Long Term Child-Centered Play Therapy Effects on Academic Achievement with Normal Functioning Children

Blanco, Pedro J.; Holliman, Ryan; Muro, Joel; Toland, Stephanie; Farnam, Janelle L.

doi:10.1007/s10826-017-0701-0

Cited by 19 publications

(21 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The researchers found that students who participated in the full complement of 26 sessions of CCPT showed statistically significant improvement in the areas of spoken language, general information, and writing subscales, with 36% of the students moving from at risk to normal functioning after they participated in CCPT. Blanco et al (2017) examined the impact of play therapy, using a manualized CCPT approach for working with typical students who were not exhibiting learning or behavioral problems, and the long-term effects of CCPT on academic success. Students who received 26 sessions exhibited statistically significant gains via the Early Achievement Composite on the Young Children's Achievement Test and showed statistically consistent improvement in academic scores across three points in time throughout the study for normal functioning students, suggesting that long-term CCPT can support academic functioning.…”

Section: Potential Connections Between Ccpt and Academic Achievementmentioning

confidence: 99%

Child-centered play therapy and academic achievement: A prevention-based model.

Perryman

Robinson

Bowers

et al. 2020

International Journal of Play Therapy

View full text Add to dashboard Cite

There is a significant need to provide intervention services not only to students who exhibit sustained disruptive behaviors in the classroom, failing grades, and/or significant attendance issues but also to address the emotional needs of diverse elementary students who are "at risk" prior to exhibiting such issues so they may be successful in the academic environment. The purpose of this study was to evaluate the academic skills of second-grade students who received child-centered play therapy (CCPT) services using the Primary Project (formerly the Primary Mental Health Project) protocol. Sixty-eight students from 1 elementary school in second grade were assessed in the areas of task orientation, behavior control, assertiveness, and peer social skills. Of those who were tested, 36 students were deemed at risk using the established qualifying criteria and received CCPT services, and 32 students did not qualify for services. Findings revealed a significant increase in 3 academic subject areas: reading, mathematics, and language usage, with qualifying students experiencing marginally greater improvements during the academic year in mathematics and language usage when compared to their peers who did not qualify for services. Results of this study highlight the importance of providing preventive services that support overall mental health and wellness to at-risk children.

show abstract

Section: Potential Connections Between Ccpt and Academic Achievementmentioning

confidence: 99%

Child-centered play therapy and academic achievement: A prevention-based model.

Perryman

Robinson

Bowers

et al. 2020

International Journal of Play Therapy

View full text Add to dashboard Cite

show abstract

“…In a similar research design, Blanco et al (2015) found average first grade students participating in CCPT intervention improved significantly in academic achievement compared to waitlist control peers. A follow-up study, Blanco et al (2017) provided the same participants an additional ten CCPT 30-min sessions. Results of Blanco et al (2017) found that longer durations of CCPT treatment appear to result in continued improvement in students' math, reading, and spoken language skills.…”

Section: Child-centered Play Therapy and Academic Achievementmentioning

confidence: 99%

“…Many aspects impact student success and achievement in academics. Recently, numerous efforts have been made to implement interventions that address emotional needs of students to increase school engagement and academic success (Blanco et al, 2015(Blanco et al, , 2017(Blanco et al, , 2019Perryman & Bowers, 2018;Perryman et al, 2020). Unfortunately, children suffering from behavioral problems or mental health frequently also experience emotional interference with academic learning which can interfere with their ability to attain those academic standards (Blanco & Ray, 2011;Elias, 2006).…”

mentioning

confidence: 99%

Child-centered play therapy’s impact on academic achievement: A longitudinal examination in at-risk elementary school students.

Massengale¹,

Perryman²

2021

International Journal of Play Therapy

View full text Add to dashboard Cite

Children identified as at-risk for school failure need additional intervention for school success. Given the link between emotional development and academic success, it is crucial that schools have effective methods for identifying these students in need and have preventative programs that are developmentally appropriate interventions. The present study examined the long-term impact of child-centered play therapy (CCPT) on a diverse group of at-risk second grade elementary students implemented through Primary Project. The qualifying group received ten 30-min play therapy sessions throughout one academic semester during their second grade year. In a longitudinal analysis for academic growth, the long-term impact on both the third grade and fourth grade years was measured by the Measure of Academic Progress (MAP). The findings reveal implications for identification of and interventions for at-risk elementary students and CCPT as an intervention for academic achievement, specifically reading and mathematics scores. Recommendations for future research are also included.

show abstract

“…Landreth (2012) proposed that the main purpose of the play therapist is to help children to self‐actualise their developmental abilities. He also maintained that play therapists should assist children to induce constructive change by facilitating self‐exploration and self‐discovery (Blanco et al., 2017). A play therapist guides children to move towards integrating experiences and having a consistent view of self through empathic understanding, unconditional positive rewards and genuineness.…”

Section: Introductionmentioning

confidence: 99%

“…Investigating the effects of play therapy with homeless children, Baggerly (2004) found that children who enrolled in child‐centred play therapy group sessions in general showed a significant reduction in psychological and physiological aspects of anxiety (Stulmaker & Ray, 2015). There have been a number of studies supporting the claim that play therapy helps to improve and maintain self‐concept in children (Blanco et al., 2017). However, few studies have focused on the effects of non‐directive play therapy on children's anxiety disorders.…”

Section: Introductionmentioning

confidence: 99%

The effect of non‐directive play therapy on reduction of anxiety disorders in young children

Hateli

2021

Couns and Psychother Res

View full text Add to dashboard Cite

Background There is strong evidence that non‐directive play therapy, which is also known as child‐centred play, may be useful in reducing anxiety in young children. Non‐directive play is an approach to playing where the child is given ultimate freedom rather than a practitioner impressing ideas on them. Objectives The purpose of this study was to evaluate the efficacy of non‐directive play therapy for anxiety reduction in children. Methods For this purpose, 20 elementary students who had been diagnosed as anxious according to the Spence Children's Anxiety Scale (SCAS) were selected through random sampling and were divided into an experimental group and control group. The experimental group participated in 10 sessions of play therapy, and after finishing the sessions, the SCAS questionnaire was implemented again as a post‐test. Analysis of covariance was used to analyse the data. Results The results of the study showed that scores on the anxiety scale reduced significantly in the experimental group. Conclusions Non‐directive play therapy was useful in reducing children's anxiety, so it may be implicated as an education plan for problematic parent–child relationships. However, more studies are needed to support these results.

show abstract

Long Term Child-Centered Play Therapy Effects on Academic Achievement with Normal Functioning Children

Cited by 19 publications

References 25 publications

Child-centered play therapy and academic achievement: A prevention-based model.

Child-centered play therapy and academic achievement: A prevention-based model.

Child-centered play therapy’s impact on academic achievement: A longitudinal examination in at-risk elementary school students.

The effect of non‐directive play therapy on reduction of anxiety disorders in young children

Contact Info

Product

Resources

About