The authors conducted a meta-analysis and systematic review that examined 23 studies evaluating the effectiveness of child centered play therapy (CCPT) conducted in elementary schools. Meta-analysis results were explored using a random effects model for mean difference and mean gain effect size estimates. Results revealed statistically significant effects for outcome constructs, including externalizing problems (d = 0.34), internalizing problems (d = 0.21), total problems (d = 0.34), self-efficacy (d = 0.29), academic (d = 0.36), and other behaviors (d = 0.38). Further, a systematic review was conducted on all studies compared with Outcome Research Coding Protocol criteria. Results indicated that CCPT studies provided quantitative support and qualitatively promising to strong evidence in support of its use in the schools. C 2014 Wiley Periodicals, Inc.

The current study used a mixed methodological approach to examine the impact of Child-Parent-Relationship Therapy (CPRT) on divorced parents and their children. Specifically, in the present study, the authors investigated parents' perceptions of the impact of CPRT on the parent, the child, and the parent–child relationship. CPRT was found to be helpful in reducing parenting stress and child behavior problems. Parents also reported that CPRT helped them feel more connected to their children and provided them with new tools for parenting. The results of the current study add to the current literature on divorce, affirming that CPRT may be an effective intervention for children of divorce. Limitations of the study and implications for future research are discussed.

Using a mixed methods design, we surveyed 117 counselor educators to explore their clinical practices and their perceptions of the impact of clinical practice on teaching, supervision, research, and service. The results indicate that clinical practice had the greatest influence on their supervision and teaching. A negative relationship between years served as a counselor educator and hours engaged in counseling was found. Through qualitative analysis, we identified several themes related to counselor educators' decisions to engage in clinical practice, among them staying relevant, enhancing teaching and supervision, and staying current in the field. Implications for counselors and counselor educators are discussed.

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