Multicultural considerations in graduate play therapy courses.

Abstract

Developing competent clinicians begins first and foremost with quality training. As interest in play therapy practice continues to grow along with evidentiary support of play therapy as a valid therapeutic modality, concrete instructional methodology is vital. Limited research exists related to best practices in training play therapists and even less information is available related to multicultural considerations in graduate play therapy course curriculum. The purpose of the present work is to examine identified competencies related to the field of play therapy, review literature related to structuring graduate play therapy courses, and explore multicultural considerations relevant to the training process of multiculturally competent play therapists.

Examining Students’ Self-Perceived Competence and Comfort in an Experiential Play Therapy Counseling Course: A Single Group Pretest-Posttest Investigation

“…The instructor gained valuable insight into aspects of the course that appeared to be covered well and those content areas which could be expanded. This current study provided avenues for additional research to explore student learning and meet the call for evaluation of current university-based courses (Joiner & Landreth, 2005;Yousef & Ener, 2013;Lindo et al, 2014). All results were statistically significant.…”

“…In addition to participants' perception comfort and competency with play therapy techniques, previous literature indicated the need for assessing the quality of instruction (Lindo et al, 2012;Yousef & Ener, 2013). The current instructor plans to evaluate the course curriculum as it aligns with the Association for Play Therapy's (APT, 2012) Best Practices in subsequent offerings of the course.…”

“…The current instructor plans to evaluate the course curriculum as it aligns with the Association for Play Therapy's (APT, 2012) Best Practices in subsequent offerings of the course. Future research will begin to answer the call of current practitioners that emphasize a continuing evaluation of current university-based play therapy courses (Joiner & Landreth, 2005;Yousef & Ener, 2013;Lindo et al, 2012). Continual evaluation is needed to ensure that instructors are meeting the needs of their students as well as closing the instructional gap in the field.…”

“…Little research exists that examines the most effective content and teaching methods for play therapy, although most play therapy courses consist of a mixture of experiential and lecture components with added opportunities for role play (Jones & Rubin, 2005). Therefore, it is essential to emphasize the need for development of standards for best practice and criteria for the training of skilled play therapists, so they can be fully equipped and prepared to work with various populations (Joiner & Landreth, 2005;Lindo et al, 2012;Yousef & Ener, 2013). It behooves the field of play therapy to continue evaluating current courses and integrating new research findings, best practices, and students' needs into each course.…”

“…Furthermore, developing knowledgeable and skilled clinicians begins with quality training. Thus, well-informed, evidence-based, and intentional instructional methodology appears vital to enhance counselors' qualifications (Jones & Rubin, 2005;Yousef & Ener, 2013). However, limited research exits related to best practices in training and development of competent play therapists in introductory or advanced settings.…”