Effect of Child-Centered Play Therapy on Performance Anxiety and Academic Achievement

Blanco, Pedro J.; Muro, Joel; Holliman, Ryan; Stickley, Victoria K.; Carter, Kali

doi:10.1080/23727810.2015.1079117

Cited by 20 publications

(17 citation statements)

References 38 publications

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“…In this study, students who qualified for CCPT services demonstrated significant improvements in all academic areas (i.e., reading, mathematics, language usage). These results are similar to previous studies (Blanco, Muro, Holliman, Stickley, & Carter, 2015;Blanco & Ray, 2011;Blanco et al, 2012) showing academic improvement in students receiving CCPT services. Previous studies offered CCPT for a longer duration and/or biweekly and focused on working with both typical learners not exhibiting problems as well as first graders identified as at risk.…”

Section: Discussionsupporting

confidence: 92%

Child-centered play therapy and academic achievement: A prevention-based model.

Perryman

Robinson

Bowers

et al. 2020

International Journal of Play Therapy

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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.

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Section: Discussionsupporting

confidence: 92%

Child-centered play therapy and academic achievement: A prevention-based model.

Perryman

Robinson

Bowers

et al. 2020

International Journal of Play Therapy

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“…Blanco and Ray (2011) and Blanco et al (2012) found continuous improvement throughout treatment over 26 CCPT sessions suggesting that continual use of CCPT results in a gradual increase in overall academic achievement. In a similar research design, Blanco et al (2015) found average first grade students participating in CCPT intervention improved significantly in academic achievement compared to waitlist control peers. A follow-up study, Blanco et al (2017) provided the same participants an additional ten CCPT 30-min sessions.…”

Section: Child-centered Play Therapy and Academic Achievementmentioning

confidence: 93%

“…Many aspects impact student success and achievement in academics. Recently, numerous efforts have been made to implement interventions that address emotional needs of students to increase school engagement and academic success (Blanco et al, 2015(Blanco et al, , 2017(Blanco et al, , 2019Perryman & Bowers, 2018;Perryman et al, 2020). Unfortunately, children suffering from behavioral problems or mental health frequently also experience emotional interference with academic learning which can interfere with their ability to attain those academic standards (Blanco & Ray, 2011;Elias, 2006).…”

mentioning

confidence: 99%

Child-centered play therapy’s impact on academic achievement: A longitudinal examination in at-risk elementary school students.

Massengale¹,

Perryman²

2021

International Journal of Play Therapy

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Children identified as at-risk for school failure need additional intervention for school success. Given the link between emotional development and academic success, it is crucial that schools have effective methods for identifying these students in need and have preventative programs that are developmentally appropriate interventions. The present study examined the long-term impact of child-centered play therapy (CCPT) on a diverse group of at-risk second grade elementary students implemented through Primary Project. The qualifying group received ten 30-min play therapy sessions throughout one academic semester during their second grade year. In a longitudinal analysis for academic growth, the long-term impact on both the third grade and fourth grade years was measured by the Measure of Academic Progress (MAP). The findings reveal implications for identification of and interventions for at-risk elementary students and CCPT as an intervention for academic achievement, specifically reading and mathematics scores. Recommendations for future research are also included.

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“…Pentru a se diminua aceasta, trebuie să fie folosite diferite tehnici pentru a ajuta sportivii să-și controleze emoțiile. În articolul studiat sportivii au fost supuși : hipnozei, antrenamentului biofeedback, relaxarea progresiva, repetiția comportamentului, pregătirea autogenică, meditația, auto-monitorizarea pozitiva, stoparea gândirii, diverse tehnici de auto-vorbire, afectarea indusă și terapiile cognitivcomportamentale (Eime et al, 2013) ( Blanco J., et al , 2015) .…”

Section: Discuțiiunclassified

Children’s Anxiety in Performance Sport

Preja

2019

journal

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Assessment of the anxiety state in performance sports and the way it can affect sportive evolution. The Anxiety Scale was applied in Spielberg testing which targets the anxiety levels when taking a test, exam, school response, allowing the separation of 2 sub-quotas: W (Worry) representing “concern” and E - emotions. Anxiety symptoms were reported in all three categories (gymnasts, athletes, and non-athletes). Out of the total quota obtained for each group, different levels of concern were registered: average degree of concern/fear for 38.11% of the control group students, a medium to large degree of concern, 39.31% for the first group of athletes, followed by gymnasts with 53.91% and the second group of athletes with 33.38%. Out of the 60 respondents, 34 were girls,and 26 boys. From a biological and psychological point of view, anxiety acts as a warning sign meant to mobilize the adaptive function of the individual.

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Effect of Child-Centered Play Therapy on Performance Anxiety and Academic Achievement

Cited by 20 publications

References 38 publications

Child-centered play therapy and academic achievement: A prevention-based model.

Child-centered play therapy and academic achievement: A prevention-based model.

Child-centered play therapy’s impact on academic achievement: A longitudinal examination in at-risk elementary school students.

Children’s Anxiety in Performance Sport

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