Effects of child-centered play therapy for students with highly-disruptive behavior in high-poverty schools.

Cochran, Jeff L.; Cochran, Nancy H.

doi:10.1037/pla0000052

Cited by 20 publications

(13 citation statements)

References 39 publications

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“…The current study did not assess therapist factors, including implicit bias, that may have influenced who was offered TF-CBT compared with CCT in this study. One possible explanation for our finding may be that many trauma-exposed youth present to community mental health clinics due to disruptive behavior problems, and therapists may feel the need to meet the client where they indicate they need help (i.e., the disruptive behavior), which may influence choosing CCT over TF-CBT as a starting point (Cochran & Cochran, 2017). CCT, which focuses on utilizing empathy and positive regard to increase a child’s awareness and processing of experiences, is commonly used by therapists to decrease disruptive behavior in youth and some studies suggest it is an effective intervention for disruptive behaviors (Cochran & Cochran, 2017).…”

Section: Discussionmentioning

confidence: 99%

Predictors of treatment initiation, completion, and selection among youth offered trauma-informed care.

Ghafoori

Garfin

Ramirez

et al. 2019

Psychological Trauma: Theory, Research, Practice, and Policy

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Objective: Few studies have investigated determinants of trauma-informed care (TIC) in vulnerable youth populations. The purpose of the present study was to investigate factors associated with initiation, completion, and selection of type of TIC treatment among a sample of 128 treatment-seeking youth who experienced crime or violence. Method: This retrospective medical record review study used data collected through routine clinical care at an outpatient, no-cost community mental health clinic. Results: We found that 69.5% of treatment-seeking youth (n ϭ 89) initiated treatment, defined as attending at least 1 TIC session. Among youth who initiated treatment, 61.8% (n ϭ 55) completed a TIC treatment. Predisposing and need characteristics were not significantly associated with initiating or completing treatment in adjusted models. Youth assigned to trauma-focused cognitive-behavioral therapy (TF-CBT) were more likely to complete treatment compared with those assigned to child-centered therapy (CCT) approaches (odds ratio [OR] ϭ 4.48, 95% CI [1.35, 14.91], p ϭ .014). Logistic regression analyses suggested therapists were less likely to select TF-CBT for children with higher externalizing symptoms (OR ϭ 0.92, 95% CI [0.85, 0.99], p ϭ .035). Conclusions: Findings suggest among youth who called in for treatment, many successfully initiated treatment, and of those who initiated, most completed treatment. Empirically supported treatments such as TF-CBT may further promote treatment completion. Clinical Impact StatementVulnerable youth populations who have experienced trauma may benefit from emerging best practices in TIC. These practices may include attending to clinical issues, such as using a structured treatment protocol and multiple attempts to schedule appointments, that have the potential to improve engagement with mental health services. Since low-income populations often have difficulty initiating and engaging in mental health treatment, Masked Manuscript without Author Information INITIATION, COMPLETION AND TREATMENT SELECTION IN YOUTH 2 findings suggest TF-CBT may help address such challenges in this population. Training community-based clinicians in TF-CBT and other TIC is imperative to meet the needs of this vulnerable population.

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Section: Discussionmentioning

confidence: 99%

Predictors of treatment initiation, completion, and selection among youth offered trauma-informed care.

Ghafoori

Garfin

Ramirez

et al. 2019

Psychological Trauma: Theory, Research, Practice, and Policy

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“…Sehingga melalui pelaksanaan CCPT yang diberikan kepada anak slow learner untuk meningkatkan harga diri juga dapat berkontribusi pada pencapaian prestasi akademik mereka. Sebuah penelitian menunjukkan bahwa ketika anak dengan perilaku distruptif di sekolah diberikan Child Centered Therapy, dapat memberikan pengaruh pada perhatian belajar dan self-efficacy (Cochran & Cochran, 2017).…”

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Meningkatkan harga diri anak slow learner melalui Child Centered Play Therapy

Iswinarti

Hormansyah

2020

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A slow learner is a child who has a delayed learning process. It affects other abilities such as adaptation, communication, and personality that can affect self-esteem. High self-esteem will make someone able to think positively about themselves and be more confident. One treatment to improve self-esteem is using Child-Centered Play Therapy (CCPT). It helps children to explore themselves through play media. This study aimed to see the effect of CCPT on the improvement of self-esteem in slow learner children. This study designed by using a quasi-experiment with a control group also pre-test and post-test. Subjects were 20 people with 9-11 years age range who were identified as slow learners. There were two groups in this study: experimental groups and the control groups that each contained 10 children. Rosenberg Self-Esteem (RSE) was used as an instrument of self-esteem (?=0,85). The data analysis method used Wilcoxon and Mann-Whitney tests. It proved that Child-Centered Play Therapy (CCPT) was effective in increasing the self-esteem of children who were slow learners. Slow learner children can increase their self-esteem through fun activities. Keyword: Child centered play therapy; Self-esteem; Slow learner AbstrakAnak dengan slow learner adalah seorang anak yang mengalami keterlambatan dalam proses belajar. Keterlambatan ini berpengaruh terhadap kemampuan lainnya seperti adaptasi, komunikasi dan pribadi yang dapat memberi dampak terhadap harga diri. Anak dengan harga diri yang tinggi membuat mereka dapat berpikir positif mengenai dirinya sendiri dan lebih percaya diri. Salah satu bentuk penanganan untuk meningkatkan harga diri adalah menggunakan Child Centered Play Therapy (CCPT). Terapi ini membantu anak mengeksplorasi diri melalui media bermain. Tujuan penelitian ini adalah untuk melihat pengaruh CCPT terhadap peningkatan harga diri anak slow learner. Desain penelitian menggunakan eksperimen quasi dengan kelompok kontrol serta pre-test dan post-test. Terdapat dua kelompok dalam penelitian, yaitu kelompok eksperimen yang terdiri atas 10 anak, dan kelompok kontrol juga terdiri atas 10 anak. Rosenberg Self Esteem (RSE) digunakan sebagai instrumen untuk mengukur harga diri (?=0,85). Teknik analisis data menggunakan uji Wilcoxon dan Mann Whitney. Hasil penelitian menunjukan bahwa Child Centered Play Therapy (CCPT) efektif meningkatkan harga diri anak slow learner. Anak slow learner dapat meningkat harga dirinya melalui terapi yang menyenangkan yaitu melalui bermain. Kata kunci: child centered play therapy; self-esteem; slow learner

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“…Several studies have shown that child-centered play therapy can reduce disruptive behavior in students (Cochran & Cochran, 2017), slightly change the behavior of students with ADHD (Robinson, 2015), and be able to change academic intervention in students (Blanco, Muro, Holliman, Stickley, & Carter, 2015).…”

Section: Child-centered Play Therapymentioning

confidence: 99%

Group Play Therapy for Behavioral Problems in Students

Azizah¹,

Ariani²

2020

Proceedings of the 5th ASEAN Conference on Psychology, Counselling, and Humanities (ACPCH 2019)

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This literature review aims to map play therapy used in a group of students with behavioral problems. School-age children show behavioral problems that can cause families, schools, and communities to face some problems. Play therapy is one of the methods that use games to carry out therapy. There are some approaches used for play therapy, such as child-centered play therapy, Adlerian play therapy, cognitive-behavioral play therapy, and gestalt play therapy. Group play therapy is a play therapy that aims to help children in learning, participating, showing respect, being responsible, accepting self and others, expressing emotions, and improving behavior. Some studies show that there are several approaches to group play therapy to reduce behavioral problems.

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Effects of child-centered play therapy for students with highly-disruptive behavior in high-poverty schools.

Cited by 20 publications

References 39 publications

Predictors of treatment initiation, completion, and selection among youth offered trauma-informed care.

Predictors of treatment initiation, completion, and selection among youth offered trauma-informed care.

Meningkatkan harga diri anak slow learner melalui Child Centered Play Therapy

Group Play Therapy for Behavioral Problems in Students

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