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In this study we investigated the prediction of child centered play therapy (CCPT)/nondirective play therapy on emotional and behavioral problems using archival data from 82 child clients at a university-based counseling clinic. Statistically significant predictions were found on the Internalizing and Externalizing Problems scales on the Child Behavior Checklist. Termination and family relationship concerns variables were found to be strong contributors to predicting greater improvement. Results are discussed concerning implications for clinical practice and further research.

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The exploratory study investigated the impact of Child-Centered Play Therapy (CCPT) on children who present with internalizing and externalizing behavioral concerns through a single-case design. Two second-grade male children in northern Taiwan displaying clinical levels of internalizing or externalizing behavior problems underwent 9 weeks of weekly 40-minute CCPT sessions. The children's parents and teachers completed the Child Behavior Checklist and Teacher's Report Form before and after play therapy. Observational data were collected via the Direct Observation Form throughout the baseline, intervention, and follow-up phases. Observation data were evaluated through visual analysis. In-session play therapy notes and the children's play therapy behavior scores were also analyzed. The participants' internalizing and externalizing problem behaviors demonstrated slight decreases.

The purpose of the present study was to investigate the effect of child-centered group play therapy on children of new immigrants in Taiwan exhibiting relationship difficulties. Eight second-and third-grade children in Northern Taiwan participated in the study. Research participants were randomly assigned into experimental groups and control groups. Children in the experimental group received child-centered group play therapy once a week for 12 weeks. The Social Skill Behaviors and Characteristics Scale for Elementary and Junior School Students (SSBCS, student version and teacher version) and the Parenting Stress Index (PSI) were used to examine the effect. The children and their teachers also participated in semistructured interviews. Results revealed that child-centered group play therapy represented an effective treatment for interpersonal behavior, self-confidence, self-acceptance, and affection among the children of new immigrants. Child-centered group play therapy is also a way to enhance the psychological health of children of new immigrants in Taiwan and to improve the children's relationships in school. The limitations of this study and the recommendations for school counselors and future research are addressed.

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