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This study evaluates the effects of child-centered play therapy (CCPT) on hyperactivity and irritability behaviors of two elementary-aged children identified with an intellectual disability. A single-case, ABA research design was used to examine the effectiveness of CCPT. Results indicate that CCPT decreased hyperactivity and irritability behaviors following introduction to the treatment intervention. For both participants, improvements in behaviors were maintained. A discussion of limitations and implications for future research are presented. [ABSTRACT FROM AUTHOR]

Abstract: This study examined real-life clinical services to the largest number of child participants in decades of mental health research. Archival data from 364 children aged 3 to 10years old served through a university-based community counseling clinic were examined. Researchers present descriptive data on children whose parents seek clinical services as well as outcome data on treatment effects. After treatment, results demonstrated statistical, practical, and clinical significance on reducing Internalizing and Externalizing Problems for children. The termination dropout rate in this study was 63.6%. Results are discussed concerning implications for clinical practice and further research. [Copyright &y& Elsevier]

This pilot study of 1st graders who are academically at risk examined the effectiveness of child-centered play therapy (CCPT).The experimental group received biweekly, 30-minute play therapy sessions for 8 weeks. Findings indicated that these 1St graders participating in CCPT (n = 21) demonstrated a statistically significant increase on the Early Achieve- ment Composite of the Young Children's Achievement Test (Hresko, Peak, Herron, & Bridges, 2000) when compared with children in the control group (n = 20). Results support using CCPT as an intervention for academic achievement. [ABSTRACT FROM AUTHOR]

Beginning with the groundbreaking work of Virginia Axline in the 1940s, nondirective/childcentered/ person-centered play therapy has been recognized as a developmentally responsive therapeutic intervention for children that utilizes play, children's natural means of expression. Child-centered play therapy (CCPT), the term used in North America, is founded on the belief that, just as adults, children possess within themselves the ability to make meaning of their experiences and solve their own problems. This article provides an overview of the theory and practice of child-centered play therapy (CCPT), including research to support its effectiveness. [ABSTRACT FROM AUTHOR]

The purpose of the present study was to explore the effect of both short- and long term Child-Centered Play Therapy on teacher–student relationship stress. Teachers identified 58 students exhibiting emotional and behavioral difficulties who were randomly assigned to one of two treatment groups. Students in the short-term intensive play therapy group participated in 16 sessions of play therapy over 8 weeks, and students in the long-term play therapy group participated in 16 sessions over 16 weeks. Results indicated that both intervention groups demonstrated significant improvement in teacher–student relationship stress from pre- to posttest. Post hoc analyses indicated that the short-term intensive intervention demonstrated statistical significance and larger effect sizes in overall total stress, teacher characteristics, and student characteristics. © 2008 Wiley Periodicals, Inc. [ABSTRACT FROM AUTHOR]

This study surveyed elementary school counselors who were members of the American School Counselor Association regarding play therapy practices in the schools. Participants (N = 381) were surveyed regarding their training in play therapy, their use of play therapy, their belief system regarding play therapy, and their perceived limitations to the use of play therapy in the schools. Although school counselors appear to believe in the utility of play therapy in the schools, certain barriers were found to exist that were detrimental to its implementation. Counselors identified lack of time available with students and lack of training in play therapy as the primary limitations to its use in the schools. [ABSTRACT FROM AUTHOR]