To set up a crowd fund to pay for my post graduate degree?

[Spiceupyourlife1989]

I don’t have the funds to pay it and am currently living on a low income, topped up by universal credit.
I know the post grad loans are £11,500 or thereabouts, but that’s to pay for course fees AND to live on without help, I won’t be able to do it. I want to improve my job prospects, specifically for my toddler son, who I don’t want to end up going without, particularly when he starts school.

I'm not sure how niche a job this is but when I had my first son there was a band 2/3 health visitor assistant working under the health visitor. She did play therapy and potty training/sleeping help and I remember she came out because my DS was a constant constant cluster feeder and taught me how to do baby massage with him to get him off the breast for 5 minutes.

Something like
apply.jobs.scot.nhs.uk/displayjob.aspx?jobid=29618&source=JobtrainRss

Or

apply.jobs.scot.nhs.uk/displayjob.aspx?jobid=58494&source=JobtrainRss

Not sure if everywhere has them but would not require masters. Also there was recently a job came up for PEEP group leader which is around the same salary as a nurse, its encouraging parents to have the education around playing with their kids and they do baby/toddler groups including supported contact groups and big summer play sessions. Obviously that job has expired and probably a million miles from you but maybe you have something similar locally? www.myjobscotland.gov.uk/councils/aberdeen-city-council/jobs/family-resource-worker-228392

Just to give you an idea of the type of jobs which are probably more healthcare than school run.

I don’t think that there’s anything wrong with this, but it’s a lot of money to raise and you might find it awkward if you don’t raise the money or if many people don’t donate.

Hi Op,

Have you checked whether you can get student finance? I believe if you can get a grant and maintenance for a Masters (not diploma or pgcerts).

Also, will becoming a student again affect your universal credit? Might be worth looking into that.

@BeauxRingarde

feel as though this is slightly derailing the thread here but would be genuinely interested in continuing this conversation. I'd love to know what you'd hope would be covered by a 'general child psychotherapy' degree that is not covered by the MA Play Therapy training? Do you feel the same way about Art Therapists and Drama Therapists practising as psychotherapists? I wonder if you've had a look at the requirements for individual members from the BACP - do you also think that it's scandalous that that level of training is all that's required to practice as a psychotherapist?

If the Art therapist was qualified in solely art therapy, and for, say, 12-15 year olds, then yes I would feel the same way as them practicing as a psychotherapists for the under 10's. Qualifications matter. If you are a specialist, without the necessary wider background, you aren't qualified to practice outside of your speciality.

It may different if one had a primary degree in the wider discipline and work based experience before specialising...but using the OP as an example, a BAPT accredited Play Therapist with an MA in Play therapy from Roehampton, and a sociology degree,with several years experience as a teachers aide....would not come close to being qualified as a C&A psychotherapist (which is what you appeared to be alluding to in a previous post).

I'm not arguing, I'm just very surprised if that could ever be a possibility.

Yes I completely understand, and also not arguing, pure discussion, and I totally respect your point of view. I also think it is absolutely vital that professionals are practising within the scope of their training and qualifications. As evidenced by this thread there is a LOT of misunderstandings about Play Therapy, not helped by the fact that there are two accrediting bodies in the UK who have very different training content and requirements. While the training is rooted in a humanistic approach, it also covers attachment, trauma, child development, neurobiology and other therapeutic approaches. It is not only non-directive play therapy (which I believe is what most Clinical Psychologists think of when they hear 'Play Therapy') it covers a more integrative approach. As far as I understand it, this is similar to adult psychotherapy and counselling courses which usually have a predominant approach and provide information about other theoretical orientations.

In the situation you describe, OP would be eligible for a position as a child psychotherapist but usually in the NHS specifically, the posts are labelled Child and Adolescent Psychotherapist. The cut off between childhood and adolescence is not when a person reaches 11, and many adolescents may be more willing to engage in a more creative approach than traditional talking therapies. So it basically depends on whether the therapist has the relevant training, experience and competence to practice with adolescents, and many Play Therapists do, and I know several who are working in CAMHS as Psychotherapists because the employer has looked at their training, skills and experience and concluded that it qualifies them to work in that role.

Play Therapy as a field is often denigrated because people seem to focus on the 'play' and not the 'therapy' aspect of the title.

Try looking fir a distance learning postgrad course in English abroad. It would be far cheaper.

While the training is rooted in a humanistic approach, it also covers attachment, trauma, child development, neurobiology and other therapeutic approaches. It is not only non-directive play therapy (which I believe is what most Clinical Psychologists think of when they hear 'Play Therapy') it covers a more integrative approach. As far as I understand it, this is similar to adult psychotherapy and counselling courses which usually have a predominant approach and provide information about other theoretical orientations

That doesn't appear to be the case though. The BAPT accredited MA from Roehampton has the following curriculum:

he MA programme provides the opportunity for students to research and explore specific or general areas of Play Therapy theory and practice:

1. Human Development and Growth
2. Play Therapy Theory and Skills 1
3. Placement 1 (including Placement Preparation and inhouse small group supervision)
4. Child Observation
5. Process Group
6. Placement 2
7. Play Therapy Theory and Skills 2: Working with different client groups
8. Play Therapy in Context
9. Research Methods & Portfolio: This module is the culmination of the Masters Programme & is designed to provide students with a critical understanding of research methodology, and to enable them to plan, design and carry out a research project and write a research dissertation.

It doesn't appear to cover most of the areas you mention at all.

While the training is rooted in a humanistic approach, it also covers attachment, trauma, child development, neurobiology and other therapeutic approaches. It is not only non-directive play therapy (which I believe is what most Clinical Psychologists think of when they hear 'Play Therapy') it covers a more integrative approach.

I got an integrative feel from reading one of the curriculums. I'm a clinical psychologist and I felt it was quite a broad underpinning from what I read.

@BeauxRingarde

While the training is rooted in a humanistic approach, it also covers attachment, trauma, child development, neurobiology and other therapeutic approaches. It is not only non-directive play therapy (which I believe is what most Clinical Psychologists think of when they hear 'Play Therapy') it covers a more integrative approach. As far as I understand it, this is similar to adult psychotherapy and counselling courses which usually have a predominant approach and provide information about other theoretical orientations

That doesn't appear to be the case though. The BAPT accredited MA from Roehampton has the following curriculum:

he MA programme provides the opportunity for students to research and explore specific or general areas of Play Therapy theory and practice:

1. Human Development and Growth
2. Play Therapy Theory and Skills 1
3. Placement 1 (including Placement Preparation and inhouse small group supervision)
4. Child Observation
5. Process Group
6. Placement 2
7. Play Therapy Theory and Skills 2: Working with different client groups
8. Play Therapy in Context
9. Research Methods & Portfolio: This module is the culmination of the Masters Programme & is designed to provide students with a critical understanding of research methodology, and to enable them to plan, design and carry out a research project and write a research dissertation.

It doesn't appear to cover most of the areas you mention at all.

I read the Edinburgh course and it covers trauma based and attachment models etc. They all seem different, then?

[quote 2reefsin30knots]@Spiceupyourlife1989 My friend who was an experienced SEND TA got a job as an EMHP.

Postgraduate training is offered as part of the job.

www.healthcareers.nhs.uk/explore-roles/psychological-therapies/roles-psychological-therapies/education-mental-health-practitioner[/quote]
This looks very interesting and I’ve never heard of it before. I’ll definitely look into it.

CF

@BeauxRingarde

While the training is rooted in a humanistic approach, it also covers attachment, trauma, child development, neurobiology and other therapeutic approaches. It is not only non-directive play therapy (which I believe is what most Clinical Psychologists think of when they hear 'Play Therapy') it covers a more integrative approach. As far as I understand it, this is similar to adult psychotherapy and counselling courses which usually have a predominant approach and provide information about other theoretical orientations

That doesn't appear to be the case though. The BAPT accredited MA from Roehampton has the following curriculum:

he MA programme provides the opportunity for students to research and explore specific or general areas of Play Therapy theory and practice:

1. Human Development and Growth
2. Play Therapy Theory and Skills 1
3. Placement 1 (including Placement Preparation and inhouse small group supervision)
4. Child Observation
5. Process Group
6. Placement 2
7. Play Therapy Theory and Skills 2: Working with different client groups
8. Play Therapy in Context
9. Research Methods & Portfolio: This module is the culmination of the Masters Programme & is designed to provide students with a critical understanding of research methodology, and to enable them to plan, design and carry out a research project and write a research dissertation.

It doesn't appear to cover most of the areas you mention at all.

I think that is the old syllabus but here's a more in depth description of the current one which may help to clarify where I'm coming from.

Human Development and Growth
This module introduces students to contemporary theories of human development and growth. It will provide the context for their clinical work and will enable effective communication with other professionals. The module provides a consideration of the different theoretical 'languages', perspectives and current research concerning human development: embodied, psychological, social and biological
The module will provide students with a systematic understanding of typical and a-typical development. To this end, students will be introduced to: development, verbal and pre verbal communication in development, pre-symbolic and symbol formation, developmental delays and psychiatric disorders across the lifespan.

Interprofessional Learning and Practice
This module offers the opportunity to gain direct experiential knowledge about a range of disciplines within the arts and play therapies. Students are expected to demonstrate an understanding of how the different modalities can be used to explore the relationship to self, other and the creative medium. These workshops provide students with knowledge and understanding of cognate disciplines other than their own, to broaden students experience and interprofessional learning. Arts and play therapists require an in-depth understanding of how emotions find expression, both overtly and covertly within the therapeutic relationship. The aim of these workshops is to sensitise students to the verbal and non-verbal expression of emotions and to develop skills to begin to work therapeutically with them.

Placements and Associated Teaching
This module supports the student’s experiential learning during the first placement as theoretical understanding grounds their clinical practice.
This module will enable the students to learn and then put into practice all the factors involved in setting up, maintaining and processing two Play Therapy cases in the first placement (total duration minimum 30 hours). The module is divided into two components: in the first term the taught syllabus focuses on Placement Preparation covering the starting points for a Play Therapy intervention and how to embark on the therapeutic relationship within clear boundaries, rules and contracts. By the end of this module component students will be able to evidence knowledge, understanding and competence in referral, assessment and initial intervention skills. Students are not permitted to commence their clinical placement unless they are able to evidence the appropriate learning outcomes and competences related to this module component.
In the second and third terms, alongside weekly lectures, students will be undertaking their first clinical placement (external to the University) and be supported by internal small group supervision. Using information and experience from the clinical placement and supervision, in conjunction with video-recordings of their clinical sessions, students are expected to reflect on and critically evaluate their practice and the efficacy of the intervention.

The clinical placements are the central component to the training programme and it is within the clinical placements that each student must synthesise, integrate and apply all aspects of their learning. The professional development of students is inter-related with the development of theoretical knowledge, skills and personal awareness. This module will enable the students to put into practice all the factors involved in setting up, maintaining and processing three or four Play Therapy cases in the second placement (total duration minimum 70 hours, including one long-term case of approximately 30 hours). It is anticipated that the severity or complexity of need for clients in Placement 2, in particular for the long–term case, will be more than for those referred in Placement 1. Students will have the opportunity to develop and explore their understanding of both the theory and practice of Play Therapy in relation to working with different client groups including children who have experienced abuse, neglect, trauma, separation, loss and disability. This module will also develop the student’s knowledge of child mental health.
Using information and experience from the clinical placement and external supervision as well as from lectures, in conjunction with video-recordings of their clinical sessions, students are expected to reflect on and critically evaluate their practice and the efficacy of the intervention.

Attachment is a big part of the early training and trauma is covered under the teaching associated with the Placement modules.

That is only part of the syllabus but that is where the points that I mentioned are addressed

Thanks for all the comments, they’ve been mostly helpful. And put things into perspective.

I think this is cheeky, perhaps I will set up a crowd fund for a new car, around the world cruise, a new kitchen and my retirement fund.

Can you speak to a mentor or a friend or boss who might signpost options or opportunities? While i like that you want to do something good, i dont think crowdfunding is the best way forward. If you end up being mocked online there is a strong chance future employers will see it.

I’m definitely not going to go down the crowdfunding route now.
I’m thinking I can do the post grad part time and hopefully then work at the same time - part time, to help me fund it, I wonder if UC will still help us out temporarily while I’m studying.

I think you're a CF

@Spiceupyourlife1989

I don’t have the funds to pay it and am currently living on a low income, topped up by universal credit. I know the post grad loans are £11,500 or thereabouts, but that’s to pay for course fees AND to live on without help, I won’t be able to do it. I want to improve my job prospects, specifically for my toddler son, who I don’t want to end up going without, particularly when he starts school.

You can do it, of course...you can crowd fund for anything. But whether or not people will want to donate is another matter...

@Spiceupyourlife1989 you could also have a look and child and adolescent counselling courses, not just play therapy, as there are a lot more of them so there are more flexible training routes. If you're particularly interested in play therapy or more creative modalities you can do additional training in that after you've qualified when you're in work as a therapist.

I have kids
Working full time
Masters part time

It's a struggle but I'm doing it.

I'd donate.

You're perfectly free to try but be aware that people may think badly of you or that you're taking the piss.

Missed your last post. a good decision. See what other routes there are for you.

I live near Leeds and this is one I’m looking into:

www.leedsbeckett.ac.uk/courses/child-adolescent-mental-health-msc/

All these pp's saying "people will silently judge you". Who cares!