In this study, I examined the impact of child-centered play therapy (CCPT) on the social and emotional functioning and mindful expressions of preschoolers in Head Start preschool programs. Participants were 23 children from two Head Start preschool programs in the southwestern U.S. who qualified for free or reduced lunch and were referred by school personnel for behavioral or academic concerns (18 males, 5 females; ages 3-5, mean age = 3.74). The sample consisted of 1 (4.3%) African American, 5 (21.7%) Caucasian, 14 (60.9%) Latino, and 3 (13%) multiracial children. Participants were randomly assigned to eight weeks of twice-weekly CCPT experimental groups (n = 11) or a waitlist control group (n = 12). Results of the independent samples t-tests revealed statistically significant improvement in preschool children's empathy and responsibility for children who participated in CCPT on the Social Emotional Assets and Resiliency Scale for Preschool. Practically significant findings revealed that CCPT may influence specific mindful expressions including curiosity and openness as well as overall social-emotional competence, emotional knowledge and expression, and empathy and responsibility in Head Start preschool children. Results of this study support the effectiveness of CCPT with disadvantaged preschool children.

CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / A Ludoterapia Centrada na CrianÃa, aqui entendida nÃo somente na proposta original de Axline, mas tambÃm a partir da Ãtica de VanFleet, Sywulak e Sniscak, tem como postulado a noÃÃo de que o brincar à um diÃlogo lÃdico que propicia a expressÃo dos sentimentos e a expansÃo das possibilidades na histÃria de vida da crianÃa. A terapia ajudaria a crianÃa a identificar, reconhecer e expressar melhor seus sentimentos. Cabe ao terapeuta, portanto, apresentar habilidades que possibilitem um espaÃo de seguranÃa para a expressividade da crianÃa. Essa habilidade do terapeuta à compreendida por Amatuzzi como uma predisponibilidade Ãtica. Para que a Ãtica da LCC seja pensada em seu viÃs filosÃfico, toma-se como base para este trabalho a Ãtica da alteridade radical de LÃvinas, que propÃs a responsabilidade como estrutura da subjetividade. A condiÃÃo Ãtica dar-se-ia na abertura e disponibilidade ao Outro, à sua diferenÃa. O Outro levinasiano nÃo conceituÃvel, antecedente e transcendente ao ser, estabelece uma relaÃÃo de assimetria com o Mesmo. Partindo dessas perspectivas, apresenta-se a questÃo norteadora desta pesquisa: qual o lugar destinado ao radicalmente Outro na Ludoterapia Centrada na CrianÃa? Para responder tal questionamento, o seguinte objetivo geral foi traÃado: analisar o lugar destinado ao Outro na Ludoterapia Centrada na CrianÃa. Os objetivos especÃficos sÃo: a investigaÃÃo entre alteridade e subjetividade, a partir da Ãtica levinasiana, na Ludoterapia Centrada na CrianÃa; a realizaÃÃo da releitura da Ludoterapia Centrada na CrianÃa, a partir do radicalmente Outro. A metodologia utilizada à a hermenÃutica filosÃfica de Gadamer, que propÃe a fusÃo de horizontes entre autor e intÃrprete para a criaÃÃo de um novo horizonte de compreensÃo. A partir das aproximaÃÃes entre a Abordagem Centrada na Pessoa e a Ãtica da alteridade radical, realizadas por Vieira e Freire e Schmid, apresenta-se como resultados a existÃncia de espaÃo para o Outro levinasiano na Ludoterapia Centrada na CrianÃa, desde que o terapeuta seja abertura e disponibilidade ao trauma que representa a chegada da crianÃa em sua diferenÃa absoluta. Verifica-se, tambÃm, que a crianÃa que chega para o atendimento se apresenta como Rosto, que remete ao Infinito e à transcendÃncia do Outro. A crianÃa, portanto, seria entendida como o Outro levinasiano, a quem o terapeuta à intimado a responder. Para que a abertura do terapeuta seja possibilitada, este deve vivenciar processos permanentes de inadaptaÃÃo no face a face com a crianÃa. Presta-se agradecimentos pelo apoio da CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior (CAPES) no desenvolvimento deste trabalho. / The Child-Centered Play Therapy, understood not only in the Axlineâs original proposal, but also from the VanFleet, Sywulak and Sniscakâs perspective, has as its premise the notion that the play is a ludic dialogue that promotes the expression of feelings and the expansion of possibilities in the childâs life. The therapy would help the child to identify, recognize and express his/her feelings. The therapist should, therefore, have the skills to enable a safe space for the childâs expression. This ability is understood by Amatuzzi as an ethical previous disponibility. For a philosophical perspective of the ethics of the Child-Centered Play Therapy, it is taken as basis the LÃvinasâ ethics of radical alterity, who proposed the responsibility as subjectivityâs structure. The ethical condition would be developed by the openness and availability to the Other, towards the Otherâs difference. The non-conceptuable levinasian Other, human beingâs antecedent and transcendent, establishes an asymmetric relationship with the Same. From these perspectives, it presents the guiding question of this research: what is the place for the radically Other in Child-Centered Play Therapy? To answer this question, the following general objective was traced: analyze the place reserved to the Other in the Child-Centered Play Therapy. The specific objectives are: inquiry the relation between otherness and subjetivity, based on levinasian ethics, in the Child-Centered Play Therapy; to develop a new reading of Child-Centered Play Therapy, based on radically Other. The chosen methodology was the Gadamerâs philosophical hermeneutics, which proposes the fusion of horizons between the author and the interpreter in order to create a new horizon of comprehension. From the similarities between the Person Centered Therapy and the Ethic of radical alterity, developed by Vieira & Freire and Schmid, it is presented as result that there is a place to the levinasian Other in the Child-Centered Play Therapy, as long as the therapist is openness and disponibility to the trauma that represents the arrival of the child in his/her absolute difference. It is also verified that the child who comes to the attendance, therefore, would be understood as the levinasian Other, whom the therapist is called upon to respond. To enable the therapist openness, he/she (the therapist) should experience permanent processes of inadequacy in the face to face relationship with the child. Grateful for the support of the CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior (CAPES) in the development of this research.

This study was designed to determine the effectiveness of culturally responsive child-centered play therapy when compared to a curriculum-based small group counseling intervention as a school-based intervention for Hispanic children experiencing behavioral problems that place them at risk for academic failure. Specifically, this study measured the effects of the experimental play therapy treatment, compared to Kids' Connection, on reducing Externalizing and Internalizing behavior problems of elementary school-age Hispanic children. Twenty-nine volunteer Hispanic children were randomized to the experimental group (n=15) or the comparison group (n=14). Subjects participated in a weekly 30 minute intervention for a period of 15 weeks. Pre- and posttest data were collected from parent and teachers using the Behavior Assessment Scale for Children (BASC). A two factor mixed repeated measures analysis of variance was computed for each hypothesis, to determine the statistical and practical significance of the difference in the pretest to posttest behavior scores of children in the two groups. According to parents' reports, the children receiving play therapy showed statistically significant decreases in externalizing behaviors problems, specifically conduct problems, and moderate improvements in their internalizing behavior problems, specifically anxiety. Teacher BASC results showed no statistical significance and negligible-to- small practical significance between the two groups at posttest as a result of treatment; however, problems with integrity of data collection of teacher BASCs were noted. This study determined that, according to parents' reports, culturally responsive child-centered play therapy is an effective intervention for school-aged, Hispanic children referred for behavioral problems that have been shown to place them at risk for both academic failure and future, more serious mental health problems. Additionally, culturally responsive considerations regarding counseling Hispanic children and families were explored. This was a progressive research study that, according to a review of the literature, is the first of its kind to focus on the effects of culturally responsive child-centered play therapy treatment with Hispanic, Spanish-speaking children.

This study examined the effectiveness of child centered play therapy (CCPT) with academically at-risk 1st graders. In this quasi-experimental design, twenty-one 1st grade students were assigned to the experimental group and 20 students were assigned to the no treatment control group. The children in the experimental group received two 30 minute play therapy sessions per week for the duration of eight weeks. Three hypotheses were analyzed. A two-factor repeated measures analysis of variances (SPANOVA) were performed on each dependent variable to determine if the experimental group performed differently from the control group across time according to the pretest and posttest results of the Young Child's Achievement Test (YCAT), the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children (PSPCSAYC), and the Student-Teacher Relationship Scale (STRS). Additionally, partial η2 was calculated to determine practical significance. One hypothesis was retained at the .05 level of significance. Findings indicated that academically at-risk 1st graders who participated in CCPT scored statistically significant higher on academic achievement. Specifically, children assigned to the experimental group demonstrated a statistically significant increase in Early Achievement Composite (p = .03) when compared to children assigned to the no treatment control group. No statistical significant results were found on Self-Concept and Student-Teacher Relationship Stress.

Bakgrund: Att vårdas på en barnintensivvårdsavdelning (BIVA) är en stressande miljö för både barn och föräldrar. Detta kan hindra föräldrar från att vara delaktiga i vården och nära sitt barn som är kritiskt sjuk. Barnets upplevelse av trygghet påverkas av förälderns mående och delaktighet i vården. Syfte: Studiens syfte var att undersöka föräldrars upplevelse av delaktighet i vården och förekomst av symptom på posttraumatisk stress (PTS) efter att deras barn vårdats på BIVA.  Metod: En retrospektiv deskriptiv design med kvantitativ och kvalitativ ansats användes, där 40 föräldrar besvarade två enkäter om upplevelse av delaktighet på BIVA och symptom på PTS. Resultat: Åttio procent av föräldrarna upplevde sig i stor utsträckning ha varit delaktiga i vården och i de beslut som rörde barnets vård. Föräldrarnas upplevelse av delaktighet resulterade i två huvudteman: Främjande och Hindrande faktorer för delaktighet. Det var en större andel mammor (41%) som visade symptom på PTS jämfört med pappor (12%) (p=0,038). Det var en större andel föräldrar som inte hade högskoleutbildning som visade symptom på PTS jämfört med föräldrar som hade högskoleutbildning (64% versus 14%). Slutsats: Föräldrar upplevde sig i stor grad vara delaktiga i beslut och barnets vård. Identifierade faktorer bland föräldrar med ökad förekomst att utveckla symptom på PTS var att vara mamma, yngre ålder och att inte ha en högskoleutbildning. / Background: Parents whose child was admitted to the pediatric intensive care unit (PICU) found it to be a stressful environment for both child and parent. This can restrict parents from being close and involved in their child's care. The child's sense of security is affected by the parents' feelings and involvement in care. Purpose: The aim of the study was to investigate parents' experiences of participation in the care and parents' symptoms of post-traumatic stress (PTS) after their child was discharged from the PICU. Method: A retrospective descriptive design was used with a quantitative and qualitative approach, where 40 parents answered two surveys about the experience of participation in PICU and symptoms of PTS. Result: Eighty percent of the parents felt that they had been involved in the care and in the decisions concerning the child's care. The parents’ experience of participation resulted in two main themes: promoting and inhibiting factors for participation. There was a higher proportion of mothers (41%) who showed symptoms of PTS compared to fathers (12%) (p=0,038). A higher percentage of parents who didn't have post-secondary education showed PTS symptoms, compared to those who did have post-secondary education (64% versus 14%). Conclusion: Parents reported that they had been involved in the care and in the decisions concerning the child's care. Symptoms of PTS among parents correlated with being a mother, younger age and lower educational level.

The shortage of bilingual counselors is one barrier to young Latina/o children receiving mental health services. Child-centered play therapy (CCPT) is a developmentally responsive intervention based on the premise that play is children's natural means of communication across cultures. This randomized controlled study examined the effects of CCPT with young Spanish-speaking Latina/o children exhibiting clinical levels of school behavior problems. Participants were 57 pre-K to kindergarten Latina/o children (72% male; mean age = 4.0) randomly assigned to three treatment groups: CCPT with Spanish-speaking, bilingual counselors; CCPT with English-speaking, monolingual counselors; or active control (bilingual mentoring). Monolingual counselors participated in cultural competency training and supervision with bilingual counselors and supervisors. According to independent observers and teachers blinded to children's group assignment, both the bilingual CCPT group and the monolingual CCPT group demonstrated moderate treatment effects over bilingual mentoring, yet between-group differences were not statistically significant. Analysis of within-group change over time indicated that children in both CCPT interventions demonstrated statistically significant improvement, while the mentoring group did not. The percentage of children in each treatment group who improved from clinical to normal behavioral functioning suggests the clinical significance of the findings: 80% bilingual CCPT, 70% monolingual CCPT, 15% bilingual mentoring. Overall, findings indicate that CCPT, whether delivered by bilingual counselors or culturally-competent, monolingual counselors, is a promising intervention for young Latina/o children exhibiting behavior problems.

This phenomenological study examined the experiences and perceptions of child-centered play therapists who deliver shortened sessions in the clinic setting. Using the phenomenological analysis procedures based on Moustakas' modified Stevick-Colaizzi-Keen method, a coding team of three doctoral students found 10 themes related to child-centered play therapists' (N = 5) experiences delivering shortened session lengths. Each theme is defined and further described using verbatim transcript examples. This study has practical and clinical implications for child-centered play therapist development and training. The results of this study point to the need for further research in child-centered play therapists' experiences delivering play therapy-as-usual. Finally, future research regarding the change process in child-centered play therapy theory is also implicated.

My dissertation analyzes the status of mixed offspring in the Hebrew Bible and Second Temple texts to understand the diverse ways children from intermarried couples were presented in pre-Mishnaic Jewish literature. Prior to the Mishnah (m. Qidd 3:12), there is no evidence of a monolithic ruling to regulate the status of mixed progeny. My goal, therefore, is to examine the different ways mixed offspring were treated, and to better understand whether they endured any social repercussions due to their mixed lineage. In turn, I explore the diverse ways Jewish identity was constructed in antiquity, and how matters like gender, lineage, and geography were used to establish social boundaries. Within contemporary scholarship, the study of mixed progeny in antiquity has been incidental to other research topics, including the expulsion narrative in Ezra 9–10, genealogical purity, and the matrilineal principle in Judaism. To date, no comprehensive approach has been undertaken to trace the status of mixed progeny in pre-Mishnaic Jewish literature. My dissertation seeks to fill this lacuna. Following a brief introduction in chapter 1, my subsequent chapters are divided into four time periods: the pre-Persian period (chapter 2); the Persian period (chapter 3); the Hellenistic period (chapter 4); and the early Roman period (chapter 5). Within each chapter, I analyze texts generally dated to those eras that include some information about mixed offspring. In my concluding chapter, I reveal three main factors that impacted the status of mixed progeny in antiquity: genealogy, residential location, and piety. I also provide a heuristic framework to categorize my findings of mixed offspring. While there were two main responses towards mixed progeny in antiquity (accepted or rejected), not every case fits nicely into these two classifications. Therefore, the treatment of mixed progeny must be understood on a spectrum to better appreciate the nuance within each text. / Thesis / Doctor of Philosophy (PhD)

This qualitative study explores the perspective and practice of educators in after-school care through a child centered approach regarding the playground environment, rules, and resources aimed at promoting children's participation and well-being. Semi-structured interviews were conducted with educators in after-school care settings to investigate their perceptions and approaches. Educators strive to create an inclusive and meaningful playground environment by implementing clear and understandable rules. These rules aim not only to organize children's activities but also to break down gender norms and promote current societal issues. Educators are flexible and willing to adapt rules according to children's needs and interests to enhance their participation and autonomy. Regarding resources and play materials, educators aim to keep children active and engaged by providing a varied and stimulating environment. By allowing children to co-create their own play environment, their creativity and imagination are fostered. The study highlights the crucial role of educators in after-school care in creating an inclusive and meaningful playground environment for children. By implementing clear rules and providing appropriate resources, they aim to promote children's well-being and development effectively. By working with a child centered approach and being responsive to children's needs and interests, educators can create a positive and supportive environment where all children are given the opportunity to grow and thrive.

Designing good digital experiences for children can be difficult; designers have to consider children's cognitive and motor skill limitations, understand their target audience, create something entertaining and educational, comply with national and international jurisdiction, and at the same time appeal to parents. We set out to create a general framework which designers and developers can use as a foundation and testing ground for their digital products in the field of user experience. The methods used during the thesis include interviews, literature studies, user testing, case studies, personas, prototyping, and more. The results created are primarily user experience guidelines packaged in a Theoretical Framework, user testing conclusions, along with suggestions on improving the current Lego Star Wars: Force Builders application, a few in the form of prototypes.