Immediate and Retained Learning Effects of Child-Centered Play Therapy Training With College Students in Taiwan on Attitude, Knowledge, and Skills

Transforming graduate play therapy instruction to virtual learning during COVID-19.

“…Researchers have also examined the retained learning effects of CCPT. Tsai and Lin (2019) found that Taiwanese students exhibited changes in their attitude, skills, and knowledge after a play therapy course. To determine if students had lasting changes in these three domains, Tsai and Lin (2019) measured students at a 3-month follow-up and after students’ internship.…”

“…Tsai and Lin (2019) found that Taiwanese students exhibited changes in their attitude, skills, and knowledge after a play therapy course. To determine if students had lasting changes in these three domains, Tsai and Lin (2019) measured students at a 3-month follow-up and after students’ internship. Results revealed that there was no decline in students’ knowledge and skills from posttest to after internship, suggesting that students retained their learnings.…”

“…Results revealed that there was no decline in students’ knowledge and skills from posttest to after internship, suggesting that students retained their learnings. Encouragingly, there was a statistically significant increase in students’ attitude, suggesting that students continued to foster positive attitude toward children after undergoing the play therapy course (Tsai & Lin, 2019).…”

“…A few researchers outlined the recommended structure when teaching a play therapy course (Joiner & Landreth, 2005; Kao & Landreth, 1997; Lindo et al, 2012; Muro et al, 2015; Tsai & Lin, 2019). The general structure of teaching a play therapy course appears to consist of the following components: (a) didactic materials such as lectures, discussions, and readings; (b) observations such as observing more advanced play therapy students’ sessions and/or instructor’s play therapy sessions; (c) experiential activities such as role-playing with peers and practice sessions with children; and (d) evaluation of progress, assessed via assignments, research articles, and examination (Joiner & Landreth, 2005; Kao & Landreth, 1997; Lindo et al, 2012; Muro et al, 2015; Tsai & Lin, 2019). In general, participants undergoing play therapy training have reported an increase in their knowledge, skills, and attitude (e.g., Lindo et al, 2012; Muro et al, 2015; Tsai & Lin, 2019), providing support to the outlined structure of teaching play therapy.…”

“…The first step in being a competent play therapist is to receive rigorous and quality education in this modality. A few researchers outlined the recommended structure when teaching a play therapy course (Joiner & Landreth, 2005; Kao & Landreth, 1997; Lindo et al, 2012; Muro et al, 2015; Tsai & Lin, 2019). The general structure of teaching a play therapy course appears to consist of the following components: (a) didactic materials such as lectures, discussions, and readings; (b) observations such as observing more advanced play therapy students’ sessions and/or instructor’s play therapy sessions; (c) experiential activities such as role-playing with peers and practice sessions with children; and (d) evaluation of progress, assessed via assignments, research articles, and examination (Joiner & Landreth, 2005; Kao & Landreth, 1997; Lindo et al, 2012; Muro et al, 2015; Tsai & Lin, 2019).…”