2014
DOI: 10.1080/02667363.2014.907128
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Behavioural and emotional well-being of children following non-directive play with school staff

Abstract: This action research project considered whether significant improvements in child and young person behavioural and emotional mental health could be achieved using school-based play workers as opposed to qualified therapists. This was seen as being an important practice question as access to qualified play therapists was severely restricted with long waiting lists. The Strengths and Difficulties Questionnaire (SDQ) was used as a pre-and post-intervention measure to identify any changes following non-directive p… Show more

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Cited by 10 publications
(4 citation statements)
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“…Playing out one’s experience through Vil Du?! might also help to make thoughts related to one’s CSA experiences explicit [ 21 , 22 ]. These explicit thoughts can be processed or restructured in successive therapy sessions.…”
Section: Discussionmentioning
confidence: 99%
See 1 more Smart Citation
“…Playing out one’s experience through Vil Du?! might also help to make thoughts related to one’s CSA experiences explicit [ 21 , 22 ]. These explicit thoughts can be processed or restructured in successive therapy sessions.…”
Section: Discussionmentioning
confidence: 99%
“…For therapists to restructure such incorrect and maladaptive thoughts, they first need to explicate children’s thoughts for which play (eg, with dolls, by drawing, or with Vil Du?!) can be used as a vehicle [ 21 , 22 ]. These explicit thoughts can be processed or restructured in successive therapy sessions.…”
Section: Introductionmentioning
confidence: 99%
“…Grounded on the above debate, feelings, ___________________________________________________________________________ sentiments, sensation, emotional and mental state of mind, and emotional intelligence's critical role in instruction and learning cannot be disregarded, particularly as passions put influence upon 'instructors' instruction, and learners' (Sutton & Wheatley, 2003), Emotions and sentiments also influence the construction and arrangement of teaching on the part of teachers, classification of constructs, and logical thinking of the teachers (Sutton & Wheatley, 2003). EI also influences students' aptitudes and talents to learn, be self-confident, be optimistic, be positive, exhibit the mind's eye, and solve difficulties, grip constant worry, display dignity, and get emotional stability (Monsen, Ewing, & Kwoka, 2014).…”
Section: ____________________________________________________________mentioning
confidence: 99%
“…¿Es comprensible que una gran parte de los alumnos cuando acaban la educación obligatoria no tengan la menor idea de que estudios proseguir en la universidad?, y quizás lo más preocupante… ¿es qué todos tienen que ir a la universidad? Estudios con escolares (Ewing, Monsen y Kwoka, 2014) reflejan cómo el desarrollo emocional desde las primeras etapas se relaciona significativamente con el éxito social y laboral, no siendo ya tan trascendente el cúmulo de títulos y certificados académicos que se tengan. En definitiva, el rol del maestro no puede ceñirse únicamente a la transmisión de contenidos, ya que éstos se encuentran en internet en cuestión de segundos con solamente un clic.…”
Section: Introductionunclassified