2004
DOI: 10.1037/h0088886
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Implementing Play Therapy in the Schools: Lessons Learned.

Abstract: This article presents a rationale and understanding of the function of play therapy in the school environment. Although there are many benefits to providing play therapy in the school, there are also many challenges. The authors offer details of a yearlong pilot play therapy program in an elementary school. The advantages of delivering play therapy directly to students, filial therapy to parents and teachers, and education to teachers are discussed. In addition, the challenges of such a program are enumerated … Show more

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Cited by 18 publications
(21 citation statements)
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“…Another model could be an adaptation of filial therapy models, such as the RELATe model (Ray, Muro, & Schumann, 2004) or the child–teacher relationship-training model (Helker & Ray, 2009; Sepulveda et al, 2011). The RELATe model (Ray et al, 2004) is a condensed 7-hr modification of child–parent relationship therapy based on Landreth’s (2012) model, spread over two sessions. Child–teacher relationship training (Helker & Ray, 2009; Sepulveda et al, 2011) is a phased intervention that fosters a positive relationship between teachers and students.…”
Section: Strategies and Modelsmentioning
confidence: 99%
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“…Another model could be an adaptation of filial therapy models, such as the RELATe model (Ray, Muro, & Schumann, 2004) or the child–teacher relationship-training model (Helker & Ray, 2009; Sepulveda et al, 2011). The RELATe model (Ray et al, 2004) is a condensed 7-hr modification of child–parent relationship therapy based on Landreth’s (2012) model, spread over two sessions. Child–teacher relationship training (Helker & Ray, 2009; Sepulveda et al, 2011) is a phased intervention that fosters a positive relationship between teachers and students.…”
Section: Strategies and Modelsmentioning
confidence: 99%
“…Alex was especially fond of his two mentors from 11th grade, Tasha and Elijah, who came from the high school twice a week to play with Alex and his peers during recess times. The play therapist, John, had been sharing basic child-centered play-therapy skills sporadically in team meetings, and decided to offer a full day of training, including RELATe (Ray et al, 2004), for the occupational, physical, and speech-language therapists during the next professional staff-development day. The physical therapist, who was the immediate supervisor of the 5th-grade mentors, suggested that Tasha and Elijah join the training professionals, and parental permission was obtained.…”
Section: Strategies and Modelsmentioning
confidence: 99%
“…After the session, the therapist gives the teacher feedback for approximately 10 min to facilitate processing, training, and learning. Through using RELATe, teachers attempt to gain new perspectives on their students and, therefore, hope to reduce disciplinary problems in the classroom (Ray et al, 2004). Ray et al (2004) conducted research on the effectiveness of RELATe, finding that teachers believed the program was both beneficial and rewarding for them and their child of focus.…”
Section: Relationship Enhancement For Learner and Teacher (Relate)mentioning
confidence: 99%
“…Through using RELATe, teachers attempt to gain new perspectives on their students and, therefore, hope to reduce disciplinary problems in the classroom (Ray et al, 2004). Ray et al (2004) conducted research on the effectiveness of RELATe, finding that teachers believed the program was both beneficial and rewarding for them and their child of focus. The teachers also reported awareness of differences in their teaching and communication styles, leaning toward more of a nondirective role.…”
Section: Relationship Enhancement For Learner and Teacher (Relate)mentioning
confidence: 99%
“…comprehensive school counseling program, school counselors may advance the school climate by providing more developmentally appropriate and curative strategies to bolster academic and social success in students (Ray, Muro, & Schumann, 2004). Play therapy is an empirically demonstrated, creative counseling process that is sensitive to children's academic and social development (Bratton & Ray, 2000;Landreth, 2002).…”
mentioning
confidence: 99%