Child-Centered Group Play Therapy: Impact on Social-Emotional Assets of Kindergarten Children

Individual and Group Child‐Centered Play Therapy: Impact on Social‐Emotional Competencies

“…The lack of statistically significant results based on teacher reports is consistent with previous research (Cheng & Ray, ; Garza & Bratton, ). Historical research on teacher perceptions indicates variability in teacher versus parent reports on children's behavior and emotional well‐being (Achenbach, McConaughy, & Howell, ; Epkins & Meyers, ).…”

“…Several possible explanations exist for this finding. Whether in group or individual format, empathy may be more difficult to influence with therapy than other constructs and may require more long‐term therapy, as suggested by Cheng and Ray (). Just as internalizing behaviors are harder to observe or measure than externalizing behaviors, empathy may be harder to observe or measure than either self‐regulation/responsibility or social competence.…”

“…All counselors participated in weekly group supervision by a faculty member with advanced experience in play therapy. Additionally, we assessed protocol adherence by randomly reviewing one session per child using the CCPT Research Integrity Checklist (Ray et al, ) when the treatment was CCIPT or using the revised Group Play Therapy Skills Checklist (Cheng & Ray, ) when the treatment was CCGPT. Sessions adhered to CCPT protocol with an average of 97.5% adherence to protocol per session.…”

“…In applying CCPT to a group modality using a randomized controlled trial design, Cheng and Ray () reported a statistically significant increase in empathy (with a medium effect) for kindergarten children who participated in child‐centered group play therapy (CCGPT) as compared with children in a wait‐list control group. Additionally, in the area of social competence, Cheng and Ray found that children who participated in CCGPT demonstrated a statistically significant improvement (with a medium effect) over children in the control group.…”

“…Additionally, in the area of social competence, Cheng and Ray found that children who participated in CCGPT demonstrated a statistically significant improvement (with a medium effect) over children in the control group. However, no statistically significant difference was found between the treatment and control groups for self‐regulation (Cheng & Ray, ). Cheng and Ray's study is the only one to date that has addressed the use of CCGPT specifically focused on social‐emotional competencies.…”