Cognitive-behavioral play therapy

Knell, Susan M.

doi:10.1207/s15374424jccp2701_3

Cited by 52 publications

(41 citation statements)

References 8 publications

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“…To date, researchers have found inconsistent results in changing young children’s thoughts and behaviors through cognitive‐behavioral therapy (Grave & Blissett, 2004; Knell, 2009). Results of the current study show that this difficulty does not simply arise from young children’s inability to understand connections between thinking and feeling.…”

Section: Discussionmentioning

confidence: 99%

Looking on the Bright Side: Children’s Knowledge About the Benefits of Positive Versus Negative Thinking

Bamford

Lagattuta

2011

Child Development

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Five- to 10-year-olds (N = 90) listened to 6 illustrated scenarios featuring 2 characters that jointly experience the same positive event (and feel good), negative event (and feel bad), or ambiguous event (and feel okay). Afterward, one character thinks a positive thought and the other thinks a negative thought. Children predicted and explained each character's emotions. Results showed significant development between 5 and 10 years in children's understanding that thinking positively improves emotions and thinking negatively makes one feel worse, with earliest knowledge demonstrated when reasoning about ambiguous and positive events. Individual differences in child and parental optimism and hope predicted children's knowledge about thought-emotion connections on some measures, including their beliefs about the emotional benefits of thinking positively in negative situations.

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Section: Discussionmentioning

confidence: 99%

Looking on the Bright Side: Children’s Knowledge About the Benefits of Positive Versus Negative Thinking

Bamford

Lagattuta

2011

Child Development

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“… Knell (1998) used play therapy as educational tool in dealing with children problems and as alternative to verbal tools. Jafari et al (2011) assessed the effect of play therapy on behavioral problems of mal-adjusted pre-school children.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Group Play Therapy on Social-Emotional Skills in Pre-School Children

Chinekesh

Kamalian

Eltemasi

et al. 2013

GJHS

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Background:Childhood is important and critical period in human life. The foundation of ego is shaped in childhood. Play therapy is one of the successful strategies to help children with inner conflicts problems. This method of psychotherapy is base on the normal learning processes of children, provides solutions to relieve feelings of stress, and expands self-expression. Group play therapy can enhance the self-awareness, self- regulation, social communication, empathy and adoptability in children.Methods:Present study investigated the effects of play therapy on relational and emotional skills of pre-school children. For this purpose, the total numbers of 372 pre-school children were randomly selected, and divided into two equal groups (case and control). In next step, the BUSSE-SR methodology was used for evaluation and comparison of self-awareness, self-regulation, social interaction, empathy, adoptability, and control groups. Pre-test were performed for both groups and case group was involved in-group play therapy. According to the results of post-test, correlation of variables between case-control groups was examined by multivariate analysis of covariance.Results:Frequency of boys and girls in our sample were 51.3 and 48.7 percent, respectively. The mean age of children was 5.1±0.6 year. According to the results of present study, play therapy significantly enhanced the social-emotional skills (P< 0.001). Our findings are consistent with the results of previous studies in other nations with different environmental and cultural properties. In conclusion, it seems that play therapy can be used in pre-school centers to help children learn problem-solving skills and communicate with others.

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“…They also expressed concerns about misinterpretations of their child's play. Cognitive Behavioral Play Therapy (CBPT) is a directive form of play therapy that does not rely heavily upon play interpretations (Knell, 1993). In contrast, CCPT utilizes the observation of themes within a child's play to measure progress (Landreth, 2012) and thus entails interpretations.…”

Section: Discussionmentioning

confidence: 99%

Exploring the Accessibility of Child-Centered Play Therapy for Australian Muslim Children

Casey

Moss

Wicks

2020

Journal of Cross-Cultural Psychology

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The purpose of this study was to explore the accessibility of child-centered play therapy with Australian Muslim children. Eleven Australian Muslim parents participated in semi-structured interviews that explored three broad topics of play, counseling, and play therapy. Thematic analysis indicated that, despite several barriers to accessing counseling, child-centered play therapy may be accessible to this population. Specifically, several key insights emanated from the interviews. For example, Muslim adults tend to prefer Muslim health practitioners; however, when seeking a therapist to assist their child, these parents are not as concerned about the religious beliefs of health practitioners. In addition, despite cultural stigma against mental health services, Muslim parents invoke religious tenets to justify the importance of therapy. Furthermore, although play may be regarded as being indulgent in the Islamic community, Australian Muslim parents in this study appreciated the benefits of play to the development and progress of children and indicated the Islamic literature embrace play, especially before the age of 7 years. Implications for developing culturally responsive practice of play therapy and directions for future research are discussed.

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Cognitive-behavioral play therapy

Cited by 52 publications

References 8 publications

Looking on the Bright Side: Children’s Knowledge About the Benefits of Positive Versus Negative Thinking

Looking on the Bright Side: Children’s Knowledge About the Benefits of Positive Versus Negative Thinking

The Effect of Group Play Therapy on Social-Emotional Skills in Pre-School Children

Exploring the Accessibility of Child-Centered Play Therapy for Australian Muslim Children

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