Quantitative analysis of long-term child-centered play therapy.

Muro, Joel; Ray, Dee C.; Schottelkorb, April A.; Smith, Michael R.; Blanco, Pedro J.

doi:10.1037/h0088914

Cited by 32 publications

(34 citation statements)

References 20 publications

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“…Unlike previous research findings (Muro et al, 2006), the current study found that the success of the play intervention did not change significantly according to the number of sessions attended, although interventions in the current study were relatively short (M = 13.78 sessions) and significant effects may be evident if children attended a greater number of play sessions.…”

Section: Discussioncontrasting

confidence: 82%

“…Muro, Ray, Schottelkorb, Smith, and Blanco (2006) considered the effects of long-term play therapy for children with behavioural or emotional problems, measuring behavioural problems at pre-(zero sessions), mid-(16 sessions) and post-play therapy (32 sessions). They found a significant reduction in behavioural problems from pre-to post-play therapy.…”

Section: Introductionmentioning

confidence: 99%

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Behavioural and emotional well-being of children following non-directive play with school staff

Ewing

Monsen²,

Kwoka³

2014

Educational Psychology in Practice

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This action research project considered whether significant improvements in child and young person behavioural and emotional mental health could be achieved using school-based play workers as opposed to qualified therapists. This was seen as being an important practice question as access to qualified play therapists was severely restricted with long waiting lists. The Strengths and Difficulties Questionnaire (SDQ) was used as a pre-and post-intervention measure to identify any changes following non-directive play sessions with school staff. Significant improvements were found across all SDQ scales, with the most marked improvement observable in children and young people identified as having a high need for intervention. Number of play sessions attended and age group did not significantly affect SDQ scores according to teacher and child/ young person ratings. Parent SDQ ratings indicated greater success of the play intervention for children aged between three and eight years compared with children aged between 11 and 15 years.

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Section: Discussioncontrasting

confidence: 82%

Section: Introductionmentioning

confidence: 99%

Behavioural and emotional well-being of children following non-directive play with school staff

Ewing

Monsen²,

Kwoka³

2014

Educational Psychology in Practice

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show abstract

“…Even though there has been a shift in focus of the dependent variable, play therapist researchers have continued to concentrate on schools as an appropriate setting for intervention. Several recent CCPT research studies have been conducted in elementary schools, establishing a pattern of incorporating play therapy in the school setting (Fall, Balvanz, Johnson, & Nelson, 1999;Fall, Navelski, & Welch, 2002;Garza & Play Therapy in Elementary Schools Bratton, 2005;Muro, Ray, Schottelkorb, Smith, & Blanco, 2006;Ray, 2007;Ray, Blanco, Sullivan, & Holliman, 2009;Ray, Schottelkorb, & Tsai, 2007;Schottelkorb & Ray, 2009;Schumann, 2010). All of the aforementioned studies dealt with children's externalizing behaviors and relationships, specifically attention-deficit/hyperactivity disorder, aggression, and teacher-child relationships.…”

Section: Play Therapy Research and Academic Achievementmentioning

confidence: 99%

Play Therapy in Elementary Schools: A Best Practice for Improving Academic Achievement

Blanco

Ray

2011

Jour of Counseling & Develop

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100

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This pilot study of 1st graders who are academically at risk examined the effectiveness of child‐centered play therapy (CCPT). The experimental group received biweekly, 30‐minute play therapy sessions for 8 weeks. Findings indicated that these 1st graders participating in CCPT (n = 21) demonstrated a statistically significant increase on the Early Achievement Composite of the Young Children's Achievement Test (Hresko, Peak, Herron, & Bridges, 2000) when compared with children in the control group (n = 20). Results support using CCPT as an intervention for academic achievement.

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“…Additionally, practitioners may wish to consider meeting with students on a more intensive basis, such as multiple sessions per week for a shorter session length and for a reduced number of weeks in the school year. Short-term intensive formats have demonstrated effectiveness in the school setting (Muro, Ray, Schottelkorb, Smith, & Blanco, 2006;Ray, 2007).…”

Section: Practical Considerations For Play Therapy In the Schoolsmentioning

confidence: 99%

Play therapy in elementary schools

Landreth

Ray

Bratton

2009

Psychology in the Schools

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Because the child's world is a world of action and activity, play therapy provides the psychologist in elementary-school settings with an opportunity to enter the child's world. In the play therapy relationship, toys are like the child's words and play is the child's language. Therefore, children play out their problems, experiences, concerns, and feelings in a manner that is similar to the process of talk therapy. This article provides practical information for developing a play therapy program, a discussion of the skills needed by the psychologist, how to involve parents and teachers in the treatment process, and a review of impressive effect sizes found in play therapy research studies. C 2009 Wiley Periodicals, Inc. DEVELOPMENTAL BASIS FOR USING PLAY THERAPYThe use of play therapy is based on the developmental understanding of children and the agreement among early developmental leaders regarding the importance of play in a child's life (Erikson, 1963;Piaget, 1962;Vygotsky, 1966). According to Piaget (1962), most children on the elementary-school level function at the two stages identified as preoperational (2-7 years) and concrete operational (8-11 years). These stages are approximately identified with chronological ages, but it is relatively understood that development is specific to the individual. At the preoperational stage, a child is acquiring the skill of language where symbols are used to mentally represent objects. Also, in this stage, a child's thinking is rigid and limited to how things appear at the time. This is the stage of magical thinking in which children create implausible explanations for things that they do not understand. Their play behaviors become increasingly imaginary, but will increase in complexity of make-believe play to encompass emerging cognitive patterns. Internally, the child is improving understanding and knowledge, but externally, the child still lacks the ability to communicate this enhanced way of working within the world. Play is the child's most natural way of communicating this internal awareness of self and others. Wilson and Ryan (2005) emphasized that symbolic play during this stage allows children to freely assimilate their experiences without environmental constraints. Such assimilation, although usually outside the child's awareness, leads to substantive change.In the concrete operational stage, children have the ability to reason logically and organize thoughts coherently. They are able to manipulate ideas and accept logical society rules. However, they can only think about actual physical objects and still cannot maneuver abstract reasoning. They are unable to express certain complicated emotions, such as guilt or resentment, because of the need for abstract thought to understand such emotions. For those children operating in the concrete stage, play helps to bridge the gap between concrete experience and abstract thought. Assimilation through play for the older child involves an emerging awareness of thought processes that correlate with substantive change (Wi...

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Quantitative analysis of long-term child-centered play therapy.

Cited by 32 publications

References 20 publications

Behavioural and emotional well-being of children following non-directive play with school staff

Behavioural and emotional well-being of children following non-directive play with school staff

Play Therapy in Elementary Schools: A Best Practice for Improving Academic Achievement

Play therapy in elementary schools

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