This study investigated the effectiveness of a child-centered self-reflective play therapy supervision model with master's level counselor education graduate students. Specifically, this research determined if the self-reflective play therapy supervision model facilitated significant change in the master's level play therapists': (a) child-centered attitude; (b) knowledge of child-centered play therapy; and (c) confidence in applying play therapy skills. This study also measured change in the skills of: (d) tracking behavior, (e) reflecting content, (f) reflecting feelings, (g) facilitating decision-making and self-responsibility, (h) facilitating esteem-building and encouragement, (i) encouraging the child to lead, (j) setting limits, (k) ability to be congruent, (l) quality of non-verbal responses and (m) quality of verbal responses. The experimental group students (N=15) utilized a 15 week self-reflective play therapy supervision model. This model consisted of a manual that reviewed the rationale and utilization of six therapeutic responses of child-centered play therapy, self-assessment forms that were completed after reviewing weekly play therapy session videos and weekly group supervision. The control group (N=15) received supervision during the 15 weeks but did not use the manual or the self-assessment forms. Prior to working with their first client and again at the end of the semester practicum, the play therapy supervisees completed the Play Therapy Attitude-Knowledge-Skills Survey. Each supervisee submitted a pre-tape and a post-tape of a play therapy session during their semester practicum. Four doctoral students rated play therapy session video tapes using the Play Therapy Skills Assessment form. The play therapy session video tapes were assessed by objective raters. An independent t-test utilizing the gain score as the dependent variable revealed that play therapy supervisees in the experimental group showed a statistically significant increase in their ability to implement the skill of tracking behavior, facilitating decision-making and self-responsibility and facilitating esteem-building and encouragement. In addition, the experimental group supervisees showed a significant increase in the quality of their verbal responses and a marginally significant increase in their ability to reflect content and reflect feelings. Limited statistical significance in the play therapy supervisee's improvement of skills possibly could be attributed to the small sample size and lack of random assignment of participants to the experimental and control group. The positive trends in the play therapy supervisees increased ability to implement play therapy skills warrants additional research of the self-reflective supervision model.

This experimental research study investigated the effectiveness of the application of Child-Teacher Relationship training, adapted from child-centered play therapy procedures and skills training (filial therapy), with undergraduate teacher trainees. Specifically, this research determined if Child-Teacher Relationship training facilitated change in teacher trainees' interactions with children, parenting attitudes, and play therapy attitude knowledge and skills. The experimental group of teacher trainees (n=18) received 10 weekly ninety minute training sessions in child-centered play therapy skills and procedures and conducted 7 weekly special play times with children. The comparison group (n=20) received supplemental training in child guidance during the ten weeks that included parent training and alternatives to corporal punishment. Experimental and comparison group participants completed pre-test and post-test measures, consisting of the Adolescent and Adult Parenting Attitudes Inventory (AAPI-2), the Play Therapy Attitudes, Knowledge, and Skills Survey (PTAKSS), and a videotaped special play time with a child which was rated using the Measurement of Empathy in Adult and Child Interactions (MEACI). Analysis of covariance on adjusted post test means revealed that the teacher trainees in the experimental group demonstrated statistically significant ("<.05) increases in empathy towards children, allowing the child self direction, communication of acceptance, and involvement as measured by the MEACI. Significant ("<.05) increases were also reported on teacher trainees in the experimental group on play therapy attitudes, knowledge, and skills as measured by the PTAKSS. The experimental group demonstrated growth in level of empathy and adult-child role subscales on the AAPI, and positive trends (.07) were reported on the AAPI expectations of children subscale.

This study was design to determine the efficacy of intensive individual play therapy as a method of intervention for children diagnosed with insulin-dependent diabetes mellitus. The purpose of this study was designed to study the effectiveness of an intensive play therapy intervention in: a) reducing symptoms of childhood depression in children with IDDM; b) reducing symptoms of anxiety in children with IDDM; c) reducing the overall behavior difficulties in children with IDDM; d) increasing healthy adjustment in children with IDDM; e) increasing diabetic's children's adherence to their diabetic regime; and f) impacting these emotional and behavioral symptoms over time. The 15 children in the experimental group received 12, daily play therapy sessions while attending a summer camp for children with diabetes. The control group, consisting of 15 children who attended the diabetic summer camp, received no play therapy. Children and parents in both groups completed pretest, post-test and three-month follow-up data, consisting of: the Children's Depression Inventory, the Revised Children's Manifest Anxiety Scale, the Filial Problems Checklist and the Diabetes Adaptation Scale. Analysis of covariance revealed that the children in the experimental group significantly improved their adaptation to their diabetes following intensive play therapy as reflected by the Diabetes Adaptation Scale. No other hypothesis were retained, although statistical trends noted increased improvement in the experimental group in the areas of behavior difficulties and adherence behavior. Possible explanations for these results include a lack of symptoms reported at the time of pretesting and the validity of these instruments for a chronically ill population. The results of this study indicate that intensive play therapy may be an effective intervention for children diagnosed with IDDM. Qualitative observations and progress noted in therapy reveal that young children with IDDM have the capability to address and resolve issues of anxiety, depression and other emotional issues related to their diabetes in play therapy. Preventative approaches such as play therapy for children with IDDM are particularly important for this population as current behavior patterns and treatment adherence are highly correlated with long-term medical and psychological health.

This study was designed to determine the effects of play therapy on the adjustment of children identified as socially and psychologically maladjusted. The effects of play therapy on six variables were investigated. Those variables were: social adjustment, personal adjustment, self-concept, school-related self-concept, behavioral maturity as rated by the teacher, and inferred self-concept as rated by the parent. The general nature of the research hypotheses was that play therapy would effect positive change in the children on the six variables. The results of the study led to the conclusion that during a fifteen-week period play therapy effects statistically significant change in social adjustment, but not in personal adjustment, self-concept, or behavior as perceived by others. Implications of the study based on observations of the experimenter were that all changes made during the therapy process were not reflected by the tests which were available. It was recommended that further research on the effects of play therapy place special emphasis on the selection or development of instruments to measure changes made during therapy.

With the high prevalence of mental health disorders among children, there is a growing need for effective mental health interventions that will enhance overall wellness and functioning while meeting the developmental needs of children (Stagman & Cooper, 2010). In addition, there are increasing demands from policymakers, managed-care organizations, and educators to implement evidence-based interventions (EBIs), or treatments that are supported by strong research (Kratochwill & Shernoff, 2004). One treatment that shows promise as an effective, developmentally-appropriate intervention that meets the mental health needs of children is play therapy (Bratton, Ray, Rhine, & Jones, 2005; Landreth, 2002; Ray, 2011). Although results of play therapy studies have shown some significance in improving a variety of issues for children, the body of research has been criticized, primarily due to inconsistent or inconclusive results across studies or compromised research designs and methods (Phillips, 1985; 2010; Read, Hunter, & McMillan, 1999). In addition, the field also lacks differentiation among various theoretical play therapy approaches across the research base (Phillips, 2010). To address these gaps in the literature, this study utilized a strong research design to examine the effectiveness of child-centered play therapy (CCPT) on the challenging behaviors of three kindergarten students. A single-case multiple baseline design was used to maintain a high level of control with rigorous data collection methods (Kennedy, 2005; Ray and Schottelkorb, 2010). Research methods were designed to meet the What Works Clearinghouse pilot standards for single-case designs, which use stringent criteria in evaluating quality of research (U.S. Department of Education, 2014). The integrity of the CCPT intervention was assessed to ensure accurate implementation. Results from direct observational data suggested a relationship between CCPT and the improvement of classroom behaviors. In contrast to direct observational data, teacher ratings did not indicate improvements in behavior. Ratings by parents yielded significant results for improving behaviors at home. This study made valuable contributions to the literature by utilizing a strong research design and demonstrating promising findings for CCPT. Practical implications include using as few as eight sessions of CCPT as a behavioral intervention at school and engaging in ongoing teacher consultation to supplement CCPT.

Thesis (M.S.)--University of Michigan, 1979.

Thesis (M.S.)--University of Michigan, 1978.

Thesis (M.S.)--University of Michigan, 1979.

Thesis (M.S.)--University of Michigan, 1978.

Animation films are daily being screened on television, and offer an available medium with themes easily associated with. The researcher became interested in the possibility of utilising animation films in the play therapy process. A deficiency in relevant literature on the use of animation as medium in the play therapeutic process was identified. The aim of this study was to explore how therapists can use animation as a medium in play therapy and to fully describe it. In order to achieve this goal, qualitative research was employed and a focus group discussion with therapists was carried out. The data collected was analysed and the use of animation in the play therapeutic process was described in-depth. The goal of the study was therefore achieved in that the research provided specific information about where and how animation can effectively be used in the different stages of the play therapeutic process. / Animasiefilms word daagliks op televisie vertoon en is 'n beskikbare medium met temas waarmee die mens maklik assosieer. Die moontlikheid dat hierdie animasiefilms in die spelterapeutiese proses benut kan word, het die navorser ge"interesseer. 'n Leemte in die literatuur oor hoe animasie as 'n medium in die spelterapeutiese proses benut kan word, is as navorsingsprobleem geformuleer. Die doelstelling van hierdie studie was gevolglik om te verken hoe terapeute animasie as medium in spelterapie kan benut ten einde 'n volledige beskrywing hiervan te bied. Om hierdie doelstelling te bereik is 'n kwalitatiewe navorsingstudie uitgevoer en 'n fokusgroeponderhoud met terapeute voltooi. Die ingesamelde data is geanaliseer en die benutting van animasie as medium in die spelterapeutiese proses is in diepte beskryf. Daar is dus in die doel van die studie geslaag deurdat die navorsing spesifieke inligting gebied het oor hoe animasie tydens die verskillende momente van die spelterapeutiese proses effektief benut kan word. / Social Work / M. Diac. (Play Therapy)