Children exhibiting aggressive problem behaviors typically reach a peak of aggressive acts at an early age, providing evidence that early intervention for aggression is needed. Child-centered play therapy (CCPT) is 1 intervention that offers the child an environment in which aggression can be expressed and empathically responded to by a play therapist. Forty-one elementary school age children were assigned to a CCPT condition or a wait-list control group condition. Children who participated in 14 sessions of CCPT showed a moderate decrease in aggressive behaviors over children in the control group, according to effect sizes as reported by parents (N ϭ 32). Teachers reported that both groups significantly improved over time (N ϭ 41). Post hoc analysis revealed that children assigned to CCPT decreased aggressive behaviors statistically significantly and children assigned to control group demonstrated no statistically significant difference.

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.

This follow-up study measured the impact of long-term Child Centered Play Therapy (CCPT) with 18 academically at-risk elementary school students. Through the use of a one-way repeated measures analysis of variance, researchers examined the use of CCPT from preintervention to midintervention (16 sessions) to postintervention (26 sessions). Results indicated that children who participated in 26 sessions of CCPT demonstrated statistically significant improvement on the Early Achievement Composite as measured on the Young Child's Achievement Test, along with increases in the Spoken Language, General Information, Writing subscales. Participants showed statistically consistent improvement in academic achievement scores over the full duration of the study.

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