Child-Centered Kinder Training for Teachers of Pre-School Children Deemed At-Risk.

Abstract

Pronchenko-Jain, B. A. (2012). Child teacher relationship training (CTRT) with children exhibiting disruptive behavior: Effects on teachers' ability to provide emotional and relational support to students and on student-teachers relationship stress (Doctoral dissertation). Retrieved from https:// search.proquest.com/docview/1335545982 Resilience and Learning Project. (2019). Public school forum of North Carolina: Resilience and learning project. Retrieved from https://www.ncforum.org/ north-carolina-resilience-and-learning-project/ Sciaraffa, M. A., Zeanah, P. D., & Zeanah, C. H. (2018). Understanding and promoting resilience in the context of adverse childhood experiences.

Impact of child teacher relationship training on teachers’ and aides’ use of relationship-building skills and the effects on student classroom behavior.

“…Studies have also indicated that play therapy conducted by parents (filial therapy) is a valid treatment method to address children's problematic behaviors. Adaptations have been made to the filial therapy model to include teachers as therapeutic agents (Brown, 2002;Guerney & Flumen, 1970;Post, McAllister, Sheely, Hess, & Flowers, 2004;Smith & Landreth, 2004;White, Flynt, & Draper, 1997,) in an effort to improve child-teacher relationships. However, one tenet of filial therapy and, additionally, filial therapy training with teachers, is the expectation that after learning and practicing the relationship-building skills with an individual child in a play room purposefully structured to include specific toys and materials , many of those skills will transfer for use with all children in the classroom.…”

“…To date, only one research study has investigated whether or not teachers are able to maintain the use of play therapy skills in the classroom over time (Hess, Post, & Flowers, 2005). Additionally, little research has investigated what impact, if any, there is on children's behavior as a result of the teacher's use of play therapy skills in the classroom (Post et al, 2004)…”

“…Therefore, intervention programs that focus on building positive student-teacher relationships may facilitate improvement in a child's ability to adjust to and be successful in school (Hamre & Pianta, 2001). Some progress has been made in developing specific interventions that are designed to improve the student -teacher relationship (Post et al, 2004;White et al, 1997;White, Flynt, Draper, & Jones, 1999). Similarly, the importance of the studentteacher relationship has not gone unnoticed in the field of education.…”

Behavioural and emotional well-being of children following non-directive play with school staff

“…Play therapy has been successful in improving children's behavioural problems including hyperactivity, inattention, cognitive problems, aggression, and conduct problems (Draper et al, 2001;Packman & Bratton, 2003;Post, McAllister, Sheely, Educational Psychology in Practice 193 Hess, & Flowers, 2004;Ray et al, 2007), whilst improving the child's presentation of anxiety and depression, and improving their adaptive skills, including social skills, adaptability, leadership and study skills (Post et al, 2004). In a school-based play therapy intervention, teachers reported significant reductions in aggressive problem behaviours for those children who received the intervention compared to those in the control group (Ray, Blanco, Sullivan, & Holliman, 2009).…”

Adaptation of the Child−Parent Relationship Therapy Model for use with senior citizen volunteers in school settings: A pilot study.

“…In a study where teachers in 2-, 3-, and 4 year-old classrooms were trained in a 10 week filial therapy method, Post, McCallister, Shelly, Hess, and Flowers (2004) found that children who were deemed at risk possessed fewer cognitive, social, and emotional school-readiness skills. After administering the BASC, the Assessment of Child-Centered Play Therapy Skills, and the Measurement of Empathy in AdultϪChild Interaction (MEACI) in a pre-and posttest study, the researchers found that teachers who went through the kinder training sessions showed improved ability to use play therapy skills and demonstrate empathy toward children.…”