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Dee C Ray - One of the best experts on this subject based on the ideXlab platform.

  • child centered group Play Therapy impact on social emotional assets of kindergarten children
    The Journal for Specialists in Group Work, 2016
    Co-Authors: Yiju Cheng, Dee C Ray
    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.

  • child centered Play Therapy with young children who are anxious a controlled trial
    Children and Youth Services Review, 2015
    Co-Authors: Hayley L Stulmaker, Dee C Ray
    Abstract:

    Abstract Traditional methods of treating anxiety have been less effective with young children. The researchers sought to explore effects of child-centered Play Therapy (CCPT) on young children with anxiety symptoms. Fifty-three participants between 6 and 8 years old were randomly assigned to the experimental or active control group. Children who received CCPT significantly decreased their overall levels of anxiety and worry. Overall, CCPT may be considered a developmentally appropriate treatment for young children who are anxious.

  • child centered Play Therapy in the schools review and meta analysis
    Psychology in the Schools, 2015
    Co-Authors: Dee C Ray, Stephen A Armstrong, Richard S Balkin, Kimberly M Jayne
    Abstract:

    The authors conducted a meta-analysis and systematic review that examined 23 studies evaluating the effectiveness of child centered Play Therapy (CCPT) conducted in elementary schools. Meta-analysis results were explored using a random effects model for mean difference and mean gain effect size estimates. Results revealed statistically significant effects for outcome constructs, including externalizing problems (d = 0.34), internalizing problems (d = 0.21), total problems (d = 0.34), self-efficacy (d = 0.29), academic (d = 0.36), and other behaviors (d = 0.38). Further, a systematic review was conducted on all studies compared with Outcome Research Coding Protocol criteria. Results indicated that CCPT studies provided quantitative support and qualitatively promising to strong evidence in support of its use in the schools.

  • effects of child centered Play Therapy on irritability and hyperactivity behaviors of children with intellectual disabilities
    The Journal of Humanistic Counseling, 2014
    Co-Authors: Karrie L Swan, Dee C Ray
    Abstract:

    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. Keywords: Play Therapy, intellectual disabilities, mental health, behavioral problems ********** Mental health problems for children with an intellectual disability (ID) are a common concern for service providers. The general consensus is that children with an ID are 4 times more likely than their nondisabled peer group to develop an emotional or behavioral disorder (Dekker, Koot, Ende, & Verhulst, 2002; Einfeld & Tonge, 1996; U.S. Public Health Service, 2002). A bevy of research reveals that children with an ID face neglect and substandard care (Floyd & Gallagher, 1997; Murphey et al., 2005) and experience serious inhibitions in adaptive functioning in a myriad of aspects of their lives (Dekker et al., 2002; Dykens, 2000; Matson, Fodstad, & Rivet, 2009). The enduring consequences for children identified with an ID and mental health problems include strained familial relationships, decreased access to educational and leisure activities, and increased risk for neglect and abuse and institutionalization (Murphey et al., 2005). Parents of children with an ID and mental health disorder also experience significantly more stress than do the parents of children without disabilities (Floyd & Gallagher, 1997; Paczkowski & Baker, 2007). Without early intervention, childhood behavioral problems suffered by children with an ID tend to remain constant (Green, O'Reilly, Itchon, & Sigafoos, 2004). There is pandemic acceptance of the use of behavioral methods for treating behavioral problems among individuals with an ID. Many behaviorists contend that children with an ID engage in problem behavior to obtain and avoid attention; fashion internal stimulation; and avoid tasks, attention, or internal motivation (Benson & Havercamp, 1999; Reese, Sherman, & Sheldon, 1998). Consequently, interventions target functions of behavior and address contingencies that maintain behavioral responses in the environment (Didden, Pieter, & Korzilius, 1997). Although the use of behavioral methods may produce transient effects, the long-standing consequences are less promising. Specifically, directive behavioral approaches are often associated with decreases in children's self-direction, quality of life, and autonomy (Mahoney & Wheeden, 1999; Seltzer & Krauss, 2001). Given the unfavorable outcomes of behavioral interventions, researchers have raised questions regarding how behavioral interventions affect the emotional, psychological, or developmental aspects of one's existence. In one such study, Goodman and Linn (2003) documented that adult-directed interventions might impede children's intrinsic motivation and task mastery. Similar results indicate that authoritative interventions lead to decreased social interactions, prosocial behaviors, and cooperation (Birch & Ladd, 1997; Ladd & Burgess, 2001; Mahoney & Wheeden, 1999). Because typical forms of problem behavior disPlayed by individuals with disabilities may serve as adaptive and developmentally appropriate means for assimilating experiences, there is a need to explore the effects of interventions that foster children's self-regulation, choice, and direction. One such approach is child-centered Play Therapy (CCPT). CCPT is an emerging intervention for therapists that is forging significant headway in the treatment of children with ID. Because children's language skills develop more slowly in relation to their cognitive skills, Play is considered to be the process in which children communicate (Axline, 1947; Landreth, 2002). …

  • long term child centered Play Therapy and academic achievement of children a follow up study
    International Journal of Play Therapy, 2012
    Co-Authors: Pedro J Blanco, Dee C Ray, Ryan P Holliman
    Abstract:

    This follow-up study measured the impact of long-term Child Centered Play Therapy (CCPT) with 18 academically at-risk elementary school students. Through the use of a one-way repeated measures analysis of variance, researchers examined the use of CCPT from preintervention to midintervention (16 sessions) to postintervention (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 Child’s Achievement Test, along with increases in the Spoken Language, General Information, Writing subscales. Participants showed statistically consistent improvement in academic achievement scores over the full duration of the study.

Sue C Bratton - One of the best experts on this subject based on the ideXlab platform.

  • a meta analytic review of child centered Play Therapy approaches
    Journal of Counseling and Development, 2015
    Co-Authors: Yungwei Lin, Sue C Bratton
    Abstract:

    The authors explored the overall effectiveness of child-centered Play Therapy (CCPT) approaches through a meta-analytic review of 52 controlled outcome studies between 1995 and 2010. Hierarchical linear modeling techniques estimated a statistically significant moderate treatment effect size (.47) for CCPT, as well as statistically significant relationships between effect size and study characteristics, including child's age, child's ethnicity, caregiver involvement, treatment integrity, publication status, and presenting issue.

  • effects of group activity Play Therapy on problem behaviors of preadolescent ugandan orphans
    Journal of Counseling and Development, 2014
    Co-Authors: Deborah Ojiambo, Sue C Bratton
    Abstract:

    Uganda, a nondeveloped country located in East Africa, has a turbulent history of armed conflict. Uganda's population of more than 34 million people represents over 50 indigenous ethnic groups. Across cultures, religion is an important shared value, with 85% of the population identifying with Christianity (Uganda Bureau of Statistics, 2006). Legally, English is the official first language of Uganda, although more than 50 different languages are spoken. Over the past several decades, Uganda has been plagued by civil war, HIV/AIDS epidemic, and other diseases that have led to a proliferation of internally displaced orphans. Children under 15 years of age constitute 50% of Uganda's population, of which 14% (2.3 million) are orphans (Uganda Bureau of Statistics, 2006; United Nations Children's Fund [UNICEF], 2006). UNICEF (2006) and the United Nations Programme on HIV/AIDS, UNICEF, and U.S. Agency for International Development (2004) cautioned that despite the increasing number of orphans, there has been a negligible response to orphaned children's mental health needs. Urgent concerns about the socioeconomic needs of orphaned children in Africa in the last decade have overshadowed the psychological impact of orphanhood (Atwine, Cantor-Graae, & Bajunirwe, 2005), leaving orphanages financially unable to provide resources to meet the attachment, social integration, and acculturation needs of the children in their care (Wakhweya et al., 2002). The scarcity of counselors in Uganda, specifically counselors who are trained to work with children, is also a significant factor in the lack of mental health services for orphans. The development of professional counseling in Uganda is in its infancy and has its genesis in traditional cultural values and beliefs of its people; more recently, professional counseling's influence can be seen in school guidance and efforts to deal with HIV/AIDS in Uganda (Senyonyi, Ochieng, & Sells, 2012). Historically, counseling was provided by community members and religious affiliates with no formal training, thus the term counselor remains ambiguous in Uganda. In 2002, the Uganda Counselling Association (UCA) was formed to advocate for professional standards for competency and ethical practices. As a result, UCA (2009,2010) published a code of ethics and guidelines for accreditation and certification. According to UCA (H. Nsubuga, personal communication, September 2012), there are currently slightly more than 1,000 members; of those, two hold a doctorate and 71 hold a master's degree in counseling. Of the institutions offering counseling curriculum, few offer even minimal training in child counseling. An exhaustive review of the literature revealed a paucity of studies targeting the mental health needs of Ugandan orphans. The few studies available were focused on identifying problems and symptoms expressed by orphaned children and offered limited attention to interventions (Atwine et al., 2005; Betancourt, Speelman, Onyango, & Bolton, 2009; Derluyn, Broekaert, Schuyten, & Temmerman, 2004; Musisi, Kinyanda, Nakasujja, & Nakigudde, 2007). Researchers have identified a host of emotional and behavioral symptoms exhibited by displaced orphans, including anxiety, developmental delays, learning difficulties, sleep disturbances, behavioral problems, social isolation, depression, sadness, hopelessness, and suicidal ideation (Atwine et al., 2005; Musisi et al., 2007; UNICEF; 2006; Wakhweya et al., 2002). Children living in orphanages face additional stressors as a result of being isolated from their extended families and communities and must cope with further challenges associated with being forced to adjust to life with new caregivers (Wakhweya et al., 2002). Wakhweya et al. (2002) found that only 9% of the institutions they surveyed provided care for orphans that included some form of counseling services. Therefore, identifying effective counseling interventions that are responsive to the needs of displaced orphans is a critical need. …

  • developmentally appropriate practice adlerian Play Therapy with preschool children
    The Journal of Individual Psychology, 2014
    Co-Authors: Dalena Dillman Taylor, Sue C Bratton
    Abstract:

    Recent calls for developmentally appropriate mental health services require counselors to evaluate their approach, especially with young children. Adlerian Play Therapy (AdPT) is a well-developed, manualized child-counseling model (Kottman, 2009) with an abundance of literature describing its theoretical tenets and practical application with elementary-age children. AdPT is one of the most widely used Play-based approaches; thus, it is important to examine developmental considerations when implementing this approach with preschool-age children. This article is the first of its kind to address developmental considerations when using AdPT with preschoolers. The authors review developmental considerations of young children and basic constructs of Adlerian theory and AdPT, and they conclude with a case illustration that synthesizes developmental knowledge within the framework of AdPT with a preschooler.

  • effects of adlerian Play Therapy on reducing students disruptive behaviors
    Journal of Counseling and Development, 2014
    Co-Authors: Kristin Meanywalen, Sue C Bratton, Terry Kottman
    Abstract:

    This randomized controlled study examined the effectiveness of Adlerian Play Therapy (AdPT) with 58 elementary school students (48% Latino, 33% European American, 19% African American) exhibiting disruptive classroom behaviors. Teachers and raters blinded to treatment group assignment reported that children in the experimental group demonstrated a statistically significant reduction in behavior problems and that AdPT demonstrated moderate to large treatment effects. Teachers also reported a statistically significant reduction in stress in their relationships with students receiving AdPT.

  • integration of structured expressive activities within a humanistic group Play Therapy format for preadolescents
    The Journal for Specialists in Group Work, 2009
    Co-Authors: Sue C Bratton, Peggy L Ceballos, Kelly Webb Ferebee
    Abstract:

    The integration of expressive activities in Play groups with preadolescents encourages them to reach more deeply into their own resources, enabling them to handle future challenges more effectively. Developmental and therapeutic rationale, along with research support, is given for the integration of creative activities into a humanistic Play group format for this population. Developmentally responsive activities that foster self-expression and interaction are described in detail to allow practitioners to incorporate them into their own work with this population.

Abigail M Hatcher - One of the best experts on this subject based on the ideXlab platform.

  • trauma informed art and Play Therapy pilot study outcomes for children and mothers in domestic violence shelters in the united states and south africa
    Child Abuse & Neglect, 2020
    Co-Authors: Nataly Woollett, Monica Bandeira, Abigail M Hatcher
    Abstract:

    Abstract Background While intimate partner violence (IPV) has well documented impact on women and children, few interventions have been tested for mothers and children in the domestic violence shelter system. Objective We used mixed methods to explore effects of a pilot intervention combining trauma focused cognitive behavior Therapy (TF-CBT) (verbal Therapy method) with art and Play Therapy (non-verbal Therapy methods) in New York City and Johannesburg, to compare efficacy between high and low-middle income contexts. Participants and setting School-aged children and their mothers from one domestic violence shelter in each city were invited to participate. Methods Children were screened for depression and post-traumatic stress disorder (PTSD). Children participated in a weekly group session lasting 1−2 hours over 12 weeks and mothers received 3 group sessions. Quantitative data comprised pre-and post-intervention child self-reports (n = 21) and mother’s report (n = 16) of child depressive and PTSD symptoms. Qualitative in-depth interviews were conducted with children (n = 11) and mothers (n = 8) who completed the intervention. Results At baseline, children showed high rates of symptoms of probable depression and probable PTSD (33 % and 66 % respectively). By endline, depressive symptoms significantly reduced (mean of 13.7–8.3,p = 0.01) and there was a non-significant trend towards PTSD improvement (40.0–34.4, p = 0.21). Children revealed the art helped them express difficult emotions and experiences with their mothers. Multiple children felt it assisted in managing challenging behaviours. Conclusion This pilot trauma-informed art and Play Therapy group intervention holds promise in mitigating the effects of IPV for children and mothers in domestic violence shelters.

Jennifer Baggerly - One of the best experts on this subject based on the ideXlab platform.

  • the effectiveness of child centered Play Therapy on developmental and diagnostic factors in children who are homeless
    International Journal of Play Therapy, 2009
    Co-Authors: Jennifer Baggerly, William W Jenkins
    Abstract:

    Children who are homeless have numerous emotional, social, behavioral, and developmental challenges. This pilot research study examined the effectiveness of child-centered Play Therapy on developmental and diagnostic factors in 36 elementary schoolchildren who are homeless. Results indicate statistically significant improvement in 1 of 2 developmental strands and 1 of 3 diagnostic profiles as measured by the Boxall Profile. Specifically, children who are homeless improved in internalization of controls and self-limiting features and showed positive trends in unsupported development. Effect sizes ranged from small to medium. The findings are congruent with previous research that indicates that child-centered Play Therapy may have a positive impact on children who are homeless and on children’s development within the classroom.

  • counseling children after natural disasters guidance for family therapists
    American Journal of Family Therapy, 2007
    Co-Authors: Jennifer Baggerly, Herbert Exum
    Abstract:

    After natural disasters, most children exhibit typical symptoms, which can be mitigated when parents and teachers provide emotional support and facilitate adaptive coping strategies. However, some children may experience clinical symptoms, which require professional counseling. This article guides family therapists in (a) identifying children's typical and clinical symptoms after a natural disaster, (b) training parents and teachers in basic interventions, and (c) implementing developmentally appropriate clinical interventions that integrate Play. A multimodal, three-phase approach of Cognitive Behavior Therapy, Play Therapy, and Family Play Therapy is described.

  • child centered group Play Therapy with african american boys at the elementary school level
    Journal of Counseling and Development, 2005
    Co-Authors: Jennifer Baggerly, Max Parker
    Abstract:

    Culturally sensitive counseling interventions are needed for African American boys in elementary school. Two important components of counseling African American boys are honoring the African worldview and building self-confidence. Child-centered group Play Therapy is a common intervention for elementary school children. In this article, the authors describe how child-centered group Play Therapy with African American boys at the elementary school level honors the African worldview and facilitates their self-confidence. Counseling implications and recommendations for research are discussed.

  • learning more about those who Play in session the national Play Therapy in counseling practices project phase i
    International Journal of Play Therapy, 2005
    Co-Authors: Simone F Lambert, Dee C Ray, Michael Leblanc, Jodi Ann Mullen, Jennifer Baggerly, Joanna White, David M Kaplan
    Abstract:

    Through a joint research committee sponsored by the Association for Play Therapy (APT) and the American Counseling Association (ACA), The National Play Therapy in Counseling Practices Project conducted the first phase of investigation. Findings offered a snapshot of mental health providers of Play Therapy, regarding the nature of who they are and what they do. In terms of training, Play modalities, theoretical orientation, and employment setting, comparisons were made based on membership of participants in ACA or APT. Further research was suggested to examine the effectiveness of Play Therapy with specific therapeutic issues.

Sang Min Shin - One of the best experts on this subject based on the ideXlab platform.

  • initial investigation of nature based child centered Play Therapy a single case design
    Journal of Counseling and Development, 2015
    Co-Authors: Jacqueline M Swank, Sang Min Shin, Carla Cabrita, Christopher W Cheung, Brittany Rivers
    Abstract:

    A need exists for providing mental health services to children, with approximately 20% of children in the United States meeting the criteria for a mental health diagnosis (Merikangas et al., 2010). Failure to identify the mental health needs of children and provide services to them may lead to costly psychiatric treatment, as well as involvement with the juvenile justice system (DeSocio & Hootman, 2004). Additionally, children who exhibit behavioral and academic problems in early elementary school are more likely to have other negative long-term outcomes, including low academic achievement, school suspensions, involvement with defiant peer groups, and a greater risk for conduct problems (Reinke, Herman, Petras, & Ialongo, 2008). Therefore, providing mental health interventions to young children that promote their optimal development and well-being over the lifespan is crucial. The National Association of School Psychologists (2008) estimated that nearly 50% of children with emotional disorders receive interventions within the school environment. With provision of mental health services within schools, counselors can mitigate barriers that families often experience related to obtaining services by offering a familiar environment for children and families; reducing transportation issues; and providing information about children across social, emotional, and academic areas of development (Committee on School Health, 2004). Bruns, Walrath, Glass-Siegel, and Weist (2004) found that teachers within elementary schools with expanded school mental health services made fewer referrals for special education evaluations due to emotional or behavioral problems, and fewer students within these schools met the eligibility criteria for related disabilities. * Child-Centered Play Therapy Child-centered Play Therapy (CCPT) is one approach that counselors may use with children within the school environment to address mental health issues. CCPT is grounded in Axline's (1947) nondirective approach to working with children that was adapted from Rogers's (1942) person-centered counseling approach. Within CCPT, counselors designate Play materials and strive to foster a caring, supportive relationship and a safe environment that facilitates exploration and expression of the self through Play, a child's natural mode of communication (Landreth, 2012). Following Axline's (1969) principles, the child-centered Play therapist allows the child to take a leadership role during the session, offering the child the freedom to fully experience him/herself, while acknowledging and reflecting the child's feelings and experiences and only setting limits when needed to promote a safe environment. Researchers have found support for using Play Therapy to address various childhood issues (Blanco & Ray, 2011; Bratton & Ray, 2000; Bratton, Ray, Rhine, & Jones, 2005; Ray, Schottelkorb, & Tsai, 2007). In a review of Play Therapy studies, Bratton and Ray (2000) reported that Play Therapy was an effective method in addressing a variety of childhood concerns (i.e., behavioral issues, anxiety, poor social skills). Bratton et al. (2005) found further evidence to support the efficacy of Play Therapy with children in another review of Play Therapy studies, noting that Play Therapy had a large effect on children's behavior, personality, and social adjustment. In evaluating the effectiveness of CCPT on academic achievement, Blanco and Ray (2011) found that children who participated in CCPT sessions, held within the school setting, scored significantly higher on a measure of academic achievement compared with children who were on a waiting list. Additionally, in using CCPT in the school setting with children with attention deficit hyperactivity disorder (ADHD) symptoms, Ray et al. (2007) found that children had fewer symptoms of ADHD following participation in CCPT overall and in specific areas of anxiety, withdrawal, and emotional instability. …

  • nature based child centered Play Therapy an innovative counseling approach
    International Journal of Play Therapy, 2015
    Co-Authors: Jacqueline M Swank, Sang Min Shin
    Abstract:

    Nature-based child-centered Play Therapy (NBCCPT) is an innovative counseling approach that expands upon child-centered Play Therapy (CCPT) to emphasize the child’s relationship with nature in addition to the relationship with the counselor. NBCCPT sessions occur within the natural environment with