Thesis (doctoral)--Freie Universität Berlin. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (p. 220-237).

Thesis (Ph. D.)--University of Notre Dame, 1942. / Lithoprinted. Bibliography: p. 111-116.

Thesis (doctoral)--Freie Universität Berlin. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (p. 220-237).

This study has been made to evaluate the benefits of play therapy in the treatment of disturbed children, and specifically to consider the particular technique used at the Childrens Aid Society in Vancouver. The term "treatment" is a nebulous one in this age of multiple treatment methods; however, the therapy technique, as illustrated in this thesis, lends itself to comparatively concise evaluation. The play therapy project was initiated at the Childrens Aid Society in July of 1948, under the auspices of the Junior League of Vancouver. For the first few months, only one child received treatment, but the project has broadened to include a total of thirteen children who have received treatment and are receiving treatment at the present time. These children are carefully selected with regard to the degree of their disturbance rather than whether they are wards or non-wards. Such a selection of the children is necessary because the therapy project is limited and the resources must be used to the greatest advantage. The thesis first describes the technical aspects of the play therapy technique in general. A second chapter then sets forth the practical issues involved. Detailed cases are next examined of children receiving treatment for (a) conduct disorders, (b) habit disorders, and (c) neurotic traits. For each of these groupings, three cases were selected to exemplify the characteristics commonly associated with these disorders. The first of these cases illustrates the therapy given to a child who showed a marked conduct disorder; the second case showed a child with a habit disorder; and the third case described a child with neurotic traits. With each of these cases, the therapy is described through actual therapy excerpts, pointing out at the same time the meaning of the movement taking place. Additionally, for each of these three chapters, two further cases were used, as an illustration of instances in which therapy might be beneficial, and also to bring out related casework concepts in the environmental situation. An attempt is made to group the cases in such a way that similar traits were shown in those children receiving treatment and those who are not. It is found that the therapy at the Childrens Aid Society is, for the most part, conducted on a 'play-interviewing' basis, and the conclusion from this fact is that there is a real need for specially trained therapists so that treatment may be given on a more intensive level. In addition, the case records used in the study seem to indicate a lack of adequate casework with parents and foster parents, as well as a need for better placement policies with these children. Accordingly, an attempt is made in this study to show both the strengths and weaknesses of a project which is the first of its kind in the city. The positive values are very clear where treatment can be given consistently. At the same time it emphasizes the great need for treatment resources towards which such a method can only offer a partial contribution. / Arts, Faculty of / Social Work, School of / Graduate

Play is considered to be important for the development of young children in that it provides a means to expand their interests, promote engagement and learning, and increase social interactions. Children with autism, however, display deficits in play skills, such as lack of pretend play and rigid or stereotyped manners of play. Research suggests supported play techniques, such as reciprocal imitation training, play expansions, and scaffolding increase play skills in children diagnosed with autism. The current study evaluated the effects of a training package to teach staff members supported play techniques to six young children diagnosed with autism. The study employed a concurrent multiple baseline design across two preschool classrooms. The results suggest that the training package successfully increased staff member use of the supported play techniques and child and staff engagement. The training, however, did not have consistent effects on child social engagement (proximity, attending, and initiating) or on the types of child play (simple manipulation, advanced manipulation, and pretend play). Staff member responses to the post-intervention satisfaction and feedback survey were positive and the results are discussed in the context of the observation procedures and directions for future studies.

Thesis (MHSc--Health Science) -- AUT University, 2008. / Includes bibliographical references. Also held in print (viii, 61 leaves ; 30 cm.) in the Archive at the City Campus (T 155.418 BUC)

Thesis (Ph. D.)--University of Washington, 2002. / Vita. Includes bibliographical references (leaves 109-118).

The current study investigated the effectiveness of interventions designed to increase a child's engagement in sociodramatic play. Griffin, a 4-year-old boy diagnosed with autism, participated in a play group with two typically developing peers and ten sets of play materials pertaining to a specific theme. Baseline sessions indicated that Griffin engaged in lower rates of sociodramatic play and higher rates of isolate and other play compared to the typically developing peers. The Instructions to Peers intervention consisted of giving instructions to the peer participants prior to each play session, and the Structured Sociodramatic Play intervention consisted of the experimenter engaging Griffin and the peers in sociodramatic play with five sets of play materials prior to each play session. A larger play group with four typically developing peers (two of the peers were participants in the first play group) and five sets of play material themes was used to test for generalization. Results indicated that giving instructions to peers did not have an effect on the amount of sociodramatic play Griffin engaged in. The Structured Sociodramatic Play condition increased Griffin's levels of cooperative play to levels similar to the typically developing peers, and increased his sociodramatic play during some sessions. No differences in play occurred in the generalization setting or with untrained play materials in either setting. A discussion of limitations and factors contributing to the ineffectiveness of the interventions is included.

No description available.

No description available.