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Impact of Child-Centered Play Therapy on the Mindful Expressions and Social-Emotional Competencies of Head Start Preschoolers

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.

Identiferoai:union.ndltd.org:unt.edu/info:ark/67531/metadc1833545
Date08 1900
CreatorsRobinson, Hannah Beth
ContributorsRay, Dee C, King, Kimberly, Lemberger-Truelove, Matthew, Solt, Misty
PublisherUniversity of North Texas
Source SetsUniversity of North Texas
LanguageEnglish
Detected LanguageEnglish
TypeThesis or Dissertation
Formativ, 173 pages, Text
RightsPublic, Robinson, Hannah Beth, Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved.

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