Texas is described. The model provides 27 hours of supervision and training and incorporates a small group supervision format in which each participant receives live supervision of individual and group play therapy, immediate feedback, observation of colleagues, self-critique of videos, application of directed feedback, and training in specific skills within the format of each of the three days. Participant reactions to the experience are discussed and application of the model to a variety of settings is suggested.Play therapy is one of the most rapidly growing areas in the helping professions, and the need for training and supervision far exceeds the capability of qualified professionals and physical resources available to meet the burgeoning demand. The establishment of a registration process for play therapists and supervisors by the This document is copyrighted by the American Psychological Association or one of its allied publishers.This article is intended solely for the personal use of the individual user and is not to be disseminated broadly.
The purpose of this survey research was to identify play therapy behaviors of sexually abused children. To obtain the largest number of viable responses, the members of the Association for Play Therapy received the survey containing 140 play therapy behaviors. Statistical analysis identified highly interrelated play therapy behaviors of sexually abused girls and boys from three to 10 years of age. Also identified were differences between gender and age groups. Suggested use of the play therapy behaviors include assessments to detect sexual abuse and recommendations for child placement and/or court testimony.
This study examined the relationship between 403 counseling graduate students' scores on the Counselor Preparation Comprehensive Examination (CPCE; Center for Credentialing and Education, n.d.) and 3 admissions requirements used as predictor variables: undergraduate grade point average (UGPA), Graduate Record Examinations (GRE) General Test Verbal Reasoning (GRE‐V) score, and GRE General Test Quantitative Reasoning (GRE‐Q) score. Multiple regression analyses revealed that all predictor variables accounted for somewhat limited, yet significant variations in the CPCE‐Total scores (R2 = .21). Results indicated that UGPAs, GRE‐V scores, and GRE‐Q scores are valid criteria for determining counseling graduate student success on the CPCE.
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