Impact of School‐Based Child‐Centered Play Therapy on Academic Achievement, Self‐Concept, and Teacher‐Child Relationships

Abstract

Blanco, Pedro J. The impact of school-based child centered play therapy on academic achievement, self-concept, and teacher-child relationship stress. Doctor of Philosophy (Counseling), May 2009, 111 pp., 15 tables, 1 figure, references, 92 titles. This study examined the effectiveness of child centered play therapy (CCPT) with academically at-risk 1st graders. In this quasi-experimental design, twenty-one 1st grade students were assigned to the experimental group and 20 students were assigned to the no treatment control group. The children in the experimental group received two 30 minute play therapy sessions per week for the duration of eight weeks.Three hypotheses were analyzed. A two-factor repeated measures analysis of variances (SPANOVA) were performed on each dependent variable to determine if the experimental group performed differently from the control group across time according to the pretest and posttest results of the Young Child's Achievement Test (YCAT), the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children (PSPCSAYC), and the Student-Teacher Relationship Scale (STRS). Additionally, partial η2 was calculated to determine practical significance. One hypothesis was retained at the .05 level of significance.Findings indicated that academically at-risk 1st graders who participated in CCPT scored statistically significant higher on academic achievement. Specifically, children assigned to the experimental group demonstrated a statistically significant increase in Early Achievement Composite (p = .03) when compared to children assigned to the no treatment control group. No statistical significant results were found on Self-Concept and Student-Teacher Relationship Stress.

Educational Outcomes Associated With School Behavioral Health Interventions: A Review of the Literature

“…We identified 19 articles that included evaluations of the impact on academic outcomes of clinical or tertiary prevention components of school behavioral health programs or frameworks . A table containing summary information about the articles is available as Table S1, Supporting Information (also at http://csmh.umaryland.edu/Resources/School-Mental-Health-Impact/).…”

Building a firm foundation in play therapy research: Response to Phillips (2010).

“…For example, in his section on children with medical procedures, two prominent play therapy research articles (E. Jones & Landreth, 2002;Tew, Landreth, Joiner, & Solt, 2002) were not mentioned. In addition, a preponderance of recent play therapy quantitative studies have been randomized clinical trials (Blanco, 2009;Danger & Landreth, 2005;Fall, Balvanz, Johnson, & Nelson, 1999;Garza & Bratton, 2005;E. Jones & Landreth, 2002;Packman & Bratton, 2003;Ray, 2007;Ray, Schottelkorb, & Tsai, 2007;Schumann, 2005;Shen, 2002; please see Table 1).…”

فعالية برنامج قائم على العلاج باللعب الجماعي في تنمية المهارات الاجتماعية لدى التلاميذ ذوي الإعاقة الفکرية

“…There are statistically significant differences among the means ranks of the experimental group in the pre-test and the means ranks of the same group in the post test on the social skills Scale in favour of the post-test There are no statistically significant differences among the means ranks of the experimental group in the post-test and the means ranks of the same group in the follow up-test on the social skills scale . (Brandt, 2001 ;Ray, 2007;Blanco, 2010 ) (Chu & Zhang, 2015;Morgan, Hsiao, Dobbins, Brown & Lyons, 2015;Lo, Correa, & Anderson, 2015;Yoder, 2015;Daraee, et al, 2016)…”