This exploratory study measured the impact of long-term Child-Centered Play Therapy (CCPT) with 23 children identified by teachers as exhibiting behavioral and emotional difficulties. Through the use of a repeated measures design, researchers examined the use of CCPT from pre-intervention to mid-intervention (16 sessions) to post intervention (32 sessions). Results indicated that children who participated in 32 sessions of CCPT demonstrated statistically significant improvement on the Total Problems Scale as measured on the Teacher Report Form, Total Stress Scale of the Index of Teaching Stress (ITS), ADHD Domain of the ITS, and Student Characteristics of the ITS.Researchers reported improvement to be statistically steady over the full duration of therapy.

Using a quantitative approach, the researchers examined the impact of child-centered play therapy (CCPT) training and in vivo experiences on graduate students' play therapy attitudes, knowledge, and skills. Thirteen master's level students participated in the study. A repeated measure ANOVA was used to measure the impact training and in vivo experiences had on the revised Play Therapy Attitude-Knowledge-Skills Survey. From pretest to posttest (training), there were statistically significant improvement and a large effect size on the student's scores in all 3 subscales: attitudes, knowledge, and skills. From posttest to follow up (in vivo experience) there were statistically significant improvement and a large effect size on the student's scores in 2 of the 3 subscales: attitudes and knowledge. The findings support the importance of incorporating service learning as part of play therapy training in the development of clinical skills.

The purpose of the present study was to explore the effect of both short-and long term ChildCentered Play Therapy on teacher-student relationship stress. Teachers identified 58 students exhibiting emotional and behavioral difficulties who were randomly assigned to one of two treatment groups. Students in the short-term intensive play therapy group participated in 16 sessions of play therapy over 8 weeks, and students in the long-term play therapy group participated in 16 sessions over 16 weeks. Results indicated that both intervention groups demonstrated significant improvement in teacher-student relationship stress from pre-to posttest. Post hoc analyses indicated that the short-term intensive intervention demonstrated statistical significance and larger effect sizes in overall total stress, teacher characteristics, and student characteristics. C 2008 Wiley Periodicals, Inc.

This article presents a rationale and understanding of the function of play therapy in the school environment. Although there are many benefits to providing play therapy in the school, there are also many challenges. The authors offer details of a yearlong pilot play therapy program in an elementary school. The advantages of delivering play therapy directly to students, filial therapy to parents and teachers, and education to teachers are discussed. In addition, the challenges of such a program are enumerated along with suggestions for avoiding possible pitfalls.Recent school counseling literature encourages the use of play therapy as a counseling medium for elementary school counselors (Baker & Gerler, 2004;Newsome & Gladding, 2003;Schmidt, 2003;White & Flynt, 1999). Many people would view play therapy as a remediation process for children who are experiencing problems. Although this is one role of play therapy, play therapy can also be viewed from a preventative, consulting, and appraising model. The key to integrating

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