students |
| Overall Educational Objective |
To become familiar with the basic theoretical background of play therapy, major approaches, methods and techniques of play therapy. |
| Course Description |
The purpose of the course is to introduce the students to the history, major theoretical approaches, and techniques of play therapy. Throughout the course, the students will be provided an introductory experience in skill development. Students will also work both individually and in a group setting. They will learn specific skills, which can be used when working with children and their families using the developmentally appropriate setting of play. |
| Course Description in Turkish |
Bu ders, öğrencileri oyun terapisinin tarihçesi, temel teorik yaklaşımları ve teknikleri ile tanıştırmayı amaçlamaktadır. Öğrenciler ders süresince temel düzeyde oyun terapisi becerilerinin gelişmesi, bireysel ve grup çalışmalarıyla bu becerilerin çocuk ve ailelere uygun koşullar içerisinde kullanımı ile ilgili metod ve teknikler öğreneceklerdir. |
Course Learning Outcomes and Competences
Upon successful completion of the course, the learner is expected to be able to:
1) understand the history, theoretical background and context of play therapy;
2) understand the functions of play (biological, intrapersonal, interpersonal, and socio-cultural), the play therapy process, and why it is an appropriate mode for child client change and growth;
3) compare and contrast essential people, theorists and organizations that shaped the history of play therapy;
4) compare and contrast the most widely accepted theoretical models of play therapy and the formats in which they are most commonly offered;
5) exhibit introductory play therapy skills.
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| Program Learning Outcomes/Course Learning Outcomes |
1 |
2 |
3 |
4 |
5 |
| 1) Thorough knowledge of the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology. |
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| 2) Understanding of and ability to apply essential research methods in psychology, including research design, data analysis, and data interpretation. |
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| 3) Competence to use critical and creative thinking, skeptical inquiry and a scientific approach to solving problems related to behavior and mental processes. |
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| 4) Understanding and ability to apply psychological principles, skills and values in personal, social, and organizational contexts. |
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| 5) Ability to weigh evidence, to tolerate ambiguity, and to reflect other values that underpin psychology as a discipline. |
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| 6) Internalization and dissemination of professional ethical standards. |
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| 7) Demonstration of competence in information technologies, and the ability to use computer and other technologies for purposes related to the pursuit of knowledge in psychology and the broader social sciences. |
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| 8) Skills to communicate the knowledge of psychological science effectively, in a variety of formats, in both Turkish and in English (in English, at least CEFR B2 level). |
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| 9) Recognition, understanding, and respect for the complexity of sociocultural and international diversity. |
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| 10) Recognition for the need for, and the skills to pursue, lifelong learning, inquiry, and self-improvement. |
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| 11) Ability to formulate critical hypotheses based on psychological theory and literature, and design studies to test those hypotheses. |
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| 12) Ability to acquire knowledge independently, and to plan one’s own learning. |
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| 13) Demonstration of advanced competence in the clarity and composition of written work and presentations. |
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Relation to Program Outcomes and Competences
| N None |
S Supportive |
H Highly Related |
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Program Outcomes and Competences |
Level |
Assessed by |
| 1) |
Thorough knowledge of the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology. |
H |
Exam
|
| 2) |
Understanding of and ability to apply essential research methods in psychology, including research design, data analysis, and data interpretation. |
N |
|
| 3) |
Competence to use critical and creative thinking, skeptical inquiry and a scientific approach to solving problems related to behavior and mental processes. |
N |
|
| 4) |
Understanding and ability to apply psychological principles, skills and values in personal, social, and organizational contexts. |
S |
HW,Presentation
|
| 5) |
Ability to weigh evidence, to tolerate ambiguity, and to reflect other values that underpin psychology as a discipline. |
S |
HW,Presentation
|
| 6) |
Internalization and dissemination of professional ethical standards. |
S |
HW,Presentation
|
| 7) |
Demonstration of competence in information technologies, and the ability to use computer and other technologies for purposes related to the pursuit of knowledge in psychology and the broader social sciences. |
S |
HW,Presentation
|
| 8) |
Skills to communicate the knowledge of psychological science effectively, in a variety of formats, in both Turkish and in English (in English, at least CEFR B2 level). |
S |
Presentation
|
| 9) |
Recognition, understanding, and respect for the complexity of sociocultural and international diversity. |
S |
HW,Presentation
|
| 10) |
Recognition for the need for, and the skills to pursue, lifelong learning, inquiry, and self-improvement. |
H |
HW,Presentation
|
| 11) |
Ability to formulate critical hypotheses based on psychological theory and literature, and design studies to test those hypotheses. |
N |
|
| 12) |
Ability to acquire knowledge independently, and to plan one’s own learning. |
H |
Exam,HW,Presentation
|
| 13) |
Demonstration of advanced competence in the clarity and composition of written work and presentations. |
H |
Presentation
|
| Prepared by and Date |
ASLI CANDAN KODALAK , March 2022 |
| Course Coordinator |
SENA CÜRE ACER |
| Semester |
Fall |
| Name of Instructor |
|
Course Contents
| Week |
Subject |
| 1) |
The History of Play Therapy |
| 2) |
The Therapeutic Powers of Play |
| 3) |
Psychoanalytic – Psychodynamic Play Therapy |
| 4) |
Object Relations and Attachment Based Play Therapy |
| 5) |
Jungian Play Therapy & Adlerian Play Therapy |
| 6) |
Child Centered Play Therapy & Child-Parent Relationship Therapy |
| 7) |
Midterm |
| 8) |
Theraplay |
| 9) |
Experiential Play Therapy |
| 10) |
Family Play Therapy |
| 11) |
Cognitive Behavioral Play Therapy & Solution-Focused Play Therapy |
| 12) |
Prescriptive Play Therapy & Integrative Approach to Play Therapy |
| 13) |
Presentations & Discussions |
| 14) |
Presentations & Wrap-up |
| 15) |
Final Examination Period |
| 16) |
Final Examination Period |
| Required/Recommended Readings | Required: Crenshaw, D.A. & Stewart, A.L. (2015). Play therapy: A comprehensive guide to theory and practice. NY: The Guilford Press.
The History of Play Therapy (Chapter 2 from Jane L. Johnson)
The Therapeutic Powers of Play (Chapter 3 from Athena A. Drewes & Charles E.Schafer)
Psychoanalytic – Psychodynamic Play Therapy. Chapter 2 from Crenshaw, D.A. & Stewart, A.L. (2015). Play therapy: A comprehensive guide to theory and practice. NY: The Guilford Press.
Object Relations and Attachment Based Play Therapy. Chapter 5 from Crenshaw, D.A. & Stewart, A.L. (2015). Play therapy: A comprehensive guide to theory and practice. NY: The Guilford Press.
Jungian Play Therapy. Chapter 3 from Crenshaw, D.A. & Stewart, A.L. (2015). Play therapy: A comprehensive guide to theory and practice. NY: The Guilford Press.
Adlerian Play Therapy. Chapter 4 from Crenshaw, D.A. & Stewart, A.L. (2015). Play therapy: A comprehensive guide to theory and practice. NY: The Guilford Press.
Child Centered Play Therapy. Chapter 5 from Crenshaw, D.A. & Stewart, A.L. (2015). Play therapy: A comprehensive guide to theory and practice. NY: The Guilford Press.
Child-Parent Relationship Therapy (Filial Therapy). Chapter 9 from Crenshaw, D.A. & Stewart, A.L. (2015). Play therapy: A comprehensive guide to theory and practice. NY: The Guilford Press.
Theraplay. Chapter 10 from Crenshaw, D.A. & Stewart, A.L. (2015). Play therapy: A comprehensive guide to theory and practice.
Experiential Play Therapy (Norton, Norton In Schaefer, Kaduson Contemporary Play Therapy.pdf)
Family Play Therapy (Chapter 13: from Crenshaw, D.A. & Stewart, A.L. (2015). Play therapy: A comprehensive guide to theory and practice.)
Cognitive Behavioral Play Therapy (Chapter 6: from Crenshaw, D.A. & Stewart, A.L. (2015). Play therapy: A comprehensive guide to theory and practice.)
Solution-Focused Play Therapy (Contemporary Play Therapy_ Theory, Research, and Practice)
Prescriptive Play Therapy (Braverman, Lisa D._ O’Connor, Kevin J._ Schaefer, Charles E. - Handbook of play therapy)
Integrative Approach to Play Therapy (Chapter 7: from Crenshaw, D.A. & Stewart, A.L. (2015). Play therapy: A comprehensive guide to theory and practice.)
Recommended: Schaefer, C. E. (Ed.). (2011). Foundations of play therapy (2nd ed.). Hoboken, NJ, US: John Wiley & Sons Inc.
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| Teaching Methods | A combination of experiential learning, lecture, discussion, and reading will be used. Instructional methods include readings, lecture, discussion, role-playing, small group experiences, video analysis, demonstrations, and observation of play therapy sessions. |
| Homework and Projects | Assignment #1 and Presentation: Observation of a child’s play for 20 minutes in the child’s natural context (home, playground etc.). During/right after your observation, the students will take notes. After the observation, they will write a short paper about the observation and personal experience. The observation paper should be only 2-pages double-spaced text (in APA format).
Assignment #2 and Presentation: In a group of 3 or 4, each student will choose one theoretical approach/play therapy modality, will explain the main principles and how it is used with a specific case (will be provided) and design the setting (materials, toys etc.) related to that approach and conduct a “play session” with a child (and family), in a role play format in classroom. The paper (in individual) should be 5-6 pages double-spaced text (in APA format). The presentation (in group) will be 30 minutes.
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| Laboratory Work | - |
| Computer Use | - |
| Other Activities | Students will be asked to read each week’s book chapter and article prior to that week’s classroom session. Classroom discussions will be based on these readings as well as various videos. |
| Assessment Methods |
| Assessment Tools |
Count |
Weight |
| Attendance |
14 |
% 10 |
| Homework Assignments |
1 |
% 35 |
| Midterm(s) |
1 |
% 20 |
| Final Examination |
1 |
% 35 |
| TOTAL |
% 100 |
|
| Course Administration |
kodalaka@mef.edu.tr
Attendance at all classes is mandatory. Students arriving late or unprepared will be barred from that class, which will impact upon their continuous assessment grade.
Students must provide a legitimate, acceptable and documented excuse for missing a scheduled exam. There will be a make-up exam if students miss the midterm.
Students are expected to treat university personnel and one another respectfully at all times; this includes showing respect for class content and for others’ opinions.
The commitment of acts of cheating, lying, and deceit in any of their diverse forms such as plagiarism, and copying during examinations is dishonest and will not be tolerated. Academic dishonesty and plagiarism: YÖK Disciplinary Regulation. |
Information Package / Course Catalogue