|
| Course Description |
|
| Course Name |
: |
Therapeutic Play |
|
| Course Code |
: |
OSC410 |
|
| Course Type |
: |
Optional |
|
| Level of Course |
: |
First Cycle |
|
| Year of Study |
: |
4 |
|
| Course Semester |
: |
Spring (16 Weeks) |
|
| ECTS |
: |
4 |
|
| Name of Lecturer(s) |
: |
Asst.Prof.Dr. ÖZKAN ÖZGÜN
|
|
| Learning Outcomes of the Course |
: |
Explains the relationships between play and development
Observes and assesses child play
Plans play sessions to enhance children´s potential and support their development
Utilizses play to enhance children´s potential and support their development
|
|
| Mode of Delivery |
: |
Face-to-Face |
|
| Prerequisites and Co-Prerequisites |
: |
None |
|
| Recommended Optional Programme Components |
: |
None |
|
| Aim(s) of Course |
: |
The goal of this course is to provide an opportunity to learn about the history of play therapy, the role of the play therapist, core play therapy theories, the play therapy process, ethics, play-based observation and treatment planning. |
|
| Course Contents |
: |
Non directive and directive Play
The arts and play - art, movement, clay, music
Communication through image and metaphor
Enhancing the therapeutic potential of: Make believe play, Sensory zone play, Construction play, Motoric play
Relational Play: how to make contact with hard-to-reach children
What makes play therapeutic
Rediscovering your own creativity and capacity to play |
|
| Language of Instruction |
: |
Turkish |
|
| Work Place |
: |
Classroom |
|
|
Course Outline /Schedule (Weekly) Planned Learning Activities |
| Week | Subject | Student's Preliminary Work | Learning Activities and Teaching Methods |
|
1 |
Introduction to class and requirements |
- |
Lecture, presentation, and discussion |
|
2 |
Defining Play Therapy and the play therapy continuum |
Chapter reading and answering guiding questions |
Lecture, presentation, discussion, self-assessment and experiential exercises |
|
3 |
Play and Development
|
Chapter reading and answering guiding questions |
Lecture, presentation, discussion, self-assessment and experiential exercises |
|
4 |
Therapeutic powers of play
|
Chapter reading and answering guiding questions |
Lecture, presentation, discussion, self-assessment and experiential exercises |
|
5 |
Understanding Children’s Play
|
Chapter reading and answering guiding questions |
Lecture, presentation, discussion, self-assessment and experiential exercises |
|
6 |
Personal play history
|
Chapter reading and answering guiding questions |
Lecture, presentation, discussion, self-assessment and experiential exercises |
|
7 |
The Continuum of Directiveness in Play Therapy |
Chapter reading and answering guiding questions |
Lecture, presentation, discussion, self-assessment and experiential exercises |
|
8 |
Mid-term exm |
Preparing for exam and reviewing the topics |
|
|
9 |
History of play therapy
|
Chapter reading and answering guiding questions |
Lecture, presentation, discussion, self-assessment and experiential exercises |
|
10 |
Models of play therapy
|
Chapter reading and answering guiding questions |
Lecture, presentation, discussion, self-assessment and experiential exercises |
|
11 |
Play Modalities |
Chapter reading and answering guiding questions |
Lecture, presentation, discussion, self-assessment and experiential exercises |
|
12 |
Intro to Play Modality: Clay |
Chapter reading and answering guiding questions |
Lecture, presentation, discussion, self-assessment and experiential exercises |
|
13 |
Intro to play modality: Expressive Art |
Chapter reading and answering guiding questions |
Lecture, presentation, discussion, self-assessment and experiential exercises |
|
14 |
Intro to Play Modality: Dance & Movement |
Chapter reading and answering guiding questions |
Lecture, presentation, discussion, self-assessment and experiential exercises |
|
15 |
Intro to Play Modality: Therapeutic Storytelling |
Chapter reading and answering guiding questions |
Lecture, presentation, discussion, self-assessment and experiential exercises |
|
16/17 |
Final exam |
Preparing for exam and reviewing the topics |
|
|
|
|
Required Course Resources |
| Resource Type | Resource Name |
| Recommended Course Material(s) |
 Axline, V. (1964). Dibs, in search of self. New York, NY: Ballantine Books.
Landreth, G. L. (2012). Play therapy: The art of the relationship (3rd ed.). New York, NY: Brunner- Routledge.
|
| |
| Required Course Material(s) | |
|
|
|
Assessment Methods and Assessment Criteria |
|
Semester/Year Assessments |
Number |
Contribution Percentage |
|
Mid-term Exams (Written, Oral, etc.) |
1 |
60 |
|
Homeworks/Projects/Others |
4 |
40 |
|
Total |
100 |
|
Rate of Semester/Year Assessments to Success |
40 |
| |
|
Final Assessments
|
100 |
|
Rate of Final Assessments to Success
|
60 |
|
Total |
100 |
|
|
| Contribution of the Course to Key Learning Outcomes |
| # | Key Learning Outcome | Contribution* |
|
1 |
Explains basic concepts related to Science and Mathematics. |
0 |
|
2 |
Modifies education settings to accommodate children with special needs and applies an inclusive education. |
3 |
|
3 |
Has the skills of active listening, empathy, self-expression, and use of communication technology for effective interpersonal communication. |
5 |
|
4 |
Explains the theories of development, learning, and education related to pre-school children. |
4 |
|
5 |
Prepares an annual/daily plan by considering pre-school children´s developmental characteristics, individual differences, and their interests and needs. |
4 |
|
6 |
Does multifaceted assessment and evaluation to support children´s development and provide long lasting educational effects. |
5 |
|
7 |
Explains regulations, principles and education program about early childhood education. |
1 |
|
8 |
Applies appropriate methods and techniques to support children´s development from all perspectives. |
5 |
|
9 |
Designs and organizes educational environments in accordance with children´s developmental needs, physical conditions and principles of effective classroom management. |
3 |
|
10 |
Chooses, prepares and uses materials appropriate for children´s developmental level and individual characteristics. |
3 |
|
11 |
Uses family involvement strategies actively. |
3 |
|
12 |
Has the ability to search, discover, create alternative solutions, reach information, think critically and engages in productive discussions for personal and professional improvement. |
4 |
|
13 |
Uses information technology effectively to reach educational goals. |
2 |
|
14 |
Improves him-/herself continuously in scientific, social, cultural and athletic field besides professional development. |
1 |
|
15 |
Plans and conducts a scientific project , and do necessary analysis by using scientific research methodology . |
3 |
|
16 |
Has necessary skills and knowledge in the fields of music, games and drama. |
4 |
|
17 |
Takes an active role in individual and group activities and successfully finish the tasks. |
5 |
|
18 |
Uses her/his knowledge in professional and daily life in accordance with social responsibility and ethics. |
5 |
|
19 |
Considers issues related to educational settings and daily life based on historical, philosophical and sociological perspectives. |
4 |
|
20 |
Shows critical, creative and independent thinking abilities and posseses a multi dimensional perspective on professional, social and cultural issues. |
5 |
| * Contribution levels are between 0 (not) and 5 (maximum). |
|
|
| Student Workload - ECTS |
| Works | Number | Time (Hour) | Total Workload (Hour) |
| Course Related Works |
|
Class Time (Exam weeks are excluded) |
14 |
3 |
42 |
|
Out of Class Study (Preliminary Work, Practice) |
14 |
2 |
28 |
| Assesment Related Works |
|
Homeworks, Projects, Others |
4 |
5 |
20 |
|
Mid-term Exams (Written, Oral, etc.) |
1 |
6 |
6 |
|
Final Exam |
1 |
7 |
7 |
|
Total Workload: | 103 |
| Total Workload / 25 (h): | 4.12 |
| ECTS Credit: | 4 |
|
|
|