Key Facts
Key Facts
The aim of this Level 5 Diploma is to develop skilled and reflective therapeutic coaches who are confident in using sand play and sensory-based approaches to support children’s emotional, psychological, and developmental wellbeing. The qualification equips practitioners with the knowledge, practical skills, and trauma-informed insight needed to plan and deliver safe, ethical, and empowering sessions for children and families, particularly those with neurodivergent profiles, disabilities, or complex emotional needs.
This qualification integrates theories from Jungian sandplay, sensory integration, and child-centred play therapy with contemporary coaching approaches to enable holistic support for children through symbolic, sensory, and embodied expression. Practitioners will also learn to engage with families, interpret therapeutic themes sensitively, and design inclusive, developmentally appropriate sessions.
By the end of the qualification, you will be able to:
Upon completion of the qualification, you will receive a qualification certificate from the Skills and Education Group's Quality Licence Scheme, one of the UK's largest Ofqual regulated awarding organisations, and the opportunity to become a member of the professional coaching and psychotherapy body, the ACCPH. Additionally, you will receive automatic entry to the Association of Child and Family Coaches (ACFC), fully meeting their ethical framework. With the qualification and membership, you will be entitled to apply for professional insurance with Westminster Indemnity, allowing you to work as a Therapeutic Coach or Practitioner with your own Therapy or Coaching Practice Setting.
This is an incredible opportunity for existing coaches or therapists to add play to their toolkit, or for those interested in starting their own coaching or therapeutic practice in play-based therapies.
The aim of this Level 5 Diploma is to develop skilled and reflective therapeutic coaches who are confident in using sand play and sensory-based approaches to support children’s emotional, psychological, and developmental wellbeing. The qualification equips practitioners with the knowledge, practical skills, and trauma-informed insight needed to plan and deliver safe, ethical, and empowering sessions for children and families, particularly those with neurodivergent profiles, disabilities, or complex emotional needs.
This qualification integrates theories from Jungian sandplay, sensory integration, and child-centred play therapy with contemporary coaching approaches to enable holistic support for children through symbolic, sensory, and embodied expression. Practitioners will also learn to engage with families, interpret therapeutic themes sensitively, and design inclusive, developmentally appropriate sessions.
By the end of the qualification, you will be able to:
- Explain and apply core theories of sand play, including Jungian psychology, symbolism, and the role of the non-directive therapeutic space.
- Plan and facilitate sand play sessions that are child-led, safe, and reflective of emotional, sensory, and developmental needs.
- Integrate sensory-based play techniques, rooted in sensory integration theory, into coaching practice to support emotional regulation and engagement.
- Apply trauma-informed approaches to sand play and sensory practice, supporting children with complex emotional experiences, attachment needs, or exposure to adversity.
- Adapt coaching and play practices for neurodivergent and disabled children, using inclusive strategies and sensory-aware communication methods.
- Collaborate effectively with families and professionals, coaching caregivers to extend therapeutic strategies into the home environment.
- Design structured programmes and session plans that incorporate sandplay and sensory tools aligned to therapeutic coaching goals.
- Maintain ethical, reflective, and evidence-informed practice, including regular supervision, safeguarding, and documentation.
Upon completion of the qualification, you will receive a qualification certificate from the Skills and Education Group's Quality Licence Scheme, one of the UK's largest Ofqual regulated awarding organisations, and the opportunity to become a member of the professional coaching and psychotherapy body, the ACCPH. Additionally, you will receive automatic entry to the Association of Child and Family Coaches (ACFC), fully meeting their ethical framework. With the qualification and membership, you will be entitled to apply for professional insurance with Westminster Indemnity, allowing you to work as a Therapeutic Coach or Practitioner with your own Therapy or Coaching Practice Setting.
This is an incredible opportunity for existing coaches or therapists to add play to their toolkit, or for those interested in starting their own coaching or therapeutic practice in play-based therapies.
Syllabus
Syllabus
This diploma is a comprehensive practitioner qualification designed for those working therapeutically with children and families. Drawing on theories from Carl Jung, Dora Kalff, A. Jean Ayres, and others, the programme blends non-directive Jungian sandplay, sensory integration theory, and trauma-informed approaches to therapeutic play and coaching. The course equips learners with practical strategies to work in emotionally supportive, developmentally appropriate ways—particularly with children who are neurodivergent or who have experienced trauma or disability-related challenges. Learners will complete a portfolio of evidence including reflective accounts, session plans, case studies, and practical examples of work-based application.
Unit 1: Jungian Sandplay Theory and PracticeThis unit introduces learners to the historical and theoretical foundations of Jungian sandplay. Key concepts include the collective unconscious, archetypes, and symbolic communication through miniature figures and sand trays. Learners will explore the therapeutic value of offering a “free and protected space” where children can express complex feelings non-verbally. Practical application focuses on setting up sandplay environments, facilitating child-led sessions, and interpreting emerging themes in a way that supports therapeutic coaching goals.
Unit 2: Sensory Integration and Sensory-Based TechniquesThis unit provides a detailed overview of sensory integration theory, originally developed by A. Jean Ayres, and its relevance to play and child development. Learners will explore the seven sensory systems, common sensory processing difficulties, and the use of sensory activities to support emotional regulation and engagement. The unit covers planning and implementing sensory-rich play sessions, identifying sensory needs through observation, and using adapted tools and strategies to support children with varied sensory profiles.
Unit 3: Trauma-Informed Practice in Therapeutic CoachingThis unit focuses on the impact of trauma and disrupted attachment on children’s emotional development and behaviour. Drawing on insights from trauma researchers such as Bruce Perry, Bessel van der Kolk, and Dan Siegel, learners will develop an understanding of how trauma influences the nervous system and play. The unit explores trauma-informed principles—such as safety, empowerment, and co-regulation—and how these can be embedded within therapeutic play, including the adaptation of sandplay and sensory interventions for traumatised children.
Unit 4: Therapeutic Play and Coaching FundamentalsThis unit explores a range of play therapy models and how they inform therapeutic coaching practice. It includes an overview of child-centred play therapy, cognitive-behavioural play strategies, and integrative models that blend play and coaching approaches. Learners will understand how to build rapport, establish goals, use reflective communication techniques, and incorporate both structured and child-led play to support emotional development, problem-solving, and resilience building.
Unit 5: Working with Neurodivergent and Disabled ChildrenThis unit focuses on inclusive therapeutic coaching for children with neurodivergence (e.g., autism, ADHD) and physical, cognitive, or communication disabilities. Learners will explore the neurodiversity paradigm and how to work from a strengths-based, affirming perspective. Practical emphasis is placed on adapting sandplay and sensory-based activities to meet diverse needs, supporting communication through alternative methods, and ensuring that play remains accessible, meaningful, and responsive to the individual child.
Unit 6: Engaging Families and Collaborative PracticeThis unit examines the role of families in supporting children’s emotional and therapeutic development. Learners will explore the importance of working in partnership with parents and carers, including how to coach caregivers in play-based strategies that can be used at home. The unit also considers how to approach sensitive family dynamics, collaborate with professionals in multi-agency contexts, and work within culturally responsive and inclusive frameworks to support whole-family wellbeing.
Unit 7: Programme Development, Session Planning, and SafeguardingThis unit provides practical guidance on designing therapeutic coaching programmes that are goal-oriented, responsive, and ethically grounded. Learners will plan sequences of sessions, select and justify appropriate activities, and adapt their approaches in response to child feedback and progress. The unit also covers safeguarding responsibilities, health and safety, consent, and documentation requirements relevant to working with vulnerable children and families.
Unit 8: Reflective Practice and Professional DevelopmentThe final unit encourages learners to consolidate their learning through reflection and critical evaluation of their own practice. Topics include supervision, self-care, ethical decision-making, and maintaining professional boundaries. Learners will create a professional portfolio showcasing their knowledge, skills, and reflective insights, and will be supported to develop a personal action plan for continuing professional development and ethical practice in the field.
This diploma is a comprehensive practitioner qualification designed for those working therapeutically with children and families. Drawing on theories from Carl Jung, Dora Kalff, A. Jean Ayres, and others, the programme blends non-directive Jungian sandplay, sensory integration theory, and trauma-informed approaches to therapeutic play and coaching. The course equips learners with practical strategies to work in emotionally supportive, developmentally appropriate ways—particularly with children who are neurodivergent or who have experienced trauma or disability-related challenges. Learners will complete a portfolio of evidence including reflective accounts, session plans, case studies, and practical examples of work-based application.
Unit 1: Jungian Sandplay Theory and PracticeThis unit introduces learners to the historical and theoretical foundations of Jungian sandplay. Key concepts include the collective unconscious, archetypes, and symbolic communication through miniature figures and sand trays. Learners will explore the therapeutic value of offering a “free and protected space” where children can express complex feelings non-verbally. Practical application focuses on setting up sandplay environments, facilitating child-led sessions, and interpreting emerging themes in a way that supports therapeutic coaching goals.
Unit 2: Sensory Integration and Sensory-Based TechniquesThis unit provides a detailed overview of sensory integration theory, originally developed by A. Jean Ayres, and its relevance to play and child development. Learners will explore the seven sensory systems, common sensory processing difficulties, and the use of sensory activities to support emotional regulation and engagement. The unit covers planning and implementing sensory-rich play sessions, identifying sensory needs through observation, and using adapted tools and strategies to support children with varied sensory profiles.
Unit 3: Trauma-Informed Practice in Therapeutic CoachingThis unit focuses on the impact of trauma and disrupted attachment on children’s emotional development and behaviour. Drawing on insights from trauma researchers such as Bruce Perry, Bessel van der Kolk, and Dan Siegel, learners will develop an understanding of how trauma influences the nervous system and play. The unit explores trauma-informed principles—such as safety, empowerment, and co-regulation—and how these can be embedded within therapeutic play, including the adaptation of sandplay and sensory interventions for traumatised children.
Unit 4: Therapeutic Play and Coaching FundamentalsThis unit explores a range of play therapy models and how they inform therapeutic coaching practice. It includes an overview of child-centred play therapy, cognitive-behavioural play strategies, and integrative models that blend play and coaching approaches. Learners will understand how to build rapport, establish goals, use reflective communication techniques, and incorporate both structured and child-led play to support emotional development, problem-solving, and resilience building.
Unit 5: Working with Neurodivergent and Disabled ChildrenThis unit focuses on inclusive therapeutic coaching for children with neurodivergence (e.g., autism, ADHD) and physical, cognitive, or communication disabilities. Learners will explore the neurodiversity paradigm and how to work from a strengths-based, affirming perspective. Practical emphasis is placed on adapting sandplay and sensory-based activities to meet diverse needs, supporting communication through alternative methods, and ensuring that play remains accessible, meaningful, and responsive to the individual child.
Unit 6: Engaging Families and Collaborative PracticeThis unit examines the role of families in supporting children’s emotional and therapeutic development. Learners will explore the importance of working in partnership with parents and carers, including how to coach caregivers in play-based strategies that can be used at home. The unit also considers how to approach sensitive family dynamics, collaborate with professionals in multi-agency contexts, and work within culturally responsive and inclusive frameworks to support whole-family wellbeing.
Unit 7: Programme Development, Session Planning, and SafeguardingThis unit provides practical guidance on designing therapeutic coaching programmes that are goal-oriented, responsive, and ethically grounded. Learners will plan sequences of sessions, select and justify appropriate activities, and adapt their approaches in response to child feedback and progress. The unit also covers safeguarding responsibilities, health and safety, consent, and documentation requirements relevant to working with vulnerable children and families.
Unit 8: Reflective Practice and Professional DevelopmentThe final unit encourages learners to consolidate their learning through reflection and critical evaluation of their own practice. Topics include supervision, self-care, ethical decision-making, and maintaining professional boundaries. Learners will create a professional portfolio showcasing their knowledge, skills, and reflective insights, and will be supported to develop a personal action plan for continuing professional development and ethical practice in the field.
Practical Assessment
Practical Assessment
You will complete a practical assessment with other students as a part of this programme. This will be conducted live, and online. There will be a range of dates to select from and this will allow you to demonstrate your own practice, receive feedback, and reflect.
Upon successful completion of your portfolio of evidence and your practical assessment, you will be awarded your certificate and accreditation with the ability to set up in practice.
You will complete a practical assessment with other students as a part of this programme. This will be conducted live, and online. There will be a range of dates to select from and this will allow you to demonstrate your own practice, receive feedback, and reflect.
Upon successful completion of your portfolio of evidence and your practical assessment, you will be awarded your certificate and accreditation with the ability to set up in practice.
F.A.Qs
F.A.Qs
Can I run a coaching practice with this course?
Upon completion of this course, which is certified by the Ofqual-regulated awarding organisation, Skills and Education Group via their Quality Licence certification scheme, you will be able to apply for professional membership with the ACCPH. The ACCPH is a professional body for coaches, counsellors, and psychotherapists. With their membership, you will be able to apply for insurance to practice. You are also able to list your services on their site. Please bear in mind, that to practice, you will need to take additional considerations for working with children, young people, and vulnerable adults, including undertaking an enhanced DBS certificate. You are also automatically invited to register with the Association of Child and Family Coaches, an international ethical body that is designed purposefully for Therapeutic Coaches working with parents, families, and children.
Is the course online?
The course is a blend of synchronous and asynchronous in its learning but is entirely online. You will complete a mixture of live online sessions over the Zoom platform, engaging in the practical skills to prepare you for your therapeutic role. In addition, you will study the knowledge-based elements via our online, interactive platform. You will be able to access as many 121 Zoom sessions with your tutor as you need.
What happens if I don't complete on time?
Firstly, we understand that life happens. At the start of your course, you set your own target dates. If you get into any issues with timings, please reach out. The course is not an easy course, it is a level 5 qualification. However, we are here to help. You can also book 121 sessions with your tutor if you need additional support. If you need longer, let us know. Something to consider: you must submit a unit inside a 12 month period to remain active, or you will need to re-enrol. You must complete your course in full in a 3-year period or you will be de-registered from the awarding organisation.
Do I receive a certificate?
You will receive your ensorsed level 5 QLS certificate from the Skills and Education Group, the Ofqual Regulated awarding body, and an accredited certificate from the ACCPH. SEG QLS certificates take around 4 weeks after completion to arrive. Please note, we send certificates once all payments are settled if you have chosen to pay by installments.
What if I have not studied at level 5 before?
Level 5 is equivalent in its level of study to the second year of an undergraduate degree or a foundation degree. We know this can be daunting if you have not studied at this level before or if you have not studied for a while. Don't worry, our tutors are here to support you. In addition, you may consider taking one of ourlevel 3 programmes in the first instance: CACHE Accredited Level 3 in Therapeutic Play Techniques or the Level 3 in Coaching and Therapeutic Practice with Children and Families.
What if I have more questions?
Please click on "Talk to Us!" at the top of this page and we will reach out to you!
Can I run a coaching practice with this course?
Upon completion of this course, which is certified by the Ofqual-regulated awarding organisation, Skills and Education Group via their Quality Licence certification scheme, you will be able to apply for professional membership with the ACCPH. The ACCPH is a professional body for coaches, counsellors, and psychotherapists. With their membership, you will be able to apply for insurance to practice. You are also able to list your services on their site. Please bear in mind, that to practice, you will need to take additional considerations for working with children, young people, and vulnerable adults, including undertaking an enhanced DBS certificate. You are also automatically invited to register with the Association of Child and Family Coaches, an international ethical body that is designed purposefully for Therapeutic Coaches working with parents, families, and children.
Is the course online?
The course is a blend of synchronous and asynchronous in its learning but is entirely online. You will complete a mixture of live online sessions over the Zoom platform, engaging in the practical skills to prepare you for your therapeutic role. In addition, you will study the knowledge-based elements via our online, interactive platform. You will be able to access as many 121 Zoom sessions with your tutor as you need.
What happens if I don't complete on time?
Firstly, we understand that life happens. At the start of your course, you set your own target dates. If you get into any issues with timings, please reach out. The course is not an easy course, it is a level 5 qualification. However, we are here to help. You can also book 121 sessions with your tutor if you need additional support. If you need longer, let us know. Something to consider: you must submit a unit inside a 12 month period to remain active, or you will need to re-enrol. You must complete your course in full in a 3-year period or you will be de-registered from the awarding organisation.
Do I receive a certificate?
You will receive your ensorsed level 5 QLS certificate from the Skills and Education Group, the Ofqual Regulated awarding body, and an accredited certificate from the ACCPH. SEG QLS certificates take around 4 weeks after completion to arrive. Please note, we send certificates once all payments are settled if you have chosen to pay by installments.
What if I have not studied at level 5 before?
Level 5 is equivalent in its level of study to the second year of an undergraduate degree or a foundation degree. We know this can be daunting if you have not studied at this level before or if you have not studied for a while. Don't worry, our tutors are here to support you. In addition, you may consider taking one of ourlevel 3 programmes in the first instance: CACHE Accredited Level 3 in Therapeutic Play Techniques or the Level 3 in Coaching and Therapeutic Practice with Children and Families.
What if I have more questions?
Please click on "Talk to Us!" at the top of this page and we will reach out to you!
