Level 3 Certificate in Therapeutic Group Work with Children and Young People
Individuals working across the childcare sector, whether in education, health or social care, often have to organise, lead and manage group activities and sessions with children and young people. In order to do this, they will need to develop skills which allow them to run group sessions in an empathetic and therapeutic way to enable the group sessions to run effectively. This qualification enables individuals to develop the skills, knowledge and understanding they need to run therapeutic group sessions with children and young people in an effective way.
- This qualification is designed for people who work with children and young people, either within the education, social care or healthcare sectors, who want to develop skills and techniques to work effectively with groups.
- Its aim is to support a role in the workplace
- It equips learners with the skills, knowledge and understanding to work effectively and empathetically in groups with children and young people.
- Learners will be expected to be working in group sessions with children and young people in order to bring examples of their work to discuss, and to enable them to reflect on and evaluate their role as facilitator and group member
- Learners must be 18 or over
- Learners are expected to be currently working with children and young people in groups
- If English is not the first language, proof of spoken and written English at a level equivalent to IELTS 7 will be required.
Guided learning hours
Total qualification time
Blended, full or part time, face-to-face and distance learning as well as independent study.
How long does it take?
6-9 months part-time recommended. The programme should be completed in a maximum of 18 months following registration.
Assessment is an ongoing process that is initiated in the earliest stages of the qualification and recorded in a portfolio of evidence. At the core of the process is observation of practice by experienced tutors, written assignments and reflective practice. Formal assessment may be supported by peer observation or feedback as witness testimony.