Profession Structure Model - Filial Play Coach/Mentor Competency Profile  

Example of a Competency Profile for a Filial Play Coach/Mentor  

The table of competencies below is an example of a profile for the post of Filial Play Coach/Mentor which could be used for:  

  •  A basis for a job description  
  • Designing a filial play training programme  
  • Setting remuneration scales  
  • Assessing performance  

These competencies are a sub-set of the PSM competency framework.  

The competencies listed below form the basis of the accredited Certificate in Filial Play Coaching/Mentoring course run by APAC.  This has two routes: one for newcomers to non-directive play and a shorter one for Practitioners of Therapeutic Play Skills and Play Therapists.  

Filial Play Coach/Mentor Profile - Table of Competencies


471
Carry out the assessment of parents and children being considered for using appropriate scales and a Hopes and Expectations questionnaire or other equivalent and appropriate measures.
472
Recognise when either parent or child is not currently suitable for and refer on appropriately.       
499
Establish a coaching, mentoring or counselling contract. Understands what is required in the specific filial play interactions. Comes to agreement with the prospective and new client about the processes and relationships to be included.
975
Ability to be fully conscious and create spontaneous relationship with the parent, employing a style that is open, flexible and confident.
474
Monitor the parents’ sessions using an appropriate model, providing advice, guidance and support.
473
Teach the parents how to correctly use a developmental play scale and monitor the recordings regularly.
976
Establishing the Relationship with the Client Able to create a safe, supportive environment that produces ongoing mutual respect and trust.
498
Apply an ethical framework, confidentiality procedures and the requisite child protection procedures to all work.
977
Active Listening Ability to focus completely on what the parent/carer/s and child or children are saying and is not saying, to understand the meaning of what is said in the context of the parent/carer/s desires, and to support clients' self-expression.
978
Effective Questioning Able to ask questions that reveal the information needed for maximum benefit to the relationship and the family.      
979
Direct Communication: Able to communicate effectively during sessions, and to use language that has the greatest positive impact on the family.
980
Creating Awareness: Able to integrate and accurately evaluate multiple sources of information, and to make interpretations that help the family to gain awareness and thereby achieve agreed objectives.
981
Designing Actions: Able to create with the family, opportunities for ongoing learning, during coaching and in work/life situations, and for taking new actions that will most effectively lead to achieving the family's objectives.
982
Planning and Goal Setting: Ability to develop and maintain an effective coaching plan with the client.
983
Managing Progress and Accountability: Ability to hold attention on what is important for the family, and to delegate responsibility to the parent/carer to take action.
475
Advise and instruct the parents upon how to make notes on home play sessions and related activities, using the parent log, suitable for use during the coaching discussions.
476
Plan, equip and manage the equipment, materials and toys in a suitable room for the training and coaching of parents.
477
Advise and instruct the parents upon acquiring and using appropriate equipment, materials and toys during their home play sessions according to their circumstances.
478
Teach the parents the importance of play, the main types of play and their purpose so that they can achieve a suitable balance with their children.
479
Ensure that the parents understand the objectives of filial play.
480
Ensure that the parents know how to structure a filial play session.
481
Ensure that the parents know how to accept the behaviour of the child during a filial play session.
482
Ensure that the parents know how to focus on the child during a filial play session.
483
Ensure that the parents know how to let the child lead throughout a filial play session.
484
Ensure that the parents know how to reflect upon the child’s non verbal behaviour during a filial play session.
485
Ensure that the parents know how to reflect upon the child’s verbalisations during a filial play session.
487
Ensure that the parents know how to use encouragement and praise during a filial play session.
488
Ensure that the parents set, manage and maintain appropriate boundaries during a filial play session.
490
Ensure that the parents recognise and deal appropriately with any sibling issues that arise as a result of a filial play session.
491
Demonstrate the use and applicability of the main non directive play tools: art media, music, movement, sandtray, storytelling, puppets clearly indicating which are appropriate for use at home and those that may be used in the therapist’s play room.
492
Carry out regular progress reviews as appropriate to each family’s circumstances.
493
Carry out appropriate procedures at the end of the formal training programme.
494
Integrate the use of filial play with play therapy if this is being used concurrently.
495
Consult with the parents, children and others involved on appropriate follow up and continuing support services.
496
Brief other involved organisations and colleagues upon the purpose and methods of filial therapy.
497
Maintain suitable records of progress and carry out quality management of coaching work.




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