Exploring play therapy training: An investigation on the impact of practice on attitudes, knowledge, and skills with master’s level students.

Abstract

Using a quantitative approach, the researchers examined the impact of child-centered play therapy (CCPT) training and in vivo experiences on graduate students' play therapy attitudes, knowledge, and skills. Thirteen master's level students participated in the study. A repeated measure ANOVA was used to measure the impact training and in vivo experiences had on the revised Play Therapy Attitude-Knowledge-Skills Survey. From pretest to posttest (training), there were statistically significant improvement and a large effect size on the student's scores in all 3 subscales: attitudes, knowledge, and skills. From posttest to follow up (in vivo experience) there were statistically significant improvement and a large effect size on the student's scores in 2 of the 3 subscales: attitudes and knowledge. The findings support the importance of incorporating service learning as part of play therapy training in the development of clinical skills.

Impact of play therapy training on students in counselor preparation programs.

“…In terms of differences among new and more experienced students, experienced students scored their skills higher at the beginning of the semester while newer students scored their play therapy skills higher than the experienced students at the end of the semester. We believe these results mirror the critical period described in the Muro et al (2015) investigation on graduatelevel, advanced play therapy students. In their investigation, Muro et al (2015) found that play therapy students undergo a critical period where skills grow during training, but decrease after training sessions.…”

“…Further, this investigation demonstrated that an introductory play therapy course positively impacts not only graduate students' knowledge about play therapy but also increases their awareness and attitudes regarding children and themselves. Muro et al (2015) investigated a two-phase training model which consisted of play therapy training sessions (Phase 1) as well as a servicelearning project conducting play therapy sessions at an elementary school (Phase 2) within a semester-long graduate-level course. Results from pretest to posttest showed a statistically significant increase in students' attitudes, knowledge, and skills.…”

Understanding the Role of the Brick-and-Mortar Classroom in Course Design and Implementation of the “Flipped” Classroom: An Exploratory Case Study

“…Students' scores were significantly different between the pretest and the first posttest in all three subscales. In the second posttest, there were significant changes in the students' scores in the knowledge and attitudes subscales (Muro et al, 2015).…”

“…The instrument was designed to measure the respondent's beliefs and patterns of interaction in CCPT and their knowledge of CCPT and to assess their confidence in their play therapy skills (Crane & Brown, 2003). After being used in Taiwan to study play therapy, the PTAKSS was updated in 2007, resulting in a reduced number of items to enhance construct clarity (Kao & Chang, 2007;Muro et al, 2015. This revision was shown to have high internal consistency (⍺ = .95) and solid split-half reliability (r ¼ = .76), with three factors revealed in the factor analysis, accounting for 47.6% of variance of the scale scores (Kao & Landreth, 2007;Lindo et al, 2016. The PTAKSS has been used to study play therapy coursework with both undergraduate and graduate counseling students (Carnes-Holt & Weatherford, 2013;Homeyer & Rae, 1998;Kagan & Landreth, 2009;Lindo et al, 2016Pereira & Smith-Adcock, 2013.…”

“…Lindo et al (2016) found that posttest scores were significantly higher on all three subscales of the measure and then used structured interviews to gain a qualitative understanding of the students' experience in the class. Muro et al (2015) used the PTAKSS at intervals to track changes in counseling graduate students before and after a play therapy training class. Measurement points were once before the class (pretest), once after the class (first posttest), and once after an in vivo play therapy experience (second posttest).…”