Child‐centered Play Therapy in the Schools: Review and Meta‐analysis

Abstract

The authors conducted a meta-analysis and systematic review that examined 23 studies evaluating the effectiveness of child centered play therapy (CCPT) conducted in elementary schools. Meta-analysis results were explored using a random effects model for mean difference and mean gain effect size estimates. Results revealed statistically significant effects for outcome constructs, including externalizing problems (d = 0.34), internalizing problems (d = 0.21), total problems (d = 0.34), self-efficacy (d = 0.29), academic (d = 0.36), and other behaviors (d = 0.38). Further, a systematic review was conducted on all studies compared with Outcome Research Coding Protocol criteria. Results indicated that CCPT studies provided quantitative support and qualitatively promising to strong evidence in support of its use in the schools. C 2014 Wiley Periodicals, Inc.

Child-centered play therapy with young children who are anxious: A controlled trial

“…CCPT is identified as the most popular theoretical approach to play therapy (Lambert et al, 2005). Additionally, metaanalyses have reported positive and meaningful effects for children who participate in CCPT (Bratton, Ray, Rhine & Jones, 2005;Lin & Bratton, 2015;Ray, Armstrong, Balkin & Jayne, 2015).…”

Application of Standardized Observation Form in School Counselling in Taiwan: Exploratory Study with Children Exhibiting Internalizing and Externalizing Behavior Concerns

“…Specifically, Ray, Armstrong, Balkin, and Jayne (2015) reviewed studies addressing child centered play therapy in elementary schools and found it to be an efficacious treatment for internalizing problems, externalizing problems, total problems, self-efficacy, academic, and other concerns. Results from the above four meta-analyses provided evidence in support child centered play therapy with school-aged children.…”

The Child and the Counselor: Relational Humanism in the Playroom and Beyond

“…This effort has concluded in recognition of CCPT as an evidence‐based intervention by mental health organizations and agencies. In the last 20 years, randomized controlled trials have resulted in statistically and practically significant outcomes in favor of the effectiveness of CCPT (Lin & Bratton, 2015; Ray, Armstrong, Balkin, & Jayne, 2015). However, this focus on meeting positivistic standards is a source of discussion among CCPT therapists; specifically, there is the concern regarding movement toward manualization of an approach that is inherently focused on meeting and responding to the individual child in a flexible and spontaneous manner.…”