Evaluating Clinical Practice: Using Play-based Techniques to Elicit                 Children's Views of Therapy

Jäger, Jessica; Ryan, Virginia

doi:10.1177/1359104507075937

Cited by 13 publications

(17 citation statements)

References 20 publications

(18 reference statements)

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“…Our study revealed group game therapy significantly improves cognitive development. Our findings were conformed with the results of previous studies about the roles of group play therapy on behavioral and emotional performance of children ( Jager & Ryan, 2007 ; Hill, 2009 ; van Breemen, 2009 ).…”

Section: Discussionsupporting

confidence: 92%

“…In present study, we considered the impact of directed group play therapy on improvement of social-emotional skills of pre-school children. Our hypothesis was the play therapy method could be an effective and general approach in training of children to establish communications, express thoughts and feelings, and solve their problems ( Rye, 2008 ; Jager & Ryan, 2007 ). We studied self- awareness, self-regulation, social interaction, empathy, and adoptability as components of social-emotional skills ( Dvarionas, 2002 ).…”

Section: Discussionmentioning

confidence: 99%

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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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Section: Discussionsupporting

confidence: 92%

Section: Discussionmentioning

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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“…However, if the child is highly anxious, demanding and/or controlling, it is less likely that the play-based evaluation will be effective with a therapist who is newly trained in play-based evaluations. It has been argued here and previously (Jäger & Ryan, 2007) that it is beneficial for therapists to undertake evaluations with children on their own caseload as 'insiders'. However, in some cases, where the therapists' experience in play-based evaluations is low and/or they have unresolved/strong feelings about the ending of therapy, it is suggested that it would be in the child's best interests for an 'outsider' to undertake the evaluation session.…”

Section: Contra-indicatorsmentioning

confidence: 95%

“…journal (Jäger & Ryan, 2007). Within the wider child therapy context, Davies, Wright, Drake, and Bunting (2009) have reported on looked-after children's views of individual child psychotherapy.…”

mentioning

confidence: 96%

Facilitating children’s views of therapy: An analysis of the use of play-based techniques to evaluate clinical practice

Jäger¹

2012

Clin Child Psychol Psychiatry

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This article reports on a follow-up study exploring the use of play-based evaluation methods to facilitate children's views of therapy. The development and piloting of these techniques, with 12 children in the author's own practice, was previously reported in this journal. It was argued that play-based evaluation methods reduce the power imbalance inherent in adult researcher/interviewer-child relationships and provide children with meaningful ways to share their views. In this article, follow-up research into play-based evaluations with 20 children and 7 different play therapists is drawn upon to explore in greater depth the strengths and weaknesses of these techniques. The study shows that play-based evaluation techniques are important and flexible methods for facilitating children's views of child therapy. It is argued that those play therapists who incorporate their therapeutic skills effectively, maintain flexibility and sensitively attune to the child during the evaluation session, enable the child to explore their views most fully.

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“…It is interesting to note instances when the researcher decided to follow the children's suggestions in contrast with other instances when the researcher decided not to follow suggestions. For example participants were not very enthusiastic regarding the use of puppets yet the researcher decided to draw on literature (Jager & Ryan, 2007) which documented the use of puppets in order to research children's views of play therapy.…”

Section: Child-adult Dynamicsmentioning

confidence: 99%

Use of a reference group in researching children’s views of psychotherapy in Malta

Mercieca

Jones

2018

Journal of Child Psychotherapy

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This paper explores the process and outcomes of a children's reference group within the context of child psychotherapy research in out of home, residential care. The reference group was setup to consult children about the design of a research project which seeks to evoke, represent and understand children's views of psychotherapy. No work to date has explored the experience of reference groups in the context of child psychotherapy in residential out of home care in Malta. The paper contextualises the research within the literature on reference groups in child research, which identifies the potential of reference groups as a participative and co-reflexive activity which can inform research design. The paper critically examines the nature and conduct of the reference group by acknowledging the specific context of this work rather than essentialising it as a given 'good'. It does so by specifying and evaluating the outcomes of the reference group in line with its aims. The paper draws on the recordings of the reference group meetings and reference group field notes taken by the researcher as key data which were thematically analysed. The main outcomes of the reference group include children's contribution to the design of data collection methods especially in terms of not relying only on words during data collection. Children also identified key ethical issues from the point of view of young psychotherapy service users, especially in relation to issues of 2 trust within an out of home care context. Children also reviewed and appraised research information material.

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Evaluating Clinical Practice: Using Play-based Techniques to Elicit Children's Views of Therapy

Cited by 13 publications

References 20 publications

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

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

Facilitating children’s views of therapy: An analysis of the use of play-based techniques to evaluate clinical practice

Use of a reference group in researching children’s views of psychotherapy in Malta

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