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- Title
Long Term Child-Centered Play Therapy Effects on Academic Achievement with Normal Functioning Children.
- Authors
Blanco, Pedro; Holliman, Ryan; Muro, Joel; Toland, Stephanie; Farnam, Janelle
- Abstract
This follow up study with 23 normal functioning 1st graders examined the long-term effectiveness of Child-Centered Play Therapy (CCPT) on academic achievement. Through the use of a one-way repeated measures analysis of variance, researchers examined the use of CCPT from pre-intervention to mid-intervention (16 sessions) to post-intervention (26 sessions). Results indicated that children who participated in 26 sessions of CCPT demonstrated statistically significant improvement on the Early Achievement Composite as measured on the Young Children's Achievement Test (YCAT), along with increases in the Reading, Mathematics, and Spoken Language subscales. Participants showed statistically consistent improvement in academic scores of the full duration of the study. Overall, the findings imply that CCPT as a long term method can support academic achievement in the school system with normal functioning 1st grade students. The outcome suggests long term CCPT is an intervention for elementary/primary school counselors to use with children who have emotional or academic needs. The findings open the door for school counselors or outside professionals to use play therapy with children in the school system as a way of providing academic support and thereby promoting the field of play therapy in the school system.
- Subjects
SOUTHWESTERN United States; UNITED States; PLAY therapy; ACADEMIC achievement; SCHOOL children; ELEMENTARY school counselors; SCHOOL districts; THERAPEUTICS; COMMUNICATION; ACADEMIC achievement evaluation; ANALYSIS of variance; TREATMENT effectiveness; CHILDREN
- Publication
Journal of Child & Family Studies, 2017, Vol 26, Issue 7, p1915
- ISSN
1062-1024
- Publication type
Article
- DOI
10.1007/s10826-017-0701-0