Play Therapy Canada
The Profession Structure Model
Structure Model (PSM) builds upon the
Therapeutic Play Continuum,
embracing a competency framework, to provide detailed guidance for play
management, training and development, career structure and
succession/staffing planning, recruitment and selection, skills analysis,
CPD, appraisal and remuneration grading and performance assessment as well
as further clarification of the various roles in the profession.
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In developing the Play Continuum two problems became apparent:
1 The 12 attributes or variables used in the Play Continuum were not sufficient to define exactly what the practitioner of each application does and how well they are likely to do it. This problem is crucial when considering the management of quality of care.
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2 Some users and commissioners of play and creative arts therapies will require a more comprehensive definition in some areas. On the other hand we do not want to over complicate where it isn’t necessary.
To solve these problems it was felt that there was a need for a multi level descriptive tool. A competency framework came to mind. This opened up a number of other exciting possibilities for the profession in addition to its originally intended use as an explanatory and communication tool.
Private and public sector organisations have been developing and using competencies and competency frameworks for about 20 years. Originally competency based criteria were developed for very specific applications – one set for designing training programmes, another as a basis for remuneration scale grading etc rather as PTUK had first conceived the Play Continuum as a communications tool. However it was soon realised that a competency framework could be applied across a full range of human resource processes. We believe that it may be extended to a full range of professional processes.
A common set of criteria for all professional processes has two main benefits:
PTI & PTC believe that ‘quality management’ perhaps better expressed as ‘clinical governance’ is fundamental to play and creative arts therapies. It is as important as safety and indeed complete safety cannot exist without clinical governance. Although outcome measures are paramount in clinical governance they are not always obtainable and therefore it is our view that activities, which can always be observed, should be compared to agreed standards – a competency framework.
Sometimes there is confusion between ‘competence’ and ‘competency’. We are using the term ‘Competence’ as an ability based on work tasks or job outputs eg ‘Able to give a preamble to a child about to use a sand tray’ and the term ‘Competency’ as an ability based on behaviour eg ‘Sets the boundaries for a sandplay session prior to starting’. In practice many frameworks blend both together and this is how development of the framework has proceeded.
It was originally proposed to use a competency framework structure consisting of competency clusters eg working with children therapeutically, working with parents/carers, working with referrers, working with information etc Within each cluster there would be a list, sometimes very extensive, of each competency as illustrated above.
A competency would then be given one or more behavioural indicators. These are the basic building blocks of the framework. They are examples of behaviour that may be observed when someone demonstrates competency. Because the framework will have to cover a wide range of working situations (note we are not using the term ‘job’ at this point) with different degrees of demands the behavioural indicators will normally be available for separate competency levels. For example the competence ‘Working with Information – Gathering and analysing information’ would have different levels for a work situation requiring therapeutic play skills compared to that of a manager and clinical supervisor of highly experienced play therapists.
A competency framework is generally viewed as a human resource management tool. Because of the wide range of potential uses at a professional as well as individual and organisation level the term ‘Structure Model’ is more appropriate.
We have taken as a precedent the Industry Structure Model developed by the British Computer Society (BCS) first published in 1986. There are a number of parallels:
The BCS Industry Structure Model is in effect a competency framework for the whole IT industry.
We have combined parts of both the competency framework and the structure model approaches by using Competency Categories, Competencies, Behavioural Indicators, Levels and Role Levels as the elements of the models.
The following roles are currently recognised:
Note Clinical Supervision is under review.
An obvious question is: "Won’t the sheer detail and complexity of the model overwhelm people and therefore it won’t be useful?". The benefit of using different levels of elements is that users can pick the amount of detail required. A parent may well be satisfied with a selection of Groupings and Competencies. Someone recruiting a Play Therapist could use a selection from Groupings, Competencies and Behavioural Indicators. A designer of training programmes should certainly consider the full detail for each competency that is being addressed. A Director of Services may need to drill down to the Status elements to devise a remuneration scale. Illustrative Example
PTUK is managing the continued development of the model on behalf of PTI and its affiliates. This involves a number of highly experienced play therapists both in the UK and other countries.
The intellectual property rights (IPR) of the model belong to PTUK. A free licence to use is available to all current PTI and affiliate members.
PTUK welcomes constructive comments, suggested amendments and additions from all visitors. Please e-mail firstname.lastname@example.org
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