This article presents two cases with strong evidence measures in which child-centered play therapy (CCPT) was provided for children referred for highly disruptive behavior, including attention problems and aggression. Apparent progress was evidenced on the Teacher Report Form (TRF) of the Child Behavior Checklist (Achenbach & Rescorla, 2001). One client had a waiting period equal to his treatment period in which ratings were stable before change across his treatment period. The cases provide opportunities to consider how CCPT may work differently for similar behavioral difficulties in individual children. Researchers conceptualized each client's areas of difficulty and apparent treatment effects as an expert panel, aided by indications from the TRF. Individual discussions are provided regarding rationales for apparent progress and why CCPT seemed to have been effective.

The researchers investigated attributions for success, attitudes, and aptitudes for native language learning and foreign language learning success for 648 students enrolled in 100‐level university foreign language courses (Spanish, French, and German). We examined relationships via correlational analyses and used structural equation modeling to determine the best predictive model. Relationships among variables were generally positive but low to moderate in magnitude (r=−.12 to r=.45).The best predictive model was attitudes leading to aptitude leading to exam grades. Attributions did not contribute to the prediction. Gender differences were indicated in effort attributions and in exam grades. Results underscore the importance of attitude in foreign language success.

Due to problems in communicating with psychologists, counselors, and other daily helpers, adults with developmental disabilities may experience a lifetime of daily routines that involve few if any opportunities for emotional expression, validation, and growth. This paper presents two case studies that utilize an adapted form of Child-Centered Play Therapy in working with adults with developmental disabilities. Person-Centered Play Therapy is used to help two adults with developmental disabilities overcome behavioral and emotional difficulties. Results indicate positive growth and changes in self-expression, selfdirection, self-efficacy, and emotional well-being. Changes are indicated both within sessions, and outside of sessions in a residential day treatment program. Possibilities for future work with this population are discussed.Meeting the behavioral and emotional needs of adults with developmental disabilities can be challenging for mental health professionals. Traditional methods of psychotherapy are rarely used due to clients' impairments in cognitive and verbal functioning (Walker, 1983). Because of the decreased usefulness of traditional methods of psychotherapy, adults with developmental disabilities may experience a lifetime of daily routines that involve few if any opportunities for

This article describes two boys' actions in child-centered play therapy (CCPT) through the lens of the typical stages in CCPT as described by Nordling and Guerney (1999). Both boys were referred for severe attention and aggression problems that had persisted for more than one school year at age six. While each boy engaged in CCPT in unique ways, the authors were able to clearly discern the stages in each boy's play. The authors assert for the value of play therapists' ability to discern stages in children's therapeutic play to monitor progress and determine readiness to end from an internal to the child gauge, as well as through the external gauges of behavior change reports from parents and teachers.