Child-Centered Group Play Therapy: Impact on Social-Emotional Assets of Kindergarten Children

Autor/inn/en	Cheng, Yi-Ju; Ray, Dee C.
Titel	Child-Centered Group Play Therapy: Impact on Social-Emotional Assets of Kindergarten Children
Quelle	In: Journal for Specialists in Group Work, 41 (2016) 3, S.209-237 (29 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0193-3922
DOI	10.1080/01933922.2016.1197350
Schlagwörter	Play Therapy; Group Therapy; Kindergarten; Control Groups; Experimental Groups; Intervention; Followup Studies; Emotional Development; Social Development; Self Management; Empathy; Nondirective Counseling; Program Effectiveness; Parent Attitudes; Teacher Attitudes + Suchen Sie Ihr Suchwort? Spieltherapie; Follow-up studies; Kontaktstudium; Gefühlsbildung; Soziale Entwicklung; Selbstmanagement; Empathie; Nichtdirektive Gesprächsführung; Elternverhalten; Lehrerverhalten
Abstract	The current study explored the effects of child-centered group play therapy (CCGPT) on social-emotional assets of kindergarten children and the therapeutic aspect of group sizes in CCGPT outcome. A total of 43 participants were randomly assigned to either the intervention or waitlist control groups. We used Parent and Teacher forms of Social Emotional Assets and Resilience Scales (SEARS). Factorial ANOVA results indicated a statistically significant interaction effect on SEARS-P Total score, Social Competence subscale, and Empathy subscale indicating positive impact of CCGPT. SEARS-T indicated no statistically significant differences between groups. Group size resulted in similar results. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01