Showing papers in "International Journal of Play Therapy in 2012"

Long-term child centered play therapy and academic achievement of children: A follow-up study.

Abstract: This follow-up study measured the impact of long-term Child Centered Play Therapy (CCPT) with 18 academically at-risk elementary school students. Through the use of a one-way repeated measures analysis of variance, researchers examined the use of CCPT from preintervention to midintervention (16 sessions) to postintervention (26 sessions). Results indicated that children who participated in 26 sessions of CCPT demonstrated statistically significant improvement on the Early Achievement Composite as measured on the Young Child’s Achievement Test, along with increases in the Spoken Language, General Information, Writing subscales. Participants showed statistically consistent improvement in academic achievement scores over the full duration of the study.

Neurosequential model of therapeutics in a therapeutic preschool: Implications for work with children with complex neuropsychiatric problems.

Abstract: The two studies presented examine the use of the Neurosequential Model of Therapeutics on the social-emotional development and behavior of 28 children participating in a therapeutic preschool program. Results from these studies indicate that the use of the Neurosequential Model of Therapeutics approach to determine the nature, timing, and “dose” of developmentally appropriate activities and interventions within the context of a therapeutic preschool did improve the social-emotional development of the participating children. Interventions and activities were provided in the context of Filial Play Therapy as part of the therapeutic preschool environment. Six-month and 12-month follow-ups suggest gains in social-emotional development and behavior were retained. Implications for future use are discussed.

Examining social justice attitudes among play therapists: Implications for multicultural supervision and training.

Abstract: This article reports the findings of a survey that investigated social justice attitudes among play therapists (N 448) and its relation to multicultural supervision and multicultural education. Descriptive statistics and a Pearson correlations test were used to analyze results. Results indicated that social justice attitude was positively correlated to the number of continuing education credits, the percentage of time both receiving and providing supervision with a multicultural focus, the quality of supervision provided, and the years as a play therapist. The importance of working from a social justice paradigm and its direct impact on the work of play therapists is discussed. In addition, implications of the results, including findings from descriptive statistics, are explained.

Overcoming School Counselors' Barriers to Play Therapy

Abstract: The purpose of this study was to survey members of the American School Counselor Association (ASCA), who were also elementary school counselors, about their perceived barriers to implementing play therapy and the methods used to overcome barriers (N 359). The results indicate that although elementary school counselors find play therapy to be helpful, many experience barriers related to training, administration, time, resources, and space. Methods used by school counselors to overcome barriers included training, educating faculty and administrators about play therapy, willingness to use personal funds to purchase play therapy materials, and creative use of time. The authors raise awareness of the need for formal training of elementary school counselors in play therapy. Practical implications and further research are also discussed.

Incorporating play therapy into evidence-based treatment with children affected by obsessive compulsive disorder.

Abstract: This article outlines the etiology, symptoms, and two of the most current evidence-based psychotherapeutic interventions associated with children diagnosed with ob-sessive compulsive disorder (OCD). Research demonstrates that a combination ofcognitive–behavioral therapy with exposure treatment, along with psychopharmaco-logical treatment, is the “gold standard” when providing mental health care tochildren with OCD (Pediatric OCD Treatment Study, 2004, Journal of the AmericanMedical Association, 292 , 1969–1976.). While play therapy has not been identiedas a singularly benecial paradigm to mitigate the symptoms associated with OCD(Piacentini & Langley, 2004, Journal of Clinical Psychology, 60, 1181–1194.), theauthors of this article argue that play therapy can be integrated within the evidence-based treatment modalities to provide a developmentally appropriate context forchildren. Specically, play therapy techniques may be benecial for children at-tempting to externalize the internal dialogue of repetitive thoughts associated withOCD. Last, implications for play therapists are addressed.

Sandplay: An adjunctive therapy to working with dementia.

Abstract: Sandplay therapy has been utilized with various populations, including those with posttraumatic stress disorder (e.g., Coalson, 1995), children with traumatic brain injury (e.g., Plotts, Lasser, & Prater, 2008), and individuals with substance abuse problems (e.g., Marcello, 2008). However, there are scant references to the employment of sandplay therapy with individuals with dementia. Using case studies from the author’s own work, the article provides concrete illustrations of how sandplay therapy may be a significant mode of therapy to consider in working with dementia. This article also explores how sandplay facilitates the individuation process, provides a venue for nonverbal therapy, and promotes the exploration and deepening of an individual’s connection with the unconscious mind. Implications for research are also discussed.

Perceptions of Counselors Regarding the Effectiveness of Interventions for Traumatized Children

Abstract: Limited research exists to guide counselors of traumatized children as they search for effective interventions. The authors conducted a multicase study to examine counselors’ perceptions in regard to the effectiveness of interventions for children who have experienced trauma. Six counselors who work with traumatized children were contacted and interviewed. Two participants were registered play therapists, and the remaining counselors specialized in working with traumatized children in a variety of clinical settings; however, all 6 participants used therapeutic play skills when counseling traumatized children. Four significant themes emerged from the data analysis and are presented along with implications for counselors.

Principles of play: A dialogical comparison of two case studies in school-based mentoring.

Abstract: School-based mentoring is a means for community adults to work with students for a sense of belonging and connectedness in school Indeed, tenets of play therapy, especially through a child-centered approach, are particularly useful in the school setting to impact a sense of belonging and connectedness for students The power and permanence elements in mentoring outlined by Keller and Pryce (2010) underscore the undeniable differences between adults and youth that impact relationship closeness Therefore, to identify relationship qualities of dyadic relationships (the immediate setting) in mentoring, using a dialogical analysis, we compare 2 case studies through the lens of Axline’s (1989) child-centered approach: 1 deemed by the mentor as successful and lasting, and the other deemed by the mentor as unsuccessful and not lasting Further, we align Axline’s tenets to examine interactions in these cases and extend these concepts for working with children and youth in school-based mentoring By presenting detailed descriptions of 2 case studies, we hope to highlight principles and characteristics for relationship strategies to impact synergy in the dyadic exchange