Better Playtimes: A School‐Based Therapeutic Play Intervention for Staff and Children

Woolf, Alison

doi:10.1002/9781118269701.ch21

Cited by 1 publication

(2 citation statements)

References 5 publications

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“…Paying attention to the playing children in the group, without the pressure of teaching, extending, guiding or assessing, allows for understanding and empathy to develop in the adult and awareness to develop in the child (Adams, 2000; Woolf, 2010). The acceptance of the adult is unconditional and explicit, allowing the child to feel valued and understood.…”

Section: Everyone Playing In Class – a Description Of An Interventionmentioning

confidence: 99%

“…‘Ongoing, on‐site consultation based on not only the child's needs but also the capabilities of the teacher and his/her goals for the classroom’ not only improves teacher–child relationships but also ‘may increase teacher efficacy’ (Williford & Shelton, 2008). Providing additional support for school staff through consultation, based on the clinical model of supervision (described in detail in Austin, 2010), alongside appropriate training (such as Webster‐Stratton, 1999; White et al., 2003; Woolf, 2010), may be a responsibility the profession would be negligent to overlook.…”

Section: Therapeutic Interventions In Schoolmentioning

confidence: 99%

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Everyone Playing in Class: a group play provision for enhancing the emotional well‐being of children in school

Woolf¹

2011

British J Special Edu

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Everyone Playing in Class' is an unstructured free play based provision for small classes or groups. The intervention involves training staff in attachment theory, presenting up-to-date research findings on the role of play in emotional well-being and relationship building, as well as teaching reflective communication skills. In this article Alison Woolf, who is a Member of British Association of Play Therapists (BAPT), describes how these weekly class play sessions can provide experiences that are beneficial for staff and for pupils. The essential elements that create the therapeutic intervention are described and explored, and set in context through their relationship to SEAL. The ethical considerations of school staff providing therapeutic opportunities are considered. Results of pre-and post-intervention assessments are given, and the responses of staff and pupils to the sessions are summarised. Results show improvements for pupils in the areas of self-esteem and of social development. Most significantly the results demonstrate an increase in the staff's ability to understand and respond to the children in their class.

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Section: Everyone Playing In Class – a Description Of An Interventionmentioning

confidence: 99%

Section: Therapeutic Interventions In Schoolmentioning

confidence: 99%

Everyone Playing in Class: a group play provision for enhancing the emotional well‐being of children in school

Woolf¹

2011

British J Special Edu

Self Cite

View full text Add to dashboard Cite

show abstract

Better Playtimes: A School‐Based Therapeutic Play Intervention for Staff and Children

Cited by 1 publication

References 5 publications

Everyone Playing in Class: a group play provision for enhancing the emotional well‐being of children in school

Everyone Playing in Class: a group play provision for enhancing the emotional well‐being of children in school

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