This study evaluated the impact of participating in child-centered play therapy for qualifying diverse second-grade students, implemented through the Primary Mental Health Project treatment protocol. This preventative approach focuses on the behavioral, emotional, and social skills of children through child-centered play therapy. Second-grade students at 1 elementary school were assessed by their teachers for 4 types of behaviors: task orientation, behavior control, assertiveness, and peer/social skills. Results demonstrated significant improvement in all 4 areas assessed for students who qualified for and received services over the course of 1 academic year. Findings suggest that child-centered play therapy is an effective preventative approach for students who are at risk for developing adverse behaviors that could negatively impact their academic success. Implications and the importance of providing preventative intervention for at-risk children are discussed.

There is a significant need to provide intervention services not only to students who exhibit sustained disruptive behaviors in the classroom, failing grades, and/or significant attendance issues but also to address the emotional needs of diverse elementary students who are "at risk" prior to exhibiting such issues so they may be successful in the academic environment. The purpose of this study was to evaluate the academic skills of second-grade students who received child-centered play therapy (CCPT) services using the Primary Project (formerly the Primary Mental Health Project) protocol. Sixty-eight students from 1 elementary school in second grade were assessed in the areas of task orientation, behavior control, assertiveness, and peer social skills. Of those who were tested, 36 students were deemed at risk using the established qualifying criteria and received CCPT services, and 32 students did not qualify for services. Findings revealed a significant increase in 3 academic subject areas: reading, mathematics, and language usage, with qualifying students experiencing marginally greater improvements during the academic year in mathematics and language usage when compared to their peers who did not qualify for services. Results of this study highlight the importance of providing preventive services that support overall mental health and wellness to at-risk children.

This article describes a study using expressive arts and child centered play therapy techniques in group therapy with at-risk adolescent females. This study utilizes a phenomenological approach and grounded theory to show findings consistent with research, that the use of expressive arts techniques integrated with play therapy in the group setting showed the following themes: (a) initial feelings of insecurity; (b) exploration of characteristics of selves and families; (c) increased expression of feelings; (d) sense of accomplishment and pride; (e) stress relief; (f) increased selfawareness; (g) increased group cohesion; and (h) awareness of behavioral changesoutside of group. Additionally, the adolescents exhibited an awareness of a transference of skills learned in the group, in outside relationships.

Knowledge about the brain and the impact of trauma has increased significantly in recent years. Counselors must understand brain functioning and the effects of trauma in order to choose the most effective methods for working with clients. Creative arts therapies offer a nonthreatening way for clients to access and express their trauma, creating a corrective experience in the brain. Activities that incorporate body movement can be particularly helpful by providing a corrective emotional experience for those clients with an immobilized response to a traumatic event. This article offers a model for the assessment and treatment of trauma through the use of creative arts.

This article reviewed the literature regarding the use of child-centered play therapy with children who have experienced natural disasters and catastrophic events over the last 11 years. The frequency of natural disasters has increased over the last decade. Tsunamis, tornadoes, earthquakes, and hurricanes have ravaged towns, cities, and countries, leaving thousands dead. Beyond the physical injuries suffered, the survivors of these catastrophes, many of them children, often suffer emotional devastation, and profound losses of routines, friends and family, and a sense of security. Childcentered play therapy empowers children as they lead the play session with a trained adult, assisting them on their journey. This therapy modality allows the child to be in control, which is paramount for those having experienced natural disasters where they were completely helpless. The child may then begin to heal as they make sense of their trauma through their natural language of play. This article provides literature review supporting a case for child-centered play therapy for children experiencing natural disasters as well as recommendations for future research in this area.