This study evaluated the effects of priming and contingent attention procedures on play variability in a child with autism. During baseline, numbers of novel play episodes, different play episodes, and actions occurred at low rates. Priming procedures did not produce desired change. When contingent attention was implemented, significant increases occurred in novel play episodes, different actions, and different play episodes. These results show that attention contingent on variable play episodes can increase the number of novel responses to play materials. The results are discussed within the context of treatment and future research.

This study was concerned with determining the effectiveness of play therapy as measured by behavioral changes in interpersonal relationships, mature behavior patterns, and more adequate use of intellectual capacities. Client-centered play therapy appears to have grown out of the concept that it is the relationship between the therapist and the child that brings about change and growth. Rather than diagnostic or as preliminary to therapy, the relationship itself is seen as therapy. Problems are seen not in terms of their historical past, but rather as they exist in the immediate present and in terms of the child's own means of expression. The relationship offers to the child the opportunity to experience growth under the most favorable conditions. Like its adult counterpart, client-centered counseling, client-centered play therapy is based upon the hypotheses that the individual has within himself the capacity for growth and self-direction, and that these growth impulses are released within the therapeutic relationship established between the therapist and the child. This study was conducted to investigate changes in behavior which occur as a result of play therapy and to determine that such changes do not occur in the absence of play therapy. It was a direct outgrowth of an ongoing program developed at the Pupil Appraisal Center of North Texas.

Fifteen three-, four-, and five-year olds were assessed for the amount of time they spent on, off, under, and touching play equipment in an environment with play events and one without (i.e. the platform condition), An ABAB experimental design was used. Treatments lasted 3 days a week for 4 consecutive weeks, with each age group being videotaped 20 minutes each day, Data collected from the videotapes was applied to a 3 x 4 (age x treatments) ANOVA and revealed at the . 05 level (a) significantly more on and touching in the play event conditions; (b) significantly greater off and under in the platform (non play event) conditions; (c) a significant increase in off behavior from the first to second play event condition; (d) three-year-olds spent more time under and touching, and significantly less time on; and (e) significant interactions for on and under which seemed to be caused by the three-year-olds showing an inordinate amount of under behavior in the second platform condition, These results supported the assumption that play events would cause a significant increase inactive child-equipment interaction.

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.

This research study investigated the effectiveness of child-centered group play therapy with children experiencing adjustment difficulties. Specifically, this study determined the effectiveness of child-centered group play therapy in: (a) improving self-concept, (b) reducing externalizing, internalizing, and overall behavior problems, (c) enhancing emotional and behavioral adjustment to the school environment, and (d) increasing self-control of kindergarten children experiencing adjustment difficulties. Also investigated were child-centered group play therapy effects on reducing parenting stress of the parents of kindergarten children experiencing adjustment difficulties. The experimental group consisted of 15 kindergarten children who received one 40-minute child-centered group play therapy session per week, for twelve weeks. Group facilitators were play therapists who were doctoral students at the University of North Texas. The control group consisted of the 14 kindergarten students that had been assigned to the control group in Baggerly's (1999) study. Before the group play therapy sessions began and after termination of the sessions: the researchers administered the Joseph Pre-School and Primary Self-Concept Screening Test; parents completed the Child Behavior Checklist-Parent Report, Self-Control Rating Scale, Filial Problem Checklist, and Parenting Stress Index; and teachers completed the Child Behavior Checklist-Teacher Report, Early Childhood Behavior Scale, and Self-Control Rating Scale. Although the general results of this study did not show statistically significant change due to child-centered group play therapy sessions, positive trends in the children's behavior, self-control, and self-concept were observed by the researcher, play therapists, and teachers. These trends and observations support the continued application of child-centered group play therapy with children experiencing adjustment difficulties. Several factors may have contributed to the lack of statistical significance demonstrated within this study. These factors include a) a small sample size; b) the sample was drawn from only one school; c) a minimum of interactions between therapists and teachers, and therapists and parents; d) two unforeseen and unfortunate events; and e) pre-existing strength and resilience of the children comprising the control group.

This study investigated the preparation, practices, and perceptions of Licensed Professional Counselors with respect to counseling children. The purpose was to determine: a) their graduate coursework, continuing education, and post-degree supervision with respect to counseling children; b) their current caseload, preferred counseling method, and professional development with respect to counseling children; and c) their perceptions regarding their formal education, application of skills, efficacy, and credentialing. The participants in this study were 300 Licensed Professional Counselors. The target population consisted of all Licensed Professional Counselors within the United States. A research-developed, on-line survey, the Counselor Training and Practice Inventory, was used to assess the preparation, practices, and perceptions of the participants in this study. In order for educational standards and training requirements to be established for counselors who counsel children, data must be collected regarding the current views and trends of practitioners, both those who counsel children and those who do not. The study may contribute to a better understanding of practitioners within the counseling profession and the population they serve. In addition, findings could be used to aid credentialing boards in determining standards for practitioners and to assess the education and training of practitioners who counsel children.

Thesis advisor: Thomas H. Groome / In the United States and in the American Academy there is a historical reality much like jump rope. In jump rope there is but one rope, in the case of the U.S. there is one white, western, male Christian narrative-a rope that one jumps in on specific way. This can be very difficult for those that do not identify with or know how to jump this particular rope. Theological education has a unique opportunity to be a prophetic voice in advocating for the addition of a womanist rope in order to do Double-Dutch, together, regardless of difference. This rope is one that embraces a womanist consciousness as is advocates for the agency and identity formation of all, the lifting up and accountability of all persons, the freedom of embodiment and expression in all forms, and remains active and critical of injustice and all systems of oppression. Once this rope is added everyone can begin to engage in womanish modes of play that are embodied aesthetic experiences and cultural expressions that function as a means of knowing, being, and making meaning in this world. When all persons do Double-Dutch together play becomes a tool for learning and teaching religious education across differences. / Thesis (PhD) — Boston College, 2018. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: Religious Education and Pastoral Ministry.

This thesis is concerned with play, particularly the role of social play in a co-located context and its ability to bring people together. Participation in social play can have significant effects on an individual, group, community and culture, and thus, through practice-based research, this thesis documents the exploration of the design of “playful interventions” which may be artefacts or events which seek to bring people together through play. In play, individuals form shared meanings, understanding and values, as determined by the rules of the play situation. In the play experience, they become temporary communities, who, through play, can experiment, explore and redefine their relationships with one another, the play context and potentially the world beyond. The experimental nature of play leads it to be naturally imbued with transformative potential for everyone involved; whether that be small in scale, such as forming a new way of looking at a space through playing within it, or on a larger scale, through forming new concepts around a local area or governmental policy. Play is, however, very unpredictable, being led by player interaction, and always pushes up against the rules of the play situation. In play, the particular output (if there is one) is never certain, and no two play experiences will be the same. This unpredictability means that its transformational power is always a potential but never guaranteed. Designers, when working with play as a medium must embrace this unpredictability and explore approaches to design playful experiences which are satisfying in themselves for the participants whilst also trying to find methods to unlock the potential for individual (and group) transformation through play. The thesis is a narrative account of sustained academic research, based upon eight academic publications and practice works, produced between 2013 and 2018. Six of these publications document practical exploration of the creation of playful interventions, in the form of video games, performances and events. Two further publications explore design approaches to enhance participation drawing from expert interview analysis and theoretical engagement with institutional approaches to promotion of participation in the museum and gallery. The body of work thus explores the design of participation from two perspectives: the artist/designer of an artefact and as a “context provider” who designs events and spaces within which play, and participation can take place amongst participants. Within this thesis, the body of publications are contextualised in relation to theories of play, game design and art practice and also drawing from theories around communities of practice and communities of play. A series of expert practitioner interviews underpin both the academic and practical framing of this research, drawing from key practitioners in the UK and Europe working in play, game design, event curation and community work. The thesis formalises the design methods used to create playful interventions by the author and expert practitioners in the field of social play as presented both across the academic publications and within interview content. The formalisation of these design techniques is presented as two social play frameworks, one for designing participation around artefacts and one which focusses upon designing participation around events. Each framework aims to aid a designer and/or context provider in helping participants to unlock the unpredictable yet transformative potential of play as individuals and as communities whilst acknowledging the complex interrelations which occur in designed social contexts.

This thesis investigates how the behaviors and skills learned during childhood play are conducive towards successful conflict resolution in adulthood. From reviewing the literature, it is clear that pretend play, social play, and games help the socio-cognitive development of a child. Through these types of play, children learn how to become better at taking another person’s perspective, effectively communicate, and regulate their socio- emotional behavior. Additionally, recognizing that negotiation seems to be the most mature way to handle conflict, I argue that children learn to navigate opposition through engaging in their own peer to peer conflicts during play. As a result, using their practiced perspective-taking, communication, and socio-emotional skills learned from play, they improve in their conflict management. Although there has not been substantial studies connecting play and conflict resolution, it is clear that the skills learned during play are associated with constructive resolution–-which as adults, is usually negotiation. Nonetheless, there needs to be more research done on how engaging in conflict and having these broad behaviors and attributes are more directly related to successful conflict management.

This thesis examines the play of children in three Melbourne primary school playgrounds, in diverse socio-economic areas. Play categories were developed and data was collected using qualitative methods. The influence of school policy, teacher supervision styles, playspace design and provision of play equipment was explored and compared for each school. The voices of principals, teachers and children, in conjunction with playground observations and questionnaire response were compiled in order to develop a clear picture of each school playground. Findings showed that children in each school participated in a full range of play categories and were prepared to break school rules in order to do so.