An evaluation of a child-centered play therapy workshop for school counselors.

Pereira, Jennifer K.; Smith–Adcock, Sondra

doi:10.1037/a0033388

Cited by 16 publications

(24 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Another learning option for school counseling students might be a play therapy workshop. Pereira and Smith-Adcock (2013) found that a 12-hr workshop in CCPT helped students’ self-reported CCPT knowledge, skills, and attitudes. Given the challenges of counseling programs (e.g., budget, space, appropriate instructors for a full-semester course), counselor educators could consider providing a brief workshop as a more suitable option for their programs.…”

Section: Discussionmentioning

confidence: 98%

Play Therapy Courses in School Counselor Training: A Content Analysis of Syllabi From CACREP-Accredited School Counseling Programs

Shin

2021

Professional School Counseling

View full text Add to dashboard Cite

The purpose of this study was to conduct a content analysis of the syllabi of play therapy courses offered by school counseling programs that hold accreditation from the Council for Accreditation of Counseling and Related Educational Programs. We collected and analyzed 27 course syllabi to (a) identify trends in the content of these courses and (b) examine whether course objectives are consistent with the American School Counselor Association School Counselor Professional Standards & Competencies.

show abstract

Section: Discussionmentioning

confidence: 98%

Play Therapy Courses in School Counselor Training: A Content Analysis of Syllabi From CACREP-Accredited School Counseling Programs

Shin

2021

Professional School Counseling

View full text Add to dashboard Cite

show abstract

“…This conceptualization provided participants with a better ability to express reflective statements that relate to the emotional content in a more genuine and consequential manner. This is an important aspect of the counseling relationship (Gladding, 2006;Pereira & Smith, 2013;Ray et al, 2014;Rogers, 1989).…”

Section: Discussionmentioning

confidence: 99%

“…In particular, clients who have worked with counselors who used reflective listening skills reported feelings of empowerment, satisfaction, and ability to make their own decisions, as well as feelings of a stronger therapeutic alliance with the counselor (Bogner, Horrocks, Lanni Manley, & Denig, 2012;Marmarosh & Kivlighan, 2012;Thompson & Hill, 1991). The field recognizes Roger's (1986) core conditions of empathy, unconditional positive regard, congruence, and the skill of empathic responding to be important foundational constructs for counselors-in-training to master (Gladding, 2006;Pereira & Smith, 2013). While these constructs are paramount, Nalavany, Ryan, Gomory, and Lacasse (2005) found that therapists rated facilitative listening skills as the most difficult to master during training.…”

Section: Pedagogy Of Counseling Skillsmentioning

confidence: 99%

“…Participants described the development of active listening and reflecting skills that many instructors would consider essential to quality professional counseling abilities. In particular, a majority of the students identified the positive experiences they had during the implementation of this training tool and the increase in their level of confidence in identifying emotional content, which is paramount in active listening and reflection (Anderson et al, 2009;Gladding, 2006;Pereira & Smith, 2013). Students commented on aspects of their increased confidence including the identification of feelings, enhanced ability to note emotions beyond the lyrics of the songs, and ability to develop appropriate reflective responses.…”

Section: Enhancement Of Confidence In Active Listening and Reflectingmentioning

confidence: 99%

See 1 more Smart Citation

Untitled

2016

JCPS

View full text Add to dashboard Cite

There are six general categories that help focus the content of the journal. Research. These articles focus on research (qualitative, quantitative, mixed) in counselor preparation, professional development, supervision, and professional practice. Techniques. These articles focus on professional models for teaching empirically grounded techniques used by professional counselors, as well as teaching and supervision techniques used in professional preparation programs. Counselor Development. These articles include insightful commentary on means by which professional counselors can continue to develop professionally. Effective teaching strategies for counseling students as well as continuing education for experienced counselors will be highlighted. Supervision. These articles specifically target ideas, research, and practice related to counselor supervision. These articles should investigate and discuss supervisory issues from a perspective applicable to site supervisors, counselor educators and/or clinical supervisors (e.g., supervising professionals working toward a professional counseling license). Issues, Concerns and Potential Solutions. These articles identify and discuss significant issues facing the field of professional counseling with particular focus on issues in counselor preparation, professional development, and supervision. Exploration of these topics should include elaboration of the concerns as well as an examination of potential remedies or effective responses to the issues. Clinical Supervisors Stories. These articles describe current issues in counselor preparation and supervision from the perspective of site supervisors. The emphasis on these articles should focus on the story of the issue, potential solutions and the uniqueness of the message. Authors are encouraged to forgo significant literature review and attend directly to the intended message to the field.

show abstract

“…After being used in Taiwan to study play therapy, the PTAKSS was updated in 2007, resulting in a reduced number of items to enhance construct clarity (Kao & Chang, 2007;Muro et al, 2015. This revision was shown to have high internal consistency (⍺ = .95) and solid split-half reliability (r ¼ = .76), with three factors revealed in the factor analysis, accounting for 47.6% of variance of the scale scores (Kao & Landreth, 2007;Lindo et al, 2016. The PTAKSS has been used to study play therapy coursework with both undergraduate and graduate counseling students (Carnes-Holt & Weatherford, 2013;Homeyer & Rae, 1998;Kagan & Landreth, 2009;Lindo et al, 2016Pereira & Smith-Adcock, 2013. Past studies have examined shortterm models, such as a single 12-to 15-hour training (Pereria & Smith-Adcock, 2013) and a 3-day workshop (Bratton, Landreth, & Homeyer, 1993), while others have looked at semester-long courses, such as Lindo et al (2016), who used the PTAKSS to measure the impact of an introductory play therapy class for counseling master's students.…”

Section: The Ptakss and Mixed-methods Play Therapymentioning

confidence: 99%

Understanding the Role of the Brick-and-Mortar Classroom in Course Design and Implementation of the “Flipped” Classroom: An Exploratory Case Study

Carpenter

Redcay

2019

JoTLT

View full text Add to dashboard Cite

This article presents the results of a 2-year exploratory case study on the impact of the "flipped" classroom design on generalist and advanced-practice social work skills in a large urban graduate university setting and looks at the role physical space plays in student perceptions of learning outcomes. Quantitative data were obtained with the Practice Skills Inventory (PSI) and the Play Therapy Attitudes, Knowledge and Skills Survey (PTAKSS). Participants provided qualitative data in the form of weekly reflection journals and evaluations of class activities. A mixed-methods analysis revealed statistically significant improvement in overall general practice skills and in specific play therapy clinical skills. Student-generated feedback on the physical learning environment as well as instructor workload and preparatory requirements are discussed. 43 study shows promising outcomes for the use of the flipped model as a way of delivering practice content to students and explores the role and specific impact that weekly sessions in the physical learning environment have on student outcomes. Literature ReviewThe Flipped ClassroomResearch related to the impact the flipped classroom can have on student learning outcomes and student perceptions of learning is rapidly accumulating, but analysis of the physical space and of the active time spent learning in the classroom remains a significant gap. There is extremely limited research on the role that physical space plays in the learning experience and concrete skill development of students in higher education overall (Nordquist & Laing, 2014) and it is almost impossible to find studies that look at how combining physical and virtual spaces can enhance learning. As students move toward more virtually based classroom learning, questions arise about the role of brick-and-mortar learning spaces. This exploratory case study sought to reveal the skill development and experiences of students who moved from lecture-based learning in the classroom to virtual learning online while classroom time became dedicated to building action-based, experiential skills. Would active-learning strategies in a flipped classroom setting strengthen clinical skills if the theoretical learning was learned in an asynchronous virtual space? This study addressed the role that active learning in real time can play in students' clinical skill development and the impact that the way physical space is used, particularly in this type of learning, can have on the students' experience.The genesis of this study was student feedback, as the first iteration of this course was taught in a traditional lecture format, with students sitting behind long tables, shaped in a U in front of a whiteboard. Informal evaluations distributed by the instructor and formal institutional course evaluations reflected themes of boredom with the lecture-based format and a lack of confidence in using skills in practice that students had only seen in a video or read about, as well as the universal request to build in time to learn the ski...

show abstract

An evaluation of a child-centered play therapy workshop for school counselors.

Cited by 16 publications

References 25 publications

Play Therapy Courses in School Counselor Training: A Content Analysis of Syllabi From CACREP-Accredited School Counseling Programs

Play Therapy Courses in School Counselor Training: A Content Analysis of Syllabi From CACREP-Accredited School Counseling Programs

Untitled

Understanding the Role of the Brick-and-Mortar Classroom in Course Design and Implementation of the “Flipped” Classroom: An Exploratory Case Study

Contact Info

Product

Resources

About