Module 1: Create a Sensory Bag to use with children. The bag itself should be sensory (a mixed-fabric Indian bag with mirrors is ideal), and the contents should consist of various toys and materials to encourage sensory play (for example finger paints, bell-shaker, bubbles). The bag and contents should be photographed, together with a few notes on how/why the contents will be used, and submitted for assessment with report.
Spend time with a mother and newborn baby, noting early interactions and discussing 'play and newborns'. (Some participants have been able to do this on the course as mothers have brought their babies to the workshops). Write a page of notes about 'newborn play'
Conduct 3-4 sessions of sensory play with an individual or small group of children under the age of 6 years, utilising the sensory bag and other sensory materials. They can be children of friends, neighbours or from a local nursery, (not your own children). Write this up as a report, illustrated with photographs (with parental permission; if this is not given, photograph hands only, from the back) and the work. Reflect on the work and include references if appropriate Evaluate the work yourself and gain feedback from the participating children.
The report is submitted by email and should be between 8 and 10 pages, including the Sensory Bag, and Newborn Observations.
Level 2: Create an Attachment Box for use with children and teenagers. Some of the contents may overlap with the sensory bag; include attachment toys, puppets and objects to encourage exploration of dependent relationships and nurture. At least one cuddly toy is important to encourage the idea of 'the transitional object' (Winnicott). The box and contents should be photographed, and submitted for assessment, together with a few notes on how the box can be used.
The NDP film on working with homeless young adults in Romania is shown on the course (you will also be given a copy when attending a workshop); reflect on NDP methods applied in the film and write 2 pages of notes and reflections.
Conduct 15 sessions on NDP/EPR with teenagers aged between 12 and 15 OR 16 and 19 years; single gender. Combine stories (including a local story) and ritual. Write a report on the sessions and submit with photographs for assessment, together with film notes and attachment box notes. The total report should be 12-15 pages and is submitted by email.
Level 3: Create a Story Theatre from a shoe box or similar; the lid could be the stage, for example, and the audience could be cut out people, stuck on one surface; create some small scenery/props and people to re-enact scenes from Shakespeare's A Midsummer Night's Dream, and other stories.
Watch a DVD, or better still, go to a performance of Shakespeare's A Midsummer Night's Dream. Make some notes, (2 pages) on ideas from the play that would promote greater understanding of relationships, families and symbols.
Conduct 15 sessions of NDP/EPR with older people, including people with dementia. Include sensory, rhythmic and dramatic play, as well as stories, text work and your Story Theatre. Write a report on the sessions together with photographs, and submit with MND notes and photos of Story Theatre and how you will use it. The total report should be 12-15 pages and is again submitted by email.
NB: guidelines for writing reports will be emailed to all NDP students
studying for the Diploma.
Being awarded an NDP Diploma means that you can be listed on our database for work opportunities and also have the opportunity to train as an NDP Trainer.
The above is a summary of the NDP course content; you receive more detail
with the course notes once you have enrolled on a course.
Core Text: Healthy Attachments and Neuro-Dramatic-Play, Sue Jennings (2011) Jessica Kingsley Publishers.
Each Module has accompanying notes and toys.
Level 1 - Neuro-Dramatic Play: includes sensory, messy, rhythmic and dramatic play; playful attachments, breathing and sound; trust/mistrust; monster play; safe touch and movement.
NDP Part One: A Play-Book for Adults of Theory and Practice, Sue Jennings (2013).
All you Need is Love: the art of Mindful parenting, Shelja Sen (2015) Harper Collins
Fighting the Dragon: Finding the Self, Caroline Essame. (2016). Createcatt
Introduction to Developmental Play Therapy, Sue Jennings (1999). Jessica Kingsley
The Moving Child: Supporting Early Development Through Movement. An Educational Documentary (film) by Hana Kamea Kemble (available from Amazon)
Level 2 - NDP and Embodiment-Projection-Role (EPR): includes fear/anger, authentic movement, Mandala Method; rites of passage and the Hero's Journey; sand play for stories; 6-part story for assessment.
NDP Part 2: Neuro-Dramatic-Play and Embodiment-Projection-Role, Sue Jennings (2016)
Imagine: No Child Left Invisible: Building emotionally safe places for inclusive and creative learning, Shelja Sen (2017) Harper Collins
Sandtray Play and Storymaking: A Hands-On Approach to build Academic, Social and Emotional Skills in Mainstream and Special Education, Sheila Dorothy Smith, (2016) Jessica Kingsley Publishers
101 Activities for Empathy and Awareness, Sue Jennings, (2013) Hinton House
Neuro-Dramatic-Play: Working with Time and Trust (film) Sue Jennings (2012), free with resources
Level 3 - NDP and Theatre of Resilience (ToR): includes role play and dramatisation; culture-based performance; nature play; play text (A Midsummer Night's Dream) and stories; making and using masks and puppets; working with dreams; understanding trauma work; archetypes and ritual.
NDP and Trauma, Sue Jennings (with B Braun Medical)
The Anger Management Toolkit, Sue Jennings (2015) Hinton House
101 Activities for Social and Emotional Resilience, Sue Jennings (2014) Hinton House
How to Stop Bullying: 101 Strategies that Really Work, Andy Hickson. 2015) Speechmark
Seraphine (True Story) (DVD) with Yolande Moreau (2010)