Play Therapy

Duration:

2 years (full-time)
3 years (part-time)

Number of credits:

180

Start date(s):

September 2026

The MA Play Therapy programme at the University of Roehampton is dedicated to nurturing compassionate, reflective, and ethically grounded practitioners who can make a meaningful difference in the lives of children and families.

This programme integrates theoretical learning, clinical skills, and personal development to prepare you for professional practice as a play therapist in both public and private sectors.

Grounded in a humanistic, person-centred model, the course emphasises the use of play within the therapeutic relationship to facilitate positive change. You will engage in a combination of theoretical, practical, and experiential learning, including:

Lectures and seminars to build your core knowledge
Experiential workshops to develop practical skills
Reflective practice to integrate learning and support personal development

Taught by practising, accredited play therapists, you will be encouraged to cultivate your own therapeutic style. You will actively work with play therapy resources such as sand trays, art materials, and small-world objects, supporting both cognitive and emotional development. Your learning will be further enriched through the university’s Virtual Learning Environment, independent study, and access to extensive digital and print resources.

Equality, diversity, and inclusion are embedded throughout the programme. You will develop cultural humility, responsiveness, and an awareness of privilege, power, and systemic inequality, preparing you to deliver ethically informed, inclusive, and effective therapy to children and families from diverse backgrounds.

You will also have the opportunity to engage across Roehampton’s four Arts and Play Therapies programmes and benefit from strong academic and emotional support. On successful completion, you will be eligible for Full Membership of the British Association of Play Therapists, reflecting the high standards of professional practice maintained throughout the course.

Did you know?

This is the UK’s longest-running Master’s-level Play Therapy programme accredited by the British Association of Play Therapists (BAPT).

Accreditation

This course is proudly accredited by the British Association of Play Therapists (BAPT), recognising it as a Masters-level Play Therapy training programme of the highest standard in the UK.

BAPT accreditation ensures that the course meets rigorous professional criteria, providing students with a comprehensive and credible pathway into play therapy practice.

By choosing this programme, learners can be confident they are receiving training that aligns with nationally recognised best practice, preparing them for a professional career with a solid foundation of knowledge, skills, and ethical standards.

Modules

Level 7

Child-centred Play Therapy: Preparation for Practice

This module is the first play therapy module that you will engage in during your training. It introduces you to core concepts central to creative processes in play therapy practice, (e.g., playfulness, spontaneity, empowerment, curiosity, responsiveness and choice). You will learn about beginning play therapy practice and how to embark on the therapeutic relationship within clear boundaries, rules and contracts. By the end of this module, you will be able to evidence knowledge, understanding and competence in referral, assessment and initial play therapy skills. As the process of becoming a play therapist is a demanding one, personal development will be at the centre of this module. You will be supported through seminars with your tutors as you begin the process of finding a personal therapist, start to engage in experiential work and learn about reflective journalling and processing.

Professional Practice in the Arts and Play Therapies

This interdisciplinary module for students training in Art Psychotherapy, Music Therapy, Dance Movement Psychotherapy and Play Therapy will support you in developing your professional identity and preparing for placement practice. It provides comprehensive understanding of professional and ethical issues, including the therapeutic pathway, regulatory standards, diversity, equity, and sustainability, while fostering interdisciplinary communication skills and reflexive practice.

Your curriculum covers theoretical and clinical perspectives on human development (embodied, psychological, social, cultural, and biological) helping you to understand the experiences and needs of diverse service users. Emphasis is placed on trauma-informed approaches, culturally competent care, and critical analysis of health and mental health frameworks. Key professional skills, such as formulation, power dynamics, and ethical considerations, are integrated into the learning process.

Play Therapy Theory and Skills: Application and Process

This module will enable you to learn and then put into practice all the factors involved in setting up, maintaining and processing two-three Play Therapy cases in the first placement (minimum of 30 hours). The module builds on the module delivered in the Autumn term by covering the starting points for play therapy practice and how to begin to develop rapport and a therapeutic relationship with clear therapeutic boundaries. You will use the learning from the first module to continue developing knowledge, understanding and competence and, in the second and third terms, alongside weekly lectures, you will undertake your first clinical placement (external to the University) and be supported by internal practice-based learning groups. Using information and experience from the clinical placement and clinical supervision (external to the university), you are expected to reflect on, and critically evaluate, your practice and the efficacy of it.

Research Informed Professional Practice

This module equips Arts and Play Therapies students with the critical knowledge and skills to engage in evidence-informed and interdisciplinary professional practice. You will be introduced to research practice and a variety of methodological research frameworks. Interdisciplinary expertise and contemporary research will be used to explore qualitative and quantitative methodologies, arts-based and participatory approaches. You will gain skills in evaluating and modifying your practice once qualified through audit, service evaluation and research. You will develop a critical understanding of ethical frameworks, the standards of proficiency for your practice regulator, and evidence-based practice in the health and wellbeing sectors. This teaching will assist you in gaining skills in planning and writing a research proposal, reviewing literature, selecting an appropriate methodological framework and methods and considering the ethical implications of your area of research interest.

Play Therapy Advanced Theory and Skills: Application and Process

This module runs across two terms so as to support you with your second placement. The module builds on the work covered in your first year of training and aims to explore the centrality of the therapeutic relationship within the context of child-centred play therapy theory and practice. Emphasis will be placed on developing qualities of presence, openness, and authenticity within you as the developing play therapy trainee. You will be supported to give careful consideration to reflective practice, self-care, and the professional challenges of working with vulnerable children and young people. This module also offers you the opportunity to further your knowledge and understanding of the unconscious and symbolic communications of children so as to enter into the inner world of the child. Recognition of, and respect for, the child’s innate capacity for self-healing, given the right support, is at the heart of this module as is the therapeutic relationship.

Play Therapy Capstone Project: Advanced Practice

This module builds on the foundation laid in Year 1 and further develops the skills gained during the Year 2 placement module. As you near the completion of your training, you will receive ongoing support to refine your skills for post-qualification practice. With a solid grounding in humanistic theories, you will be introduced to a variety of other therapeutic approaches, such as cognitive-behavioral therapy, Gestalt, systemic models, and play therapy practices. Throughout this final phase, you will be encouraged to critically evaluate different play therapy models and reflect on your own practice, assessing the effectiveness of integrative approaches using frameworks like the Play Therapy Dimensions Model. Additionally, you will continue to develop strategies to maintain long-term engagement in this demanding profession after qualification.

Careers

Graduates of the MA Play Therapy programme are well-prepared to work as registered play therapists across both public and private sectors. You will leave the programme with a strong professional identity, equipped with the skills, knowledge, and confidence to practise as competent, ethical, and reflective practitioners.

The curriculum is carefully designed to ensure you are not only academically prepared but also emotionally and practically ready to respond effectively to the complex needs of children and families. You will develop the ability to work therapeutically with children using child-centred play therapy approaches, grounded in key theoretical frameworks including:

Child development
Attachment theory
Neuroscience
Psychotherapeutic modalities

These foundations are embedded throughout your learning and reinforced through lectures, seminars, case discussions, and reflective practice. By the end of the programme, you will be ready to make a meaningful contribution to the field of play therapy and pursue a rewarding career supporting children’s emotional and psychological well-being.

Learning and assessment

How you’ll learn:

You will learn through a combination of academic, practical, and experiential approaches that develop your professional skills and self-awareness. Lectures and seminars provide a strong theoretical foundation, while workshops, group discussions, and peer activities allow you to apply theory and reflect critically on your learning.

Practical use of play therapy resources such as sandtrays, small-world objects, clay, and art materials helps you explore child-centred therapeutic techniques. Personal therapy and reflective journaling are mandatory, supporting resilience and reflective practice.

You will apply learning to children and families during two supervised placements, supported by practice-based seminars and clinical supervision. Observational skills are further developed through structured activities, including infant observations and reflective seminars.

Independent study via Moodle and Resource Lists, including flipped classroom tasks, further reading, and reflective writing, complements on-campus learning. Equity, diversity, and inclusion are embedded throughout, encouraging reflection on your own cultural perspectives and their impact on practice.

Throughout your training, robust academic, wellbeing, and pastoral support helps you manage the demands of professional training, ensuring you are academically, emotionally, and professionally prepared for your career as a play therapist.

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How you’ll be assessed:

You will be assessed through a range of methods designed to reflect the practical, theoretical, and personal skills required for professional play therapy practice. These include:

Written assignments and case studies
Reflective journals and creative responses
Presentations and practical demonstrations

You will also have opportunities to choose how you respond to some assignments, allowing flexibility and relevance to your practice. Formative feedback is provided throughout the programme via workshops, group activities, peer discussion, and experiential skills sessions, helping you build on strengths and identify areas for development in a supportive environment.

Digital tools are embedded in assessment and feedback, including video reflections, digital submissions, and platforms like Moodle and WriteNow, supporting both learning and professional readiness.

In your final year, you will demonstrate readiness for professional practice through a capstone project, a professional portfolio, and a reflective presentation. These assessments allow you to showcase your clinical understanding, ethical decision-making, and ability to work effectively with children and their systems, integrating theory, creativity, and professional competence.

Gain real-world skills on placement

You will complete two supervised clinical placements as a core part of the MA Play Therapy programme. These placements provide the opportunity to synthesise and apply your learning in real-world settings, working directly with children and families.

During placements, you will be supported through practice-based learning seminars and regular clinical supervision, ensuring you develop your skills safely and effectively. This hands-on experience is central to becoming a competent, reflective, and professional play therapist, allowing you to integrate theory, practical techniques, and ethical practice in a supportive environment.

Frequently asked questions

How competitive is it to get onto the course?

We receive approximately 80-90 applications each year. Preparing thoroughly is important in order to ensure that you have the required skills, abilities and experience (see further information below).

What if I don’t have a degree and/or professional qualification?

We look at each application very carefully to see if an applicant is suitable for our programme. On occasion, we accept special entry applicants who do not hold a degree or professional qualification. Applicants without a degree need to have worked professionally in a relevant field for a considerable amount of time (e.g., 10+ years) and can demonstrate the ability to engage successfully in, and manage the demands of, Master’s level training. In such special cases, candidates may also have extensive clinical experience and be able to demonstrate the essential qualities expected of a play therapy trainee, including a high level of self-awareness and insight.

What if I don’t have a discipline-relevant degree?

If you have a degree that is not directly related to training as a play therapist (e.g., an undergraduate degree in theatre or art) but you would like to train as a therapist, you will need sufficient relevant work experience (see below) and demonstrate on your application form that you have enough psychological knowledge and insight to compensate for not having formally studied within this field. Also, you would need to show that you can apply such knowledge in the workplace. Candidates may find it helpful to undertake an Level 3/4 counselling course (CPCAB https://www.cpcab.co.uk/qualifications/ has further information) before applying for the MA Play Therapy training.

What is relevant work experience?

You need to work directly with children (ideally between the ages of 5-11) and their families who experience emotional, psychological and/or behavioural difficulties. Your work might involve assessing, planning and undertaking interventions to promote change for the children and their families. This should also involve experience of working or liaising with different professionals (e.g., health, social services, education) in some way or another. Some possible work settings might be schools, family centres, voluntary agency projects, social care support teams, pupil referral units, CAMHS teams, etc. Work may be voluntary but such cases should be consistent and involve clear duties and responsibilities.

N.B. You will need a minimum of two years’ full-time work experience following an undergraduate degree if you have a professional qualification/discipline-relevant degree.

Am I too young or too old?

Each application is assessed according to our minimum entry requirements and age is not a factor.

What should I include in my personal statement?

When completing the personal statement (500-1,000 words) section of your application, you should aim to cover the following main areas:

What has led you to want to train as a therapist; you should demonstrate some insight into how your life experience has led to this application.
A reflective account of your experience of work with children and their families, particularly with client groups with whom play therapists generally work (such as children with emotional, psychological and/or behavioural difficulties; other areas of work may also be relevant). Such experience is a mandatory pre-requisite for training.
Your creative/playful background and your understanding of its relationship to understanding self and others.
Your understanding, so far, of the nature of play therapy as a distinctive discipline (in particular as practised in the UK). You should mention relevant courses, conferences and reading, any meetings with play or other therapists, personal therapy/development etc. Please be ready to discuss this at interview.

Your personal statement is also an indication of how well you express yourself in writing and should therefore demonstrate:

A standard of written English adequate to support postgraduate study
Academic ability sufficient to support postgraduate study
Personal maturity, self-awareness and a reflective capacity.

What happens at the interview?

The selection process aims to ensure that students admitted to the programme are likely to complete it successfully. The MA Play Therapy programme will place high demands on students, their abilities and their personal resources. Therefore, the selection process has to be thorough and rigorous.

Your individual interview will include a discussion about a creative presentation that you will prepare prior to your interview. Information about this is sent out once applications have been reviewed and if you are successful in progressing from the application to interview stage of the admissions process. You will then be asked a series of questions that focus on your work experience, your rationale for wanting to become a play therapist as well as an opportunity to reflect on personal development and life experience. An appreciation of, and readiness for, the demands of master’s level study will also be discussed. Interview candidates will be sent information about the programme prior to their interview and will have an opportunity to ask questions at the end of their interview.

Can I do my placement where I work?

Work and placement demands can be very difficult to manage simultaneously and our experience is that it is better for students to have clear distinctions between the two. However, in some exceptional cases, this might be considered.

I have already had therapy - do I need to have it again?

Yes. Being in personal therapy while you are training is essential for your therapeutic learning and support during your training and is part of our accreditation requirements.

Can I transfer credits from another Play Therapy training?

The usual credit transfer system between universities does not apply to therapy training at Roehampton, with the exception in some cases of the other BAPT-accredited programmes at the University of South Wales or Queen Margaret’s University, Edinburgh.

Shall I wait for all my documents before I apply?

The application process takes some time so you can submit your initial application and obtain references and copies of documents while this is being processed. However, any offer of a place is conditional upon submission of all the evidence.

There are usually two application deadlines for the MA Play Therapy programme. Please have a look at the webpage for the deadline dates.

Interested applications are encourage to attend the Open Afternoon/Evening events for the Arts and Play Therapies programmes.

Are there additional costs to consider?

In addition to the tuition fees, you will need to budget for further external expenses. These include:

Weekly personal therapy throughout the training with a minimum of 30 hours per year; please refer to BACP and/or UKCP websites to find out current fees charged by therapists;
External clinical supervision (minimum of 35 hours in Year 2); please see the BAPT website for fees charged by BAPT-approved clinical supervisors , approximately £45+ per hour);
Annual BAPT Student membership (£38 + one-off £10 administration fee);
Travel to placement;
Personal indemnity insurance;
DBS registration;
Purchase of some play therapy resources for placement;
Use of a video camera for placement recordings;
Ongoing costs, such as printing/book purchases, travel to placement, etc.

Is there any funding available?

The vast majority of home/EU Play Therapy students are self-funding or access government loans. More information about funding opportunities can be found on our finance pages.

How can I get a taster?

For a taster in our approach we run a 5-day Summer School each year. There is also an annual 20-week Foundation Course (on campus and online).

Please see the Short courses website.

N.B. Whilst it is possible to do some of the above online, it should be noted that the MA Play Therapy is only offered as an on-campus training.

What percentage of alumni find subsequent employment in play therapy?

Many play therapy graduates go on to establish rewarding careers as play therapists. Due to the demanding nature of the work, some prefer to find employment on a part-time basis and maintain some work in their other professional capacity, e.g., as a social worker. Many graduates create their own independent practice, establishing contracts with schools, fostering and adoption agencies, charities, etc. This enables them to work flexibly and in ways that suit their circumstances. Play Therapy is a growing profession in the U.K. and with increased awareness of the mental health issues affecting children and young people, it is an exciting time to be part of this developing field.

Short courses

We also offer weekend introductory courses, five-day Summer Schools, and 20-week part-time evening Foundation Courses, which provide a useful background in related professions.

Find out more

Open days

Get a real taste of our campus, community and what it’s like to study at Roehampton

Applying

UK Students International Students

UK postgraduate students apply through our direct application system.

This course uses a gathered field approach to process applications. Find out more information on how we will process your application.

Application deadline: 2 March 2026.
Interview date(s): 21 April – 29 April 2026.

How to apply

Apply directly

Entry requirements

Specific entry requirements

Applicants will normally be required to hold an honours degree at undergraduate (at 2.2 or above); in most cases this will be in a modality-relevant degree such as in psychology, childhood studies, education or health & social care.
Applicants with a relevant degree will be expected to have the equivalent of at least two years of full-time experience of working with children and young people, especially between the ages of 5-11, in a professional capacity.
All applicants should demonstrate a maturity of personality and self-awareness compatible with training as a therapist.
Applicants need an appropriate degree of psychological mindedness including the capacity to form and maintain appropriate empathic relationships with clients.
They should also demonstrate emotional literacy, robustness and an ability to be self-reflective.
This will be ascertained by a combination of health screening, experiential activities and in-depth discussions at interview

General entry requirements

UK students

Supporting documents required for your application

The following supporting documents must be uploaded to your applicant portal for the application to be considered complete.

Only applications completed before the application deadline will be reviewed for this programme.

Academic Reference
Professional Reference
CV
Degree Certificate (N/A if pending)
Degree Transcript (N/A if pending)
Passport photo page
Work experience

Tuition fees and funding

September 2025 entry tuition fees (UK)

Level of study	Full-time*	Part-time*
MA	£11,250	£7,500

*Year 1 fee

We offer a wide range of scholarships and bursaries. See our financial support pages for UK students.

We also provide other ways to support the cost of living, including on-campus car parking, hardship support and some of the most affordable student accommodation and catering in London. Find out more about how we can support you.

Additional costs to consider

Personal Therapy
Students must complete at least 60 hours of personal therapy during training. Full-time students require 30 hours per year over two years, while part-time students need 20 hours per year over three years. Therapy is mandatory during clinical placement (BAPT requirement) and must be with a BACP- or UKCP-registered/accredited therapist. Costs vary, so applicants should check the BACP and UKCP websites for details.

Clinical Supervision
A minimum of 50 hours of clinical supervision is required—15–20 hours in Year 1 and 35–40 hours in later years, depending on study mode. This must be with a BAPT-accredited supervisor. Costs vary; applicants should check the BAPT website for guidance.

DBS Check
Students must apply and pay for an enhanced Disclosure and Barring Service (DBS) check, even if previously completed. Subscription to the DBS Update Service is recommended to reduce costs.

Personal Indemnity Insurance
Students must take out insurance during placements, typically costing £70–£90 per year, depending on the provider.

Travel Costs
Students should budget for travel to campus, placements, clinical supervision, infant observation, and therapy. While local options may be available, this is not always guaranteed.

Recording Equipment
Students must film their play therapy clinical sessions using a video camera with a removable micro-card and store recordings on an encrypted memory stick. Personal devices (e.g., phones, tablets) cannot be used.

Professional Membership
Students must become student members of the British Association of Play Therapists (BAPT) (£40 per year).

Play Resources
Some placements provide equipped playrooms, while others require students to supply their own materials. Guidance on purchasing and sourcing resources is provided during training.

Books
Students may need to buy core texts in addition to using the library’s lending services.

International postgraduate students apply through our direct application system.