This study was designed to determine the effectiveness of play therapy as a method of intervention for children with a variety of emotional and behavioral problems. Specifically, the study was aimed at determining the effectiveness of play therapy in: (a) improving self-concepts of children with adjustment difficulties; (b) reducing internalizing behavior problems, such as withdrawal, somatic complaints, anxiety, and depression; (c) reducing externalizing behavioral problems such as aggression and delinquent behaviors; (d) reducing overall behavior problems, social problems, thought problems, and attention problems of children with adjustment difficulties; and (e) reducing parenting stress of parents of children who were experiencing adjustment difficulties.The experimental group consisted of 15 children who were experiencing a variety of adjustment difficulties and received play therapy once per week for 7 to 10 weeks. The control group consisted of 14 children who were experiencing a variety of adjustment difficulties and who were on a waiting list to receive intervention, and therefore, did not receive any treatment during the time of data collection. Experimental and control group children were administered the Joseph Pre-School and Primary Self-Concept Screening Test and parents of all participants completed the Child Behavior Checklist and the Parenting Stress Index at pretest and posttest data collection times. A gain scores analysis revealed that children in the experimental group demonstrated a significant improvement on internalizing behavior problems. Also, a reduction in externalizing behavior problems and parenting stress was observed. No improvement in self-concept was demonstrated. This study provides evidence that play therapy is a viable intervention for treating a variety of emotional and behavioral difficulties in young children, particularly children who are experiencing internalizing behavior problems.

No description available.

Thesis (Ed. S.)--Brigham Young University. Dept. of Counseling Psychology and Special Education, 2008. / Includes bibliographical references (p. 66-73).

Thesis (Ph. D.)--Lehigh University, 2003. / Includes vita. Includes bibliographical references (leaves 99-115).

This study examined implicit and explicit attitudes of teachers toward the Emotional Disturbance (ED) label, the strength of association between implicit and explicit ratings, and the variance in attitudes between different types of teachers or among teachers in different settings. Ninety-eight teachers (52 regular education and 46 special education teachers), from a mix of urban and rural school districts in central Indiana, completed three computer-based attitudinal measures: an implicit association test (IAT), a Social Distance Scale (SDS), and the Scale of Attitudes toward Disabled Persons (SADP). Results indicated that teachers possess a significant preference for the category of Learning Disability (LD) compared to ED, and the correspondence between implicit and explicit attitudes toward those two labels was strong. This data supports the notion that the ED label is perceived far too negatively by educators to serve as an effective category of services for children with serious mental health issues. / Department of Educational Psychology

Typescript. / Thesis (Ph. D.)--University of Hawaii at Manoa, 1974. / Bibliography: leaves 157-169. / ix, 169 leaves ill

Thesis (MSW (Social Work and Criminology))--University of Pretoria, 2009. / Includes bibliographical references.

Thesis (Ph.D.)--Duquesne University, 2009. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 147-167) and index.

Thesis (Ph.D.) -- University of Rhode Island, 2008. / Typescript. Includes bibliographical references (leaves 107-116).

Thesis (Ph. D.)--Brigham Young University. Dept. of Counseling Psychology and Special Education, 2008. / Includes bibliographical references (p. 111-127).