ABSTRACT
This chapter explores issues around play therapy training at pre-qualifying, qualifying and post-qualifying stages. It offers guidance to those interested in pursuing a play therapy training programme with advice on what prior qualifications and experience are sought by admissions teams as well as the personal attributes that contribute to a suitability to train. The chapter describes core curriculum content of the British Association of Play Therapists (BAPT)-accredited Master’s courses, University-validated programmes, which all integrate crucial strands of theoretical/academic learning, clinical/professional skills and personal development. It discusses Continuing Professional Development pathways, and outlines various further training avenues which aim to consolidate, deepen and broaden learning for qualified play therapists. The chapter shows that the training providers are the gatekeepers to the play therapy profession and thus careful and conscientious selection of potential trainees is critical to its future integrity. Once students have been successful in gaining entry to a BAPT-accredited training, demands are intense and rigorous.
