Play as a predictor of coping and distress in children during invasive dental procedure

Christiano, Beth; Russ, Sandra W.

doi:10.1207/s15374424jccp2502_1

Cited by 57 publications

(54 citation statements)

References 20 publications

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“…Russ and Grossman-McKee (1990) found significant relationships between affective expression in play and divergent thinking abilities in children. Christiano and Russ (1996) found a significant positive correlation between children who are able to use play for affective expression (as measured by the APS) and children's general coping ability. Additional validity studies on the APS have explored relationships between affective expression in play and self-esteem (Peterson, 1989), pain complaints (Grossman-McKee, 1989), internal representations of empathy (Niec & Russ, 1996), and imagination and anxiety (Goldstein, 2002) (Cited in Russ, 2004).…”

Section: Play-based Assessment Instrumentsmentioning

confidence: 85%

Development of the trauma play scale: An observation-based assessment of the impact of trauma on play therapy behaviors of young children.

Findling¹,

Bratton²,

Henson³

2006

International Journal of Play Therapy

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Literature suggests that traumatized children exhibit a type of play that is distinct from the play behaviors of other children (Terr, 1983). The purpose of this study was the development of an instrument designed to detect differences in the play therapy behaviors of children with a history of trauma versus children with no known history of trauma.The study consisted of two phases; the instrument development and pilot study phases. The researcher followed Hill's (1991) guidelines for instrument development. The scale was designed so that raters could rate a child's behavior, via videotaped play therapy sessions, at five minute intervals. The scale consisted of the following domains: Intense Play, Repetitive Play, Play Disruptions, Avoidant Play Behavior, and Negative Affect. The Average Trauma Play Scale Score is an average of scores across these domains.During the pilot study phase, the researcher evaluated the scale in terms of reliability, face validity, and discriminant validity. Subjects were twelve children; six had a history of trauma and six had no known trauma history. Five trained raters rated eight consecutive videotaped play therapy sessions for each participant. One-way and repeated measures analysis of variance statistics, including effect sizes, were used to detect differences between the groups.Percentage agreement and correlational estimates of interrater reliability suggest that raters are able to acheive consensus and consistency in their ratings. Quantitative and qualitative feedback from experts in the field of play therapy provide strong support for the face validity of the scale. Statistical analyses indicate that the Trauma Play Scale has a high degree of discriminant validity. Traumatized children scored higher on the Trauma Play Scale than nontraumatized children, as expected. Effect size estimates indicate strong relationships between participants' trauma history status and their Average Trauma Play Scale scores. In post-hoc analyses, the Repetitive Play Domain was omitted from the aggregate score; this analysis uncovered statistically significant differences between the two groups.ii

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Section: Play-based Assessment Instrumentsmentioning

confidence: 85%

Development of the trauma play scale: An observation-based assessment of the impact of trauma on play therapy behaviors of young children.

Findling¹,

Bratton²,

Henson³

2006

International Journal of Play Therapy

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“…Lieberman (1977) proposed a model linking playfulness, composed of the five aforementioned elements, with creativity and imagination. Other correlates of playfulness that have been found include divergent thinking (Barnett & Kleiber, 1982;Lieberman, 1965), positive affect (Barnett, 1991a;Jenvey & Jenvey, 2002), problem-solving ability (Barnett, 1985;Vandenberg, 1980), physical activity (Barnett, 1991a;Brockman, Jago, & Fox, 2011), emotional and self regulation (Christiano & Russ, 1996;Elias & Berk, 2002), and imagination (Barnett 1991a;Lieberman, 1977;Singer, Singer, & Sherrod, 1980), among others (see Barnett, 2011Barnett, -2012. Lieberman (1965) and Barnett and Kleiber (1982) both found relationships between playfulness and divergent thinking ability among kindergarten and preschool children in similarly designed studies.…”

Section: Playfulness In Childrenmentioning

confidence: 99%

The Playful Advantage: How Playfulness Enhances Coping with Stress

2013

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This study investigated the interrelationship between playfulness in adults, perceived stress, and styles of coping. Research on playfulness has long centered on its connection to development in children, while the study of playfulness in adulthood has just recently commenced. Similarly, the psychology literature is rife with the study of stress and coping processes, whereas its study through the lens of playfulness is virtually nonexistent. This is unfortunate, as all three constructs are cognitive-emotional in nature, suggesting a natural relationship between them. This thesis study investigated whether playfulness serves an adaptive function in the experience of stress and corresponding coping strategies among college-aged students. Findings revealed that playful individuals reported lower levels of perceived stress than their less playful counterparts. Furthermore, playful individuals more frequently utilized adaptive, stressor-focused coping strategies and were less likely to employ negative, avoidant, and escape-oriented strategies. The findings suggested that as in childhood, playfulness serves a strong adaptive function in young adulthood, providing individuals with more cognitive resources from which they can manifest effective coping mechanisms in the face of stressful situations. Playfulness, then, should not remain on the peripheries of societal and academic thought, but rather should be developed, nurtured and subjected to further scientific inquiry.iii To the rose-smellers, the scenic-route-takers, the tree-climbers...may your courageous journey never end. To the rest, may you be inspired to reclaim your youthful spirit.iv ACKNOWLEDGMENTS

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“…Interrater reliabilities were found to be consistently strong (r=.74 to .90) with the exception of intensity of affect (r=.53) Russ, 2004). Many studies have been contributed to the construct validity of the APS to theoretically relevant criteria (Russ & Schafer, 2006) such as creativity (Russ, 1993(Russ, , 1998, coping (Christiano & Russ, 1996), divergent thinking (Russ & Grossman-McKee, 1990), and interpersonal functioning (Niec & Russ, 2002) Findling (2004) stated that while the APS appeared to capture a broad range of affective expressions embedded within the fantasy play of children, it does not appear to meet the need for a developmentally responsive measure of the impact of trauma on children. The above mentioned assessments do not address the play behaviors associated with traumatized children (Gil, 1991;James, 1989;Shelby & Felix, 2005;Terr, 1983).…”

Section: Affect In Play Scalementioning

confidence: 99%

“…Play of helps children to maintain strong parent-child bonds, providing children with protective factors (Ginsberg, et al). A rupture to these child-parent bond increases the likelihood a traumatizing event may overwhelm the child's ability to cope (Christiano & Russ, 1996;Dayton, 2000). Play therapy provides children the opportunity to express their feelings and experiences, and to grow and heal from a traumatizing event, all within a supportive and accepting relationship (Allan & Lawton-Speert, 1993;Gil, 1998;James, 1989Schaffer, 1994;Van der Kolk,;Webb, 2001).…”

Section: Introductionmentioning

confidence: 99%

Development of the Trauma Play Scale: Comparison of children manifesting a history of interpersonal trauma with a normative sample.

Myers¹

2011

International Journal of Play Therapy

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Play as a predictor of coping and distress in children during invasive dental procedure

Cited by 57 publications

References 20 publications

Development of the trauma play scale: An observation-based assessment of the impact of trauma on play therapy behaviors of young children.

Development of the trauma play scale: An observation-based assessment of the impact of trauma on play therapy behaviors of young children.

The Playful Advantage: How Playfulness Enhances Coping with Stress

Development of the Trauma Play Scale: Comparison of children manifesting a history of interpersonal trauma with a normative sample.

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