Child-Centered Play Therapists' Experiences of Conducting Group Play Therapy in Elementary Schools

Autor/inn/en	Blalock, Sarah M.; Lindo, Natalya A.; Haiyasoso, Maria; Morman, Molly K.
Titel	Child-Centered Play Therapists' Experiences of Conducting Group Play Therapy in Elementary Schools
Quelle	In: Journal for Specialists in Group Work, 44 (2019) 3, S.184-203 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0193-3922
DOI	10.1080/01933922.2019.1637985
Schlagwörter	Group Therapy; Play Therapy; Elementary School Students; Mental Health; Mental Health Programs; School Health Services; Allied Health Personnel; Counselor Attitudes; Resistance (Psychology); Intervention; Clinical Experience; Emotional Response; Outcomes of Treatment; Barriers + Suchen Sie Ihr Suchwort? Spieltherapie; Psychohygiene; Schuleingangsuntersuchung; Resistenz; Emotionales Verhalten
Abstract	Child-Centered Group Play Therapy (CCGPT) has been shown to be an effective, developmentally appropriate, and efficient mental health treatment for young children. The purpose of this qualitative study was to explore six play therapists' perceptions of conducting CCGPT in four elementary schools. Three overarching themes emerged from the data: "Internal Responses During Clinical Experiences, Perception of CCGPT" (subthemes: Benefits, Challenges, Comparison to Individual PT), and "Observed Change" (subthemes: Client Change, Shift in Therapist Perception of CCGPT). Results support the use of CCGPT in schools and highlight the need for counselor training in CCGPT. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01