Centre for Play Therapy and Training

Accredited Gestalt Play Therapy Courses

The Centre for Play Therapy and Training has developed the following courses:

Play Therapy Level 1, Level 2 and the Sand and Clay workshop are CPD accredited with SACSSP,  SAAP and we are awaiting HPCSA specified accreditation numbers and accreditation which are assigned on a yearly basis.

Upon successful completion of every course or workshop (physical or online), the course members receive e-Certificates which are electronically signed by Dr Hannie Schoeman. The e-Certificates indicate the CPD points and accreditation number as well as the date of the course. These e-Certificates are in PDF format and sent by email.

The Centre for Play Therapy and Training courses are aimed at Social Workers, Psychologists registered counselors, educators trained in learner support and psycho-social support, and Occupational Therapists who, in their scope of practice engage with children. It is aimed at the professional with at least a recognised undergraduate degree or in their final stages of bachelor studies equivalent to NQF level 6. It offers valuable additional information for practitioners already in practice working with children in various settings. It does not allow educators to follow a stand-alone career as play therapists but will equip them to, in their day-to-day work address needs typically within the scope of work for psycho-social support or learner support.

Different professions and disciplines engage with children on different levels. As part of communication with children, a professional may decide to use the power of play as a medium of engagement. Professionals trained in occupations typically accommodating children might add value to their professions.

The following would be advantageous when enrolling for this training:
• Basic knowledge of child development: Play-based interventions are often used with children, so having a solid understanding of developmental milestones and stages can be helpful in tailoring interventions to meet a child’s needs.
• Familiarity with child-centered approaches: Play-based interventions are often child-centered, meaning that the focus is on the child’s needs and interests. Understanding how to create a safe and supportive environment for the child can be important in facilitating effective communication.
• Communication skills: Play-based interventions often involve communication with parents, teachers, and other professionals involved in the child’s care. Good communication skills can be helpful in building relationships and collaborating effectively.
• Personal qualities: Patience, empathy, and a genuine interest in working with children are all important qualities for someone interested in training in play-based interventions. These qualities can help in creating a positive relationship with the child and in developing effective interventions.