CERTIFICATE IN INTEGRATIVE SANDPLAY STUDIES

COURSE CONTENT

The course consists of 4 three day weekends. Each weekend includes 1 four hour evening session. Contact hours total 102.

The programme is intended for students and/or practitioners who have completed or are in the process of completing a Diploma level course in Counselling, Psychotherapy, Play Therapy or hold an equivalent qualification.

Child Development : From Freud to the Transpersonal.

The work of Freud, Klein, Mahler, Winnicott, Jung and Neumann. An introduction to the post Jungians – Hillman and Moore and the transpersonal theorists – Wilber, Washburn, Grof and Almaas.

Emphasis is placed on the work of Jung, Neumann and the archetypal and transpersonal perspectives.

Working with children: Guidelines for Sandplay therapists working with children and adolescents. Presence; creating a safe and empathic space. Presenting and underlying issues. Family systems and the identified problem. Transference and counter-transference issues. Age, gender and cultural differences in children’s sandplay. Developmental stages in children’s sandplay. Sandplay with children showing oppositional defiant and aggressive behaviours, attention deficit, hyperactivity, anxiety and obsessive compulsive behaviours. Case presentations.

Sandplay therapy

Sandplay evaluations. Sandplay as a means of symbolic expression and communication. Symbolic representations in context. The evaluations of symbolic groupings. The methods of Piaget, Grubbs, Erikson, Bowyer, Cockle, Caproni and Kalff. A post Jungian approach.

Overview of the work of Margaret Lowenfeld. Overview of research methods in Sandplay – Case Study.

Introduction to neuroscience and child development. Neuroscience and Archetypes.

Introduction to Jungian theory of archetypes and complexes: Mythology, dreams, symbolism and archetypes.

Life’s journey: from the archetypes of the child to the archetypes of the wise man and woman (The wizard and the witch).

The archetype of the Anima and Animus. The archetype of the Earth Mother. Archetypes of the King/Queen, Knight/Warrior and Lover.

The evolution of the Hero/Heroine archetypes and their relationship to the Anima and Animus.

The archetype of the shadow.

The twelve elements archetypes, their symbolic representations and psychological qualities and shadows.

Sandplay therapy

The work of Dora Kalff. The work of Marie-Louise Von Franz – Archetypes in fairy tales. The work of Gareth Hill; Archetypes of the Masculine and Feminine in our life cycle.

Erich Neumann and Haridas Chaudhari: the evolution of integral consciousness. Archetypes and symbolism in advertising and film. A map of the psyche and the multidimensional nature of symbols.

Post Jungian Psychology: The work of James Hillman, Thomas Moore and Ibń Arabí.

Concepts of the Self – from Freud to the transpersonal. The Mandala of the Self. The spiritual dimension of human consciousness. The human search. Presentation on the levels of consciousness.

Creative Imagination: The importance of creative imagination (visualisation) in connecting the conscious and unconscious aspects of the psyche. Creative visualisation and mindfulness practices.

Sandplay therapy

Alchemy: Introduction to Jungian Alchemical Theory. The stages identified by Edinger. Falling in love and meditation as a method of connecting to the true Self. Comparison of love symbolism and the alchemical symbolism of individuation.

Adolescence: Stages of transition, rites of passage and initiation rituals, with particular reference to the transition of puberty. Review of the primary archetypes of adolescence – Puer/Senex, Hero/Heroine, Eros (life) / Thanatos (death) and the archetype of initiation.

The weekends consist of a series of experiential sandplays incorporating teachings and case studies that explore the theoretical and practical issues of working with sandplay. Discussions will be held that link the theoretical and practical aspects of the topic.

There will be several opportunities for participants to discuss and review their sandplays, if they wish to do so, and relate their experience to current life issues and early life experiences.

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