In order to establish the appropriateness of the western model of non-directive play therapy within the Kenyan context, the study explored the experiences of trained play therapists using the western model of non-directive play therapy in their therapeutic work with a Kenyan child. The study used qualitative methodology with thematic analysis where six trained non-directive play therapists with more than two years' practical experience participated. The participants comprised of five females and one male aged between 40 to mid-50 years were interviewed using semi-structured interviews while the interviews were tape recorded prior to their transcription. Data analysis was done using thematic analysis guidelines and the findings generated two main overarching themes stating that the Western model of Non-directive play therapy used in a therapeutic setting with a Kenyan child is in a large scale 'appropriate' (effective) while in some cases the same participants found the model 'inappropriate' (not effective) based on the Kenyan cultural beliefs and practices. Within the two main overarching themes, emanated seven candidate themes perceived by my participants to be indicators of the appropriateness of the western model of non- directive play therapy within the Kenyan context, in which the therapists' experiences revealed that in their therapeutic work with a Kenyan child using this model, the child developed a sense of 'empowerment'; 'freedom' and at the same time became 'expressive' through the use of play. Meanwhile the inappropriateness of western model of non - directive play therapy in the Kenyan context were mainly perceived to be caused by 'lack of awareness' of the model's existence and/or importance by most Kenyan communities, 'cultural barriers' particularly with regard to the use of 'play' and 'non- direction' in this model, Kenya's 'directive education system' as opposed to the western non-direction and 'social economic status' of most Kenyans leading to access issues were also experienced as contributors to the models in appropriateness within the Kenyan context.

This study examined the use of group Adlerian play therapy (AdPT) as an 8-week intervention to treat children, ages 8-13, displaying emotional and/or behavioral difficulties. The study looked at the effects of the intervention on the parent reports of child externalizing behaviors and parenting stress, and the children’s reports of self-esteem (Social Competence, Behavioral Conduct, and Global Self-Worth). The study included two phases. Phase 1 was a randomized control trial (RCT), which allowed for comparison of treatment to the waitlist-control as between group effects, pre- and post-intervention. Group comparisons could not be tested due to an inadequate sample size of children. Phase 2 involved the waitlist group completing the same 8-week therapy intervention and looking at all participants as a single sample over time, using three time points: pre-intervention, post-intervention, and one-month follow-up. Results from Phase 2 demonstrated tentative support for group AdPT. Additional analyses were conducted in Phase 2 examining differences between the two age groups, 8-10 and 11-13, and the mediating effect of Adverse Childhood Experiences (ACEs) on the effectiveness of the intervention. While the analyses suggest that group AdPT is effective for younger and older children, the small number of older children (n = 7) limits the ability to draw definitive conclusions. Children with moderate levels of ACEs showed non-significant trends in improved externalizing behaviors and self-esteem compared to children with lower and higher ACEs. Implications for future research, practice and policy are discussed.

Working in mental health can be an extremely demanding job, which may often lead to compassion fatigue of therapists. This research study examines the factors that contribute to compassion fatigue among play therapists and therapists in the play therapy community. This research sought to measure the relationship between factors such as work-related stressors, demographics, and compassion fatigue. The research study gathered quantitative data from a convenient sample and a random sample. Data was collected via an online survey, which included informed consent, a demographic questionnaire, and the Professional Quality of Life Scale. Forty online surveys were completed by play therapists registered with a specific association (Group X) and at a non-profit agency located in Southern California. Statistical analysis was done using SPSS version 21. A significant key finding was that play therapists are very satisfied with their career path and are experiencing high levels of compassion satisfaction. Another key finding from this study was there is a significant correlation between hours spent per week providing play therapy services and hours spent working with traumatized clients. Also, another key finding was there is a correlation between years licensed and primary work setting. This research study hopes to help play therapists who are interested in play therapy and give insight about compassion fatigue while also giving mental health agencies understanding of the work-related stressors that play therapists face while providing play therapy services.

No description available.

Making the Child's World: Fostering Permanence, is a redefining, reordering and recalibration of the planning of a centre for children in transition within the child welfare system that would operate alongside foster homes. It is not a prescription for the ideal building design. Instead it is a proposition for a set of standards and qualities necessary of a child-centered environment; one where the child can be comfortable and secure, in the face of his or her family circumstances. <br /><br /> This thesis discusses the period between infancy and school age as crucial in the physical and emotional development of children; a time when they first establish concepts of space, relationships, and feelings. Each environment and social interaction experienced plays a large role in a child's development, both socially and physically. The dynamics, scale and intimacy of Play Therapy need to infiltrate the architectural strategy of this type of centre so that the centre itself adopts the values of Play Therapy, enabling the physical environment to act as a rehabilitative tool in the Play Therapy Programme.

Making the Child's World: Fostering Permanence, is a redefining, reordering and recalibration of the planning of a centre for children in transition within the child welfare system that would operate alongside foster homes. It is not a prescription for the ideal building design. Instead it is a proposition for a set of standards and qualities necessary of a child-centered environment; one where the child can be comfortable and secure, in the face of his or her family circumstances. <br /><br /> This thesis discusses the period between infancy and school age as crucial in the physical and emotional development of children; a time when they first establish concepts of space, relationships, and feelings. Each environment and social interaction experienced plays a large role in a child's development, both socially and physically. The dynamics, scale and intimacy of Play Therapy need to infiltrate the architectural strategy of this type of centre so that the centre itself adopts the values of Play Therapy, enabling the physical environment to act as a rehabilitative tool in the Play Therapy Programme.

Thesis (M.A. (Play therapy))--University of Pretoria, 2000. / Includes bibliographical references.

This qualitative case study research chronicles the process of change during play therapy of two children who experienced maternal loss and maltreatment during the first two years of life. At the outset of this study both children presented with evidence of insecure attachment as well as symptoms and behaviour consistent with maltreatment. Over the course of a year of therapy, both demonstrated profound change and healing. The study concludes that the children were able to utilize the safety, consistency, and affirmation of the therapeutic relationship to discard old models of relating, and to construct new internal representational models of self and of self in relation to others. Once old models were discarded, the children returned to the earliest stage of damage and reworked attachment salient developmental tasks while in relation with the therapist. The projective materials of the play therapy space provided the medium through which the children externalized selected trauma and critical incidents that shaped their maladaptive models. As the therapist gave voice to the previously unacknowledged experiences, the child's authentic self was able to disentangle from the trauma. The pattern by which the self emerged and developed over the course of therapy approximated developmental pathways described by prominent self theorists (Bretherton & Beeghly, 1982; Mahler et.al, 1975; Stern, 1985). Change was exhibited in the classroom approximately 10 to 14 weeks after the children were initially seen in therapy.

The growing number of young children exhibiting conduct problems is a cause of serious concern for many early childhood teachers. Past research has shown that child centred play therapy (CCPT) may be effective for addressing conduct problems. However, little research has been carried out to study the impact of CCPT on children exhibiting these problems, through training early childhood teachers in using CCPT strategies. Therefore, the goal of this pilot study was to explore whether young children who have persistent conduct problems in early childhood settings in New Zealand would show improved behaviour following their early childhood teachers learning some play-therapy strategies. It also aimed to gather information from teachers about the suitability of play therapy strategies within the context of the New Zealand early childhood system. Two early childhood teachers and two children, aged 4 years participated in the study. Following the teachers’ training, a decrease in problem behaviour and a notable increase in positive play behaviour were observed for the two child-participants. These positive changes corresponded with the improved Strengths and Difficulties Questionnaire (SDQ) (Goodman, 1997) scores as measured by the teachers. The Total Difficulties scores gained for both children were in the clinical range at the beginning of the study and had improved to the normal range at the followup. The results also showed that the teachers appeared to have benefited from the training and were very satisfied with the intervention outcomes. They found the training acceptable and intended to continue using play therapy strategies in their centre. The findings of the current study extend previous research by demonstrating the teachers’ ability to deliver CCPT strategies. Some limitations of the current study included the limited number of observations during baseline, utilising teachers involved in the CCPT training as the source of data on children, and the absence of the parent report measures. The study findings have some important implications for early childhood centres and for further research.

Thesis (Ph. D.)--University of North Texas, Aug., 2007. / Title from title page display. Includes bibliographical references.