Research in play therapy: A 10-year review in Taiwan

Tsai, Mei-Hsiang

doi:10.1016/j.childyouth.2012.10.016

Cited by 9 publications

(5 citation statements)

References 38 publications

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“…In addition, children with disabilities often lack the needed play skills that cause problems with maintaining friendships, which has long-term ramifications on social awareness and acceptance (Dishion, Patterson, Stoolmiller, & Skinner, 1991; Gertner, Rice, & Hadley, 1994; Greenwood, Walker, & Utley, 2002; Rice, Sell, & Hadley, 1991). Finally, increasing play skills for children with disabilities can lead to increased language, social skills, and cognitive growth (Delano & Snell, 2006; Girolametto, Pearce, & Weitzman, 1997; Johnson, Christie, & Yawkey, 1999; Tsai, 2013). These three skills have been the focus of play interventions for 3-year-olds with disabilities.…”

Section: Play Interventions For 3-year-olds With Disabilitiesmentioning

confidence: 99%

A Strategy to Increase the Social Interactions of 3-Year-Old Children With Disabilities in an Inclusive Classroom

Stanton‐Chapman

Brown

2014

Topics in Early Childhood Special Education

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The current study evaluated the play behaviors of children with disabilities (e.g., developmental delays, specific language impairment) who participated in a social communication intervention targeting skills such as initiations, responses, name use, proximity, and turn-taking. Three children who were enrolled in an inclusive classroom met the inclusion criteria. A multiple baseline design was used to determine the effects of the intervention. The social communication intervention was highly effective for all children in increasing the rate of parallel play behaviors. Several implications for practice were derived from the findings. By teaching children social communication strategies, the quality of social interactions that children have with their peers is likely to improve. The intervention offers a more systematic technique for teaching social communication and play skills than do informal strategies commonly used by teachers. Social validity assessments indicated that teachers found the intervention acceptable and produced important changes in behavior.

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Section: Play Interventions For 3-year-olds With Disabilitiesmentioning

confidence: 99%

A Strategy to Increase the Social Interactions of 3-Year-Old Children With Disabilities in an Inclusive Classroom

Stanton‐Chapman

Brown

2014

Topics in Early Childhood Special Education

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“…According to Tsai's (2013) systematic review, participants totaled five people or fewer in 80% of the play therapy studies conducted in Taiwan. Due to the small sample sizes of most studies, promoting increases in EBP research becomes crucial to delivering mental health services to Taiwan's children.…”

Section: Applied Single-case Design Methodology To Increase Evidence-mentioning

confidence: 99%

Application of Standardized Observation Form in School Counselling in Taiwan: Exploratory Study with Children Exhibiting Internalizing and Externalizing Behavior Concerns

Tsai¹

2018

IJPS

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The exploratory study investigated the impact of Child-Centered Play Therapy (CCPT) on children who present with internalizing and externalizing behavioral concerns through a single-case design. Two second-grade male children in northern Taiwan displaying clinical levels of internalizing or externalizing behavior problems underwent 9 weeks of weekly 40-minute CCPT sessions. The children's parents and teachers completed the Child Behavior Checklist and Teacher's Report Form before and after play therapy. Observational data were collected via the Direct Observation Form throughout the baseline, intervention, and follow-up phases. Observation data were evaluated through visual analysis. In-session play therapy notes and the children's play therapy behavior scores were also analyzed. The participants' internalizing and externalizing problem behaviors demonstrated slight decreases.

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“…Belirtilen listede klinik sosyal hizmet uzmanlarının dışında, psikolojik danışmanlar, aile ve evlilik terapistleri, psikologlar, okul danışmanları/psikologları, pediatristler ve psikiyatrik hemşireler oyun terapisi uygulayıcıları olarak sıralanmıştır. Bunun dışında birçok oyun terapisi derneği, üyelerinin psikolojik danışman, sosyal hizmet uzmanı, psikolog, psikiyatrist ve aile terapisti gibi profesyonellerden oluştuğunu belirtmiştir (Tayvan Oyun Terapisi Derneği (ATPT), Kanada Çocuk ve Oyun Terapisi Derneği (CACPT), İngiliz Oyun Terapistleri Derneği (BAPT) ve Avustralya Pasifik Oyun Terapisi Derneği (APPTA)) (Tsai, 2013) Oyun terapisi uygulayacak profesyonellerin akredite olmuş bir kurumdan oyun terapisi teorik ve süpervizyon eğitimlerini almaları, literatürde ve uygulamalarda vurgulanan ortak noktadır. Oyun terapisi sihirli bir değnekle çocukta değişim ve gelişim yaratmak değildir.…”

Section: Sosyal Hizmet Uzmanlarının Oyun Terapisi Uygulamalarındaki Yeri Ve öNemiunclassified

Importance of play therapy in social work practice with children

Ceyhan¹

2020

HumanSciences

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If we can find ways to hear and understand children, they have a lot to say, tell and teach us, adults. Children who do not have extensive verbal abilities like adults can express themselves through playing. It has been proven by research that the best method by which they can convey their feelings, thoughts and problems is play therapy. At this point, it is important that professionals working with children are equipped with the knowledge of play therapy. Social workers who frequently come into contact with children in their professional lives should be involved in the field as play therapy practitioners. However, when the literature is examined, it is seen that there are very few practices and studies on the subject in Turkey. This study presents the place and importance of play therapy in social work practice with children in the light of the researches and applications in the literature, and highlights the importance of the use of play therapy as a method by social workers working with children. It has been observed that play therapy needs a wider coverage in social work practice and research. Suggestions have been made for popularizing play therapy in the relevant social work education, research and practices. Extended English summary is in the end of Full Text PDF (TURKISH) file. Özet Çocukları duymaya, anlamaya ilişkin yollar bulanabilirse, onların yetişkinlere söyleyecekleri, anlatacakları, öğretecekleri çok şey vardır. Yetişkinler gibi geniş sözel yeteneklere sahip olmayan çocuklar kendilerini oyun yoluyla ifade edebilmektedirler. Onların duygularını, düşüncelerini, sorunlarını aktarabilecekleri en iyi yöntemin oyun terapisi olduğu araştırmalarla kanıtlanmıştır. Bu noktada çocuklarla çalışan profesyonellerin oyun terapisiyle ilgili bir donanıma sahip olması önem arz etmektedir. Mesleki yaşamlarında sıkça çocuklara temas eden sosyal hizmet uzmanları, oyun terapisi uygulayıcısı olarak alanda yer almalıdır. Ancak alan yazın incelendiğinde konuyla ilgili ülkemizdeki uygulama ve çalışmaların çok az sayıda olduğu görülmüştür. Çocuklarla sosyal hizmet uygulamasında oyun terapisinin yeri ve öneminin literatürdeki araştırmalar ve uygulamalar ışığında sunulduğu bu çalışmada, çocuklarla çalışan sosyal hizmet uzmanlarının oyun terapisini bir yöntem olarak kullanmalarının önemine dikkat çekilmiştir. Oyun terapisinin sosyal hizmet uygulama ve araştırmalarında daha geniş yer almaya ihtiyacı olduğu görülmüştür. Konuyla ilgili sosyal hizmet eğitim, araştırma ve uygulamalarında oyun terapisinin yaygınlaştırılması için önerilerde bulunulmuştur.

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Research in play therapy: A 10-year review in Taiwan

Cited by 9 publications

References 38 publications

A Strategy to Increase the Social Interactions of 3-Year-Old Children With Disabilities in an Inclusive Classroom

A Strategy to Increase the Social Interactions of 3-Year-Old Children With Disabilities in an Inclusive Classroom

Application of Standardized Observation Form in School Counselling in Taiwan: Exploratory Study with Children Exhibiting Internalizing and Externalizing Behavior Concerns

Importance of play therapy in social work practice with children

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